System Of Postgraduate Pedagogical Education Research Articles

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

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.

Individual trajectory of professional improvement of a teacher: results of scientific research

The article presents the results of scientific research aimed at studying theoretical research and practical solutions focused on the design and implementation of the individual trajectory of professional improvement of teachers. The purpose of this article is to outline theoretical approaches and practical solutions for the professional improvement of teachers in the system of postgraduate pedagogical education. The task of the article is to clarify the meaning of the concepts of "professional improvement of the teacher" and "individual educational trajectory" based on the analysis of domestic and foreign researches; identify key contradictions in the practice of designing and implementing the individual educational trajectory of professional improvement of teachers in the system of postgraduate pedagogical education; determine the directions of further scientific research in theory and practice. As a result of the research, leading approaches to the professional development of teachers were clarified; clarified the content of the key concepts "professional improvement of the teacher" and "individual educational trajectory"; outlined the results of a number of experimental researches, including in the system of postgraduate pedagogical education in Kyiv.. Based on the analysis, the directions of further scientific research have been determined, which will focus on the theoretical justification and experimental verification of the model of designing the individual trajectory of the professional improvement of teachers, the development and testing of tools for individualization of professional improvement in the system of postgraduate education.

DEVELOPMENT OF THE SUBJECT-METHODICAL PROFESSIONAL COMPETENCE OF SECONDARY SCHOOL TEACHERS-PHILOLOGISTS

The article examines the problem of developing subject-methodical professional competence of teachers of Ukrainian language and literature, foreign literature in the context of STEM education. Emphasis is placed on the relevance of language and literature school disciplines to STEM education. This is important for a teacher to participate in the formation of STEM competencies during language and literature lessons defined by the Concept of the Development of Science and Mathematics Education. The author considered forms of work on the formation of subject-methodical professional competence of teachers of Ukrainian language and literature, and foreign literature in the context of STEM education in the system of postgraduate pedagogical education. The content of such activities during advanced training courses is specified. There is a list of literary works in the article, which is advisable to work effectively on the formation of STEM competencies. The author defined topics of school programs and examples of tasks based on some works of the course «Ukrainian literature», and the integrated language and literature course «Ukrainian language, Ukrainian literature, Foreign literature», based on which it is advisable to form STEM competencies: cognitive skills, scientific literacy; information processing skills, creativity – qualities that contribute to the creativity of education seekers; the ability to make creative functional decisions, innovativeness; communication skills - effective teamwork, ability to be a leader and executor, etc. Consideration of the problem of the development of the subject-methodical professional competence of teachers of the Ukrainian language and literature, foreign literature in the context of STEM education will contribute to the improvement of the process of improving the qualifications of teachers of philological disciplines and teachers' awareness of the importance of combining the efforts of participants in the educational process in the formation of the necessary competencies of schoolchildren, stimulates inquisitiveness and supports the interest in education of students, forms in students a scientific worldview, the ability to perceive, analyze, interpret, and critically evaluate information.

The Role of Scientific and Methodological Support for the Professional Development of Teachers in the Context of Reforming Basic Secondary Education

This article discusses the state of scientific and methodological support of teachers, which is aimed at implementing the tasks of reforming basic secondary education on the basis of the Concept of «New Ukrainian School».
 The presented material is based on the results of the analysis of scientific, methodological and innovative activities of institutions of postgraduate pedagogical education, aimed at improving the system of quality assurance of education and professional growth of the teacher.
 Taking into account the changes in the content of education, the practical implementation of student-centered learning, the introduction of innovative pedagogical technologies into the educational process, it is indicated how the professional formation of a teacher in the system of postgraduate education is practically ensured. On the basis of the study, the authors determine the organizational and pedagogical conditions for improving the process of professional growth of teachers in the system of postgraduate pedagogical education, as a factor in increasing their competitiveness.
 The role of the system of postgraduate pedagogical education, as a system of adult education, in improving the process of professional growth of a teacher is disclosed. It is noted that the system of postgraduate pedagogical education, under the influence of socio-economic changes that take place in society, ensures the continuous professional development of teachers and their mastery of competencies that are closely related to the implementation of their professional pedagogical activities and the transition to a new quality of education.

