TEACHER OF THE FUTURE SCHOOL AND DIGITAL TECHNOLOGIES: CONSOLIDATION OF OPPORTUNITIES

Abstract

Currently, there is no agreed understanding of the prospects for the development of education and the place and role of the teacher in the future. Scientifi c and educational communities, as well as the public, are divided in opinion on what will be the basis for the school of the future: digital technologies, competencies, achievements of sciences, personal orientation. With different grounds for the prospects of education development, they can mutually complement each other and be combined within the framework of a systematic personality development approach. The purpose is to study the personal and professional (including digital technologies) resources for personal and professional development of a teacher, providing a set of conditions for the development, upbringing, and training of students at the future school. The study was conducted with a specially developed program, including  methods, on a sample of teachers (n=) of Moscow schools. Statistical methods included discriminant, regression, factor analysis. The results of multiple regression analysis (MRA) showed that the main factors determining the high level of personal and professional development in teachers are personal resources: refl exive design, constructive coping, emotional involvement. The technological components are identifi ed as additional. In the new era of continuing education, the emphasis must inevitably shift from the technological component to the personal one, including the values. The teacher’s value system will include traditional cultural and educational values (personality, interaction, creativity) as well as individual values, personal and professional characteristics. At the same time, technological processes, including digitalization, will expand and complement the teacher’s resource capabilities for the development of students at the school of the future.