Abstract
The article highlights the issues of developing a system for digital competence of the teacher. The paper describes the research that resulted in the development and implementation of the system for digital professional development for university teachers at the Borys Grinchenko Kyiv University. The principle of system adaptation is realized in two directions: to time possibilities of testing and minicourse passing; to needs of teachers according to professional direction and disciplines taught. A model of organisation of this system based on self-assessment, self-education and micro-teaching principles has been developed. The main structural elements of the system are diagnostic test and sets of minicourses. The approaches to the formation of the diagnostic test, including ensuring its integration, variability and validity, as well as the principle of its use in order to establish the level of digital competence of teachers in accordance with the developed corporate standard of digital competence were applied in detail. Using the example of the compulsory level of digital competence Analyst-Researcher (A) the use of mini-course sets for Integrator (B1), Expert (B2), Leader (C1) and Innovator (C2) levels are described. The system allows teachers to build their own professional development trajectory as a digital footprint reflected in a personal study, and the use of embedded business intelligence tools provides a visualised holistic picture of digital professional performance. The place of the system and its further development for professional development in the digital twin of the educational institution is highlighted.
Highlights
The objectively necessary mass transition to e-learning during the quarantine period has become a kind of global challenge for the whole educational environment, including higher education and teachers in particular
The results of the study designed an system for digital professional development for university teachers in accordance with the developed model, the main components of which are equal digital competence, diagnostic test, sets of mini-courses for each level
It is designed to determine the current level of digital competence of a teacher
Summary
The objectively necessary mass transition to e-learning during the quarantine period has become a kind of global challenge for the whole educational environment, including higher education and teachers in particular. The requirements for digital competencies are increasing, which makes teachers in today’s environment to effectively use digital tools to deliver online learning experiences. For this reason, the issue of implementing an effective professional development system that contains research, didactic, leadership and digital components is of particular relevance. The professional standard for the group of professions “Teachers of Higher Education Institutions” [28] defines the conditions for the professional development of teachers and specifies a list of their job functions, each of which provides a detailed description of professional competences, noting the necessary knowledge, skills and abilities, a considerable part of which require a sufficiently high level of digital competence. Taking into account the above-mentioned requirements in the professional standard of a teacher at Borys Grinchenko Kyiv University the “Teacher Profile” was developed, which reflects the manifestation indicators and learning outcomes of a university teacher in the context of such qualities: didactic, research, leadership and digital competence
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