Children’s play during wartime in Ukraine from the preschool teacher’s perspective

The article analyzes the results of a study that reveals characteristics of preschool children play activities in the conditions of the war in Ukraine, which were collected in two regions of the country significantly different in the scope of military operations carried out, life activities of the population (in the temporarily occupied territory of Ukraine and territories under Ukrainian control), as well as peculiarities of preschool education itself. The objectives of the research were: to find and highlight changes in the content, types and organizational forms of play activities of preschool children in the conditions of war based on the results of observations by preschool teachers; to identify the level of awareness of preschool teachers regarding play resources as an effective tool for psychosocial support of children in war conditions; to determine the need for preschool teachers to develop their skills in facilitating children's play activities in war conditions for the introduction of appropriate measures in the system of postgraduate pedagogical education; to approve a set of diagnostic tools for further research. The results of the research proved that: 1) the war in Ukraine significantly changed a nature of play activities of preschool children compared to the pre-war period, which is reflected in: the dominance of various plots of military actions in the content of a play, while children play new roles (of a positive nature – military, rescuers, firefighters, volunteers, doctors, construction workers, etc.), conditioned by the new military reality; children's active use of toy weapons and toy substitutes for modern weapons; increased time, spent on computer games, including war-themed games; reduced time, spent on play in general and free play in particular; refusal of children from noisy, active games in favor of quiet, quiet play alone; growing need of children for greater attention of adults during the play; emotional excitement of children, dominance of negative emotions in the play; increased weight of creative activities in children's daily routine, including play. The specified changes are found both in play activities of boys and girls of preschool age; 2) preschool teachers are aware of the importance of play for supporting the child's well-being in wartime conditions. They consider the level of their own knowledge and skills to support play activities of preschoolers to be insufficient, and so understand the urgent need for their additional training In-service Teacher Training institutions in the area of play facilitation

EXISTING PROBLEMS OF IMPLEMENTING THE DISTANCE FORM OF PEDAGOGICAL EMPLOYEES QUALIFICATION IMPROVEMENT

The current situation in the country has a decisive impact on the field of education, which leads to a more significant introduction and ubiquitous implementation of distance learning not only for teaching students, but also for training of teachers. Distance learning is characterized as an individualized process of acquiring knowledge, skills, abilities and means of human cognitive activity, which basically occurs through indirect interaction of distant participants of the educational process in a specialized environment based on modern psychological, pedagogical, and information and communication technologies. It is shown in the article that many scientific and methodological works analyze positive aspects of distance learning (e.g., mobility, constant access to materials, blended and / or flipped learning, the ability to involve large numbers of participants, efficiency, new teacher role, work in synchronous and / or asynchronous mode, etc.). The presented research revealed the insufficient coverage of existing problems in distance learning, especially distance learning of teachers by modern scientific works (low level of information and communication competence, lack of Internet, outdated equipment, poor self-organization of students, lack of «live» communication, the problem of personalization, copyright violations, etc.). In the paper, the main stages of the history of distance learning beginning from the XVIII century are described. The effectiveness of introducing distance learning of teachers in the postgraduate system of education is substantiated. We explore and analyze pedagogical, methodological and scientific works devoted to the problems of continuous professional education of teachers, professional development of teachers and their qualification improvement. The problems of implementing the distance form of qualification improvement of pedagogical workers in the system of postgraduate pedagogical education are investigated and described in the article.

THE IMPROVEMENT OF TEACHERS’ INFORMATION-DIGITAL COMPETENCE IN THE FIELD OF NATURAL SCIENCES EDUCATION AS THE BASIS OF QUALITY DISTANCE LEARNING

The scientific article discusses the problem of teachers' readiness to work in a digital educational environment. The purpose of this work is to study the experience of using digital resources in the implementation of distance learning by teachers of the disciplines of the educational fieldof natural sciences. The analysis and interpretation of the results of the study will help to improve the content of teachers' training courses at the Municipal Institution of Higher Education "Dnipro Academy of Continuing Education" of Dnipropetrovsk Regional Council. This study will allow to model the educational process during the training courses of teacher training in order to form and improve information and digital competence in postgraduate education as the basis of qualitative remote learning of students and effective professional activity of teachers. The mastering level of digital tools by the teachers of natural sciences education branch of Dnipropetrovsk region and the experience of using digital resources during the distance learning implementation were analyzed. The results of science education survey teachers about readiness to work in a digital educational environment are given. The relevance of this issue is obvious in connection with the results of the conducted research, which demonstrate the insufficient level of information knowledge and communication technologies by teachers. The study showed that most respondents need to improve information and digital competence. In our opinion, it is the constant updating and implementation of new means and methods of teaching -oriented ICTs in the educational process that should be a mandatory component of the training courses of teachers of the natural educational sector. Of course, the study does not exhaust the solution of the whole range of problems related to the formation of information and digital competence of teachers in postgraduate education. It is possible to continue the scientific search in the following areas: detailed analysis of the structure and content of information and digital competence of teachers of the natural educational field, research of the correlation between levels of information and digital competence and other components of professional competences for natural sciences educational field in the system of postgraduate pedagogical education.

