"DIGITAL" TEACHER: NEW ROLES, FUNCTIONS AND COMPETENCES

Abstract

Background. The development of digital technologies is one of the priority tasks of modern education, a crucial step in improving the quality of learning and teaching and transforming the role of the teacher in the conditions of digitalisation of education. The purpose of the research presented in the article is to describe the qualitative changes in the professional activity of teachers and to consider the "digital" roles and digital competence of teachers based on the data of questionnaire survey of teachers working in profile psycho-pedagogical classes in the city of Tula and Tula region. Materials and methods. The methodological basis of the empirical study is the competence approach, in particular, digital competence. The main conceptual documents regulating the development of digital education are the national programme "Digital Economy of the Russian Federation" and the priority project "Modern Digital Educational Environment in the Russian Federation". In the course of the empirical study, the questionnaire method was applied. Results. Theoretical analysis allowed us to state that in modern conditions the professional activity of a teacher undergoes qualitative changes. In the conditions of digitalisation of education, the school needs a multi-profile professional with digital literacy and competence. The questionnaire survey of teachers working in psycho-pedagogical classes conducted in the course of the empirical study revealed the teachers' adherence to the traditional roles of a mentor and an organiser of the learning process and the formation of competencies in the field of integrative activity (a teacher is an integrator of students' knowledge, skills and abilities). The presented analytical and empirical data are based on modern Russian and foreign experience and take into account the specifics of the Tula region.