Study of teachers’ digital competence development in a distance learning environment

Aim. To determine the level of development of teachers’ digital competence and, based on the results obtained, to develop a set of measures to ensure its effective development. The obtained results of the teachers’ digital competence state (using the example of the Donetsk People’s Republic of the city of Donetsk) allow us to compare the results of research by other authors, identify shortcomings, and develop the most optimal and practical tools for assessing its development.

Methodology and methods. The main tool for assessing the level of development of a teacher's digital competence was a survey and the use of the case method. However, it should be clarified that the level of digital competence is dependent on the discipline taught, which requires additional research and development of scientific and methodological tools, taking into account the specifics of teaching the discipline.

Results. The need for education system sustainable development and competitiveness preservation in difficult social and economic conditions require continuity in the development of the teacher. Digital competence is actively considered as one of the key components of professional competence in the academic world. Thus, the level of digital competence development was determined taking into account teaching experience: a confident level – teaching experience from 10 to 20 years (34% of the sample), an average level – work experience from 3 to 10 years and from 20 to 25 years (65% of the sample); minimum-sufficient teaching experience of up to three years and over 25 years (6% of the sample). The result of teaching various disciplines success dependence on digital competence allowed us to establish that among teachers of humanities and natural sciences, the confident level was 38% ± 4%, the average 62% ± 4%, the minimum-sufficient level was not identified. Among teachers of artistic and aesthetic disciplines, physical education and disciplines of primary general education, the indicators of a confident level were 26% ± 3%, the average level was 71.5% ± 3.5%, the minimum sufficient level was up to 3%. The next stage of the analysis was the levels of digital literacy in accordance with the selected indicators and teaching experience. Thus, the level of computer literacy among all groups of teachers with different experience was at the level of 81.5% ± 4.5%, communicative literacy – 84.5% ± 5.5%, technological literacy – 72.5% ± 4.5%, information literacy – 89% ± 5%. The results of digital competence assessment using the case method allowed us to identify the levels of development of structural components necessary for a high-quality educational process. The minimum-sufficient, average and confident level of the indicator of analysis and evaluation of educational activities was 9%, 55% and 44%. The indicator of professional responsibilities marks 6%, 63% and 75%. The optimization of the educational process was 5%, 69% and 73%. The technological effectiveness of educational activities was 12%, 53% and 42%. These results indicate the dynamics of the development of digital competence and the need for further research.

Theoretical and/or practical significance. The scientific novelty consisted in clarifying the structural components responsible for digital competence development. The theoretical significance of the study was to identify the structural components responsible for maintaining the education system success and increasing the level of professional competence of a teacher in the field of digital technologies. To assess the level of digital competence formation, a case method was used, the capabilities of which made it possible to model pedagogical tasks, the essence of which was to expand theoretical knowledge in the field of didactics of the educational process. A teacher training program "Teacher in the digital educational space" has been developed, aimed at increasing the level of digital competence. Methodological recommendations have been developed with a clear algorithm for using digital technologies during distance learning. The practical significance of the study is determined by the fact that a program, methodological recommendations and diagnostic apparatus for assessing the level of development of digital competence for implementation into the system of additional professional education have been developed, verified and proposed.

Conclusions. The development of digital competence will create a stable basis for solving emerging issues in the education system, ensure the integrity and continuity of the educational process, and increase the level of professional competence of a teacher.

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