SCIENCE DIPLOMACY IN THE CONTEXT OF SOCIO-CULTURAL DEVELOPMENT OF EDUCATION

The article is devoted to the problem of development of scientific diplomacy of educational institutions by means of creative cooperation. The main task of scientific diplomacy to form the image of the educational institution and interpersonal relations of all participants in the educational process is substantiated. Attention is paid to the communicative activity as a phenomenon of scientific creativity; the theoretical content of the concepts of "diplomacy", "communicative culture", "educational diplomacy" is considered; diagnostics of the readiness of educational institutions for the development of educational and scientific diplomacy is carried out. The conducted analysis of the essence of pedagogical interaction in an educational institution allows us to conclude that the concept of "educational diplomacy" is a rather complex and multifaceted concept that is used in various spheres of human activity, covers a large number of objects and phenomena, as it is manifested in the educational process, personal interaction, technological processes, communications, etc. The article also pays attention to the development of science diplomacy, peculiarities of its implementation and influence on the generation of international initiatives in the globalized world. Using a comparative methodology, the approaches to understanding science diplomacy in domestic and foreign discourse are analyzed, taking into account the existing practice of its application. It is established that science diplomacy, as a type of public diplomacy, serves as a means of promoting and protecting the national interests of the state, and also plays a regulatory role in a complex system of international interaction. At the same time, science diplomacy can serve to solve specific foreign policy tasks of regional importance – first of all with neighboring countries in the fields of ecology, forecasting and elimination of the consequences of natural and man-made disasters, mining and rational use of marine natural resources, in the social and humanitarian sphere. The availability of permanent and sufficient funding for bilateral scientific projects on such topics, especially with neighboring countries, can actually be a manifestation of scientific diplomacy for establishing good international relations. Developing the institution of science diplomacy, it is extremely important to maintain a balance of interaction between scientific and political components, to prevent the use of political tools in the scientific sphere. It is also extremely important that scientific and diplomatic goals remain transparent to avoid manipulation of science for political purposes and to prevent politicization of science. The results of the study give grounds to assert that the development of educational diplomacy is a priority area of personal development and professional development of scientists and teachers of educational institutions, based on psychological and pedagogical theory and practice and focused on subject-subject relations in work. This direction is consistently implemented in the process of studying in the system of postgraduate pedagogical education by acquiring the necessary competencies, gradual improvement of communicative qualities and accumulation of experience in communicative interaction.

APPLICATION OF THE ANDROGOGIC APPROACH IN THE TRAINING OF SPECIALISTS IN INSTITUTIONS OF HIGHER EDUCATION

The article describes the relevance of the issue of the need for lifelong learning. The essence of the concepts "education", "adult education", "informal education", "informal education", "andragogy", "androgogic approach" is clarified. Characteristic features of adult education are singled out (acquiring education in adulthood; use of various forms of education in adulthood; long process of acquiring education in adulthood). It is emphasized that the content and structure of the andragogic approach include: requirements for activity, principles, forms and methods of organizing professional retraining and conditions for their effective application (taking into account individual characteristics, restructuring the technique of teacher interaction with students, independent study, joint activity, reliance on life and professional experience, development of educational needs, etc.). The stages of training are identified, according to which it is necessary to organize the training process within the framework of the andragogic approach (identification of a real problem for the solution of which training is necessary; diagnosis of the learner; planning of the training process; creation of conditions for the implementation of the training process; implementation of the training process; evaluation of the process and results training; correction of the training process. The components of the professional retraining model of the teacher in the post-graduate pedagogical education system based on the andragogic approach are proposed. They are considered the requirements for activities, methods and principles of adult learning. The principles of the andragogic approach are singled out, in particular: priority of independence; individualization; awareness of learning, actualization of its results, use of life experience, competences, etc.

