DIGITAL CULTURE OF A MODERN TEACHER AS A PROFESSIONAL ACTIVITY RESOURCE IN THE CONDITIONS OF EDUCATIONAL SPACE DIGITAL TRANSFORMATION

Abstract

The digital service has firmly entered all areas of social and economic activity, including education. The activity of a modern teacher in the digital educational environment is its integral component. The development of "digital citizenship" as a whole largely depends on the formation of the digital culture of a teacher as a translator of the ideas of the state educational policy. The relevance of considering the problem of digital culture formation among teachers is due to the following contradictions: between the increasing importance of a teacher in the process of digitalization of education and poor development of the content of its digital culture and its components as determinants of professional pedagogical activity in a digital educational environment; between the growth of digitalization of the educational process and the insufficient level of formation of digital culture among teachers. These contradictions form the basis of our research, the problem of which is to reveal the features of the digital culture of a modern teacher as a resource for his professional activity in the context of the digital transformation of the educational space. The purpose of the research is to theoretically substantiate the essence and component composition of the digital culture of a modern teacher as a resource for his professional activities in a digital educational environment. This goal was achieved through the use of the following research methods: literature analysis, classification, modeling, description, ways of visualizing data in the form of figures and tables. The results of the research: 1) the analysis of scientific sources has made it possible to determine the conceptual approaches to considering the problem of the digital culture of a teacher, which made it possible to accumulate information and develop a map of the component composition of a teacher's digital culture; 2) the basic components of a teacher's digital culture have been theoretically substantiated: digital literacy and motivational-value attitude; 3) a procedure for assessing the level of formation of a teacher's digital culture has been proposed. Key conclusions: 1) the map of the component composition of the digital culture of a teacher is an integrative information about the essence and composition of the digital culture of a teacher and includes the types of digital competence, their corresponding competencies, indicators and digital skills; 2) the basic components of a teacher's digital culture are digital literacy and a motivationalvalue attitude, each of which is represented by indicators and digital skills corresponding to it; 3) the methodology for assessing the formation of a teacher's digital culture includes a level scale and the calculation of an individual index of digital competence. The information contained in the article can be used as the basis for developing a program of advanced training courses and professional retraining of teachers aimed at creating a digital culture in the educational environment.