Abstract
The article is devoted to the problem of self-development of a pedagogical employee of a general secondary education institution. An overview of the teacher's self-development model in the context of informal education, using information and communication technologies, was made. The analysis of various studies showed that ICT for educational activities has a significant impact and is a Russian lever in providing quality educational content. Mastery of basic principles, skills and abilities with the use of digital tools is currently a priority task for all institutions of general secondary education. Competence with ICT is currently the basis for self-development and self-organization of a teacher in the process of sustainable development of a specialist's personality. But having modern and practical skills in the use of ICT for a teacher is more necessary than a simple desire for improvement. The approach to teaching using ICT tools of teachers of different cycles can be implemented, taking into account the following confirmation: new approaches to teaching, increased flexibility; user orientation, greater autonomy for students; support and use of new technologies; strengthening network connections between institutions and partnerships between interested parties in the field of education (stakeholders); improved access allows those with fewer resources to only advance in knowledge. Separate components of the teacher's self-development: internal and external. The first group approves work on oneself, acceptance and manifestation of oneself in the world. The second is a balanced deep work with him, which is his own personality. The external components of a teacher's self-development include the following characteristics: environment, relationships, priorities, activities. external aspects that need development, the teacher should not look for internal ones that are the driving force in this process: self-knowledge, understanding, planning, implementation. An analysis of the results of the survey was made regarding the use and use by teachers of secondary schools of the Internet platform and resources before and after the introduction of quarantine restrictions
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