TEACHER PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF EDUCATION TRANSFORMATION: NEW REGULATORY FRAMEWORK, CHALLENGES AND OPPORTUNITIES

The article identifies new challenges and potential opportunities for teacher professional development in the context of nowadays Ukrainian education system transformation. The meaning of the research concepts of “transformation”, “modernization” and “reformation” were clarified. The “transformation” is interpreted as profound qualitative changes in the main structural components of the system, which are satisfactory to the challenges of modern society. The conducted literature review determined that the processes and changes in current education system of Ukraine should be defined not as modernization or reformation but as transformation. Nevertheless, the education transformation in Ukraine includes both modernization and reformation. A strong impact on teacher’s professional development maintains: 1) the system of general secondary education since it determines goals, terms, and rules of professional activities, and 2) the system of postgraduate pedagogical education that induces every teacher to find the most satisfactory methods, means and approaches to sustain high productivity and achieve complete self-realization in everyday routine. The current Ukrainian system of general secondary education is under changes performed according to the “Concept of the New Ukrainian School” implemented in the new “State Standard of Basic Secondary Education for 5-9 grades” and “Professional Standard “Teacher of general secondary education institution”. The existing Ukrainian system of postgraduate pedagogical education is revised in accordance with “Procedure for improving the qualifications of pedagogical and research and teaching staff” and conceptual and methodological principles of the implementation of the certification process outlined in the “Framework for continuous professional development of teachers”. The challenges that the new regulatory framework of Ukrainian education generates for teachers in the system of general secondary education and postgraduate pedagogical education are stressed, and new opportunities for teacher professional development are accentuated.

PECULIARITIES OF MARTIAL ARTS TRAINING TECHNIQUES FOR STUDENTS OF HIGHER EDUCATION INSTITUTIONS

The purpose of the study is to determine the main characteristics of martial arts training techniques as a factor in the formation of physical abilities of student youth and the scientific substantiation of the means of positive influence of martial arts, which contribute to the education of young people in patriotic skills, values of a healthy lifestyle, comprehensive development, increasing the level of health according to the method of the species martial arts sports. The article presents material on the concept and approaches to the classification of physical exercises and methods of martial arts for students of higher education institutions. As a result of the study, it is possible to conclude that the practical significance of the obtained results lies in the introduction into pedagogical practice of the method of raising schoolchildren's interest in physical education in a general secondary education institution, which includes various forms and methods of educational work, methodological recommendations for raising schoolchildren's interest in physical education classes in a general secondary education institution.
 The obtained results will be useful to class teachers, teachers of physical culture and defense of Ukraine, leaders of sports clubs and sections on combat horting, students of higher education institutions, teachers of higher education institutions in physical education and sports when teaching the theory and methods of combat horting, physical education, special courses for teachers in the system of postgraduate pedagogical education. research materials can be used in training courses for physical education teachers and heads of sports sections in the system of postgraduate pedagogical education, as well as during the preparation of training programs, methodological manuals and recommendations.

Psychological readyness as a mechanism of formation of professional maturity of a teacher in conditions of postgraduate education

The formation of the professional maturity of a teacher in the system of postgraduate education is highlighted through the prism of the relevance and modernity of knowledge of synergetics and acmeology, as the methodological basis of the polyparadigmal approach, in general, and competent, in particular. The purpose of the article is theoretical analysis of the integration criteria of professional maturity of a teacher in the content of the competence postulate “The ability to study for a life as a basis for continuous professional training ...”, namely: internal criteria - readiness for continuous personal and professional self-improvement, to professional and personal self-realization, professional competences; external - the effectiveness of professional activities. The study of this problem makes it possible to identify the integration criteria of the professional maturity of the teacher and the theoretical analysis of the basic concepts. The methodological basis of this problem isconsidered; the process of formation of professional maturity of the teacher in the system of post-graduate education through the analysis of reflexive self-regulation, first of all willingness to self-organization, the ability to self-education, to self-realization; criteria specific to the profession of primary school teacher in the institution of general secondary education. In further research and study of the integration components of the professional maturity of a teacher in the system of postgraduate pedagogical education, the priority direction is the study of the conditions for the intensification of the development of pedagogical systems, which make the issue of determining the necessary and sufficient elements of the system of continuous education providing the conditions for the formation of professionalism, acmeological activity and professional maturity of a teacher.

