THE STAGES OF IMPLEMENTATION OF THE TEACHER'S DIGITAL COMPETENCESELF-ASSESSMENT TOOL IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT

Abstract

The article highlights the development and steps of implementing a tool for self-assessment of digital competence of a teacher based on the experience of domestic specialists in the period of 2020- 2023. An analysis of approaches to the development of a self-assessment tool in the international educational community is carried out. Approaches to compiling a survey questionnaire based on the Digital Competence Framework for Educators (DigComp 2.1) are substantiated. The stages of development of a self-assessment tool for the teacher's digital competence are presented: development, improvement, implementation. The procedure for conducting the survey over four years is described. A block diagram of the creation and implementation of a teacher's digital competence self-assessment tool is presented. The principles that contributed to obtaining reliable data during the self-assessment of a teacher's digital competence are substantiated and presented. It is proved that the self-assessment tool of the teacher's digital competence should contain elements of identifying the degree of readiness to use ICT by teachers and educational institutions, which contributes to the development of recommendations and finding solutions to overcome existing problems. The concept of the readiness of teachers to use the tools of the information and educational environment for the implementation of educational activities in quarantine conditions is defined. The main indicators obtained during the all-Ukrainian survey of teachers in the system of general secondary education were analyzed, and the dynamics of the development of digital competence of teachers were revealed. The main content of methodological recommendations for postgraduate education, developed on the basis of the approbation of the self-assessment tool, is presented. The scientific novelty of the presented research lies in the discovery of new approaches, the development of principles and forms of self-assessment of the teacher's digital competence in the conditions of restrictions caused by the long quarantine and wartime in the country. The conclusions regarding the further use of the teacher's digital competence self-assessment tool in the system of postgraduate pedagogical education are substantiated. Prospects for further research are outlined.