Conceptual paradigms of the Europeanization of the educational process in higher school and the system of postgraduate pedagogical education: focus of modern narratives vs traditionalism

Conceptual paradigms of the Europeanization of the educational process in higher school and the system of postgraduate pedagogical education: focus of modern narratives vs traditionalism

DEVELOPMENT OF PROFESSIONAL SKILLS OF A TEACHER IN TRAINING IN CONDITIONS OF DISTANCE LEARNING

The article presents an analysis of the peculiarities of the development of professional skills of teachers of the Ukrainian language and literature in the intercourse period in distance learning, in particular in the training “Modeling of the Ukrainian language lessons on the basis of activity approach in the digital educational environment”. Due to the clear construction of the distance course, administration is provided, knowledge is gained by studying theoretical material, information literacy of teachers and opportunities for their use of digital technologies for self-education, self-development, research and united learning tasks, self-control, arranged activities of participants in small groups, synchronous and asynchronous communication, etc. It was found that the training focuses not only on digital technologies that we use as tools for modeling electronic content, but also on pedagogical aspects, which are expressed in the methodology of modeling the Ukrainian language lesson on the basis of activity approach, organization of space for functioning in conditions of distance learning, etc. The distance training course consists of five modules, which are filled with teaching materials and digital tools. This format helps to create conditions for learning, communication and partnership. The subjects of classes are modelled taking into account the current needs of the teacher and provide the performance of creative projects and credit tasks by him. Positive experience in the use of training as an educational trajectory of professional self-realization and development of pedagogical skills of a teacher in the system of postgraduate pedagogical education by distance learning is presented.Keywords: training, distance learning, competence, professional skill, activity approach, postgraduate pedagogical education, educational process, intercourse period.

Conceptual Model of Development of Assessment Competence of Primary School Teachers in the System of Postgraduate Education

The study highlights one of the main aspects of pedagogical research on the development of assessment competence of primary school teachers. To train teachers in the system of postgraduate pedagogical education, it is necessary to build a modern model as a holistic pedagogical process, which would be based on the leading traditions of pedagogy and modern pedagogical innovations and help teachers develop readiness to evaluate the results of primary school students in professional activities. The purpose of this study is to build a conceptual model for the development of assessment competence of primary school teachers in the system of postgraduate education. Methodological approaches used by the author for the study: systemic, activity, andragogical, competencebased, acmeological, communicative, and synergetic. The theoretical aspect of the development of teachers' assessment competence is analysed, the existing views of scientists on the outlined problem are classified. The essence of the concept of modelling as a process of construction and research of models is determined. The purpose, tasks, functions, principles, components of modelling are identified. The essence and content of the assessment competence of a primary school teacher are considered, its main components, criteria, indicators, and levels of development are singled out. The characteristic of the model of development of assessing competence of primary school teachers in the system of postgraduate education developed by the author is presented, its conceptual and methodological bases are identified. The methodological basis for building the model is presented in the form of an analysis of the leading provisions – the principles formulated based on previous results of the study conducted by the author. The principles and forms of education, pedagogical conditions are described, the main functional and structural components of the model are identified. The creation of the model has become an effective means of testing the effectiveness of pedagogical conditions, through the implementation of which a high or medium level of assessment competence of primary school teachers has been achieved. The proposed method is adapted for use in institutions of postgraduate pedagogical education

CASE METHOD IN THE CREATIVE POTENTIAL DEVELOPMENT OF HEADS OF VOCATIONAL INSTITUTIONS

The article deals with the essence of the case method, its purposes and objectives, the place and importance of the method in the creative potential development of the managers of vocational institutions, the characteristics of the case method, its principles, its structure, its influence on the formation of the quality characteristics of the specialist; the technology of preparing the case and the specifics of its application in the training of the heads of vocational institutions in the system of postgraduate pedagogical education have been introduced.Key words: case method, analysis, situation, innovation, creativity; creative activity.

НАУКОВО-ІННОВАЦІЙНІ ПІДХОДИ ДО ВИХОВАННЯ ФІЗИЧНОЇ КУЛЬТУРИ ТА ОСВОЄННЯ ОЗДОРОВЧИХ ЦІННОСТЕЙ БОЙОВОГО ХОРТИНГУ ШКОЛЯРАМИ І СТУДЕНТАМИ

This scientific article of pedagogical direction identifies the features of scientific and innovative approach to the content, forms and methods of activities for the education of physical culture and development of health values of combat horting by schoolchildren and students engaged in sports sections of educational institutions. The study was conducted to analyze methods of improving general physical training, physical education and basics of health of schoolchildren and students, revealed guidelines for organizing the educational process of combat horting in higher education and the formation of a healthy lifestyle of student youth. The theoretical analysis of the program of employment, problems of formation of a healthy way of life of students and conditions of application of improving physical exercises of fighting horting is carried out. The implementation of the content of general physical training, physical education and development of health values of combat horting by schoolchildren and students is provided by adequate to the physical activity of schoolchildren and students methods of building training sessions in sports sections of educational institutions. The presentation of the main material is based on the guiding state documents on physical education of schoolchildren and students in educational and extracurricular time. As a result of this research we can conclude that the practical significance of the results is to introduce into pedagogical practice methods of physical education and development of health values of combat horting by schoolchildren and students involved in sports sections of educational institutions, forming interest in schoolchildren and students. combat horting in general secondary and higher education, which includes various forms and methods of educational work, guidelines for physical education and development of health values of combat horting by schoolchildren and students engaged in sports sections of educational institutions, the formation of interest in schoolchildren and students to engage in combat horting. The obtained results will be useful for class teachers, teachers of physical culture and defense of Ukraine, leaders of sports clubs and sections of combat horting, students of higher education institutions, teachers of higher education institutions in physical education and sports while teaching the theory and methods of combat horting, physical education, special courses for teachers in the system of postgraduate pedagogical education. The research materials can be used in advanced training courses for physical education teachers and heads of sports sections in the system of postgraduate pedagogical education, as well as during the preparation of curricula, manuals and recommendations.

Development of soft skills of teachers of Physics and Mathematics

The article considers the problem of the development of soft skills of teachers of Physics and Mathematics in higher educational institutions in the process of certification training in the system of postgraduate pedagogical education of Ukraine. The experience of foreign countries on the relevant teachers’ course training has been analyzed, the essence and significance of such soft skills as sociability, creativity, empathy for the professional development of teachers of Physics and Mathematics in higher educational institutions in the process of certification training has been characterized. The state of these skills development in teachers of Physics and Mathematics was studied, the average level of the development these skills has been stated. The possibilities of the soft skills development were determined, the four-stage process of their transition from unconscious incompetence to unconscious competence in the system of postgraduate education was substantiated. The principles, forms, methods, technologies of the development of soft skills in the system of certification training of teachers of Physics and Mathematics were discussed with the emphasis placed on the role of heuristic methods and forms, creative technologies of the soft skills development.

TEACHERS' READINESS TO USE E-PORTFOLIOS

An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.

ЦИФРОВА КОМПЕТЕНТНІСТЬ ПЕДАГОГІЧНОГО ПЕРСОНАЛУ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

The main topic of the article is the issue of developing the digital competence of teachers in postgraduate education. It is noted that the development of the digital competence of the teacher is one of the key issues of education, which are related to the challenges of the current information society and the rapid technical and technological processes. The aim of the research is to single out the main problems of the development of digital competence of pedagogical workers in postgraduate pedagogical education. The main research method is a theoretical analysis of the framework and regulatory documents on standards and requirements for digital competence of teachers in the European Union and Ukraine; the best practices of the specialists of the conditions of formation of digital competence of teachers. The importance of digital competence is emphasized, which allows the teacher to participate in the information environment, to use the latest advances in technology in their professional activities. The definition of digital competence of a pedagogical worker is given. The conditions of formation of digital competence of teachers in the system of postgraduate pedagogical education are considered, such as the digitalization of education, the availability of legal documents on standards and requirements for digital competence of teachers, the need to create and implement criteria for the development of digital competence, the readiness of postgraduate education to ensure the formation of digital competence of teachers. Emphasis is placed on the challenges that hinder the effective use of digital technologies by teachers in the educational process. It is concluded that the formation of digital competence contributes to the comprehensive development of teachers, their self-improvement, the desire to learn throughout life, the ability to apply the acquired knowledge, which improves the quality of education. Changing the legal framework for standards of digital competencies, acquaintance with the achievements of the European community will help identify new approaches to building individual areas of development of digital competence of teachers.