THE ROLE OF DISTANCE EDUCATION IN FORMING THE DIGITAL COMPETENCE OF TEACHERS IN THE CONDITIONS OF THE DIGITALIZATION OF THE ECONOMY

Abstract

The rapid growth of various types of digital information spreading through the World Wide Web has led to a growing interest in the formation of digital competence. The article is about a systematic review of literary sources and an analysis of existing processes and methods of digital competence formation among teachers in higher education institutions with the aim of better understanding the process of digital competence formation. The review has three goals: 1) to describe the characteristics of the processes and methods of evaluating digital competence in a higher education institution; 2) consider current concepts in the formation of digital competence based on the research of both domestic and foreign researchers; 3) to determine the problems and prospects for the development of the formation of digital competence. The importance of the problem of forming the digital competence of education workers is substantiated. In the period of the accelerating technological development of the digital society and the widespread adoption of digital technologies, the creation of a digital educational environment should resolve the contradiction between the demand for teachers with developed digital competence and their insufficient training in the aspect of the digital component for the successful application of digital technologies in professional pedagogical activities. The formation of digital competence is possible in the process of implementing educational programs in institutions of higher education, as well as professional development and professional training programs. The role of digital literacy is described, which should be laid down during education, starting from early childhood. In this situation, educational organizations are objectively one of the key agents of the digital transformation of the economy, as they ensure the formation of digital competencies of the younger generation. In connection with this, there was a need to address at least two key issues in the education system: to what extent educational workers themselves should form digital competences in their professional activities. With the introduction of digital technologies, the daily life of a person and industrial relations are changing, the economy and education are being transformed. Digital technologies are not only a tool, but also the living environment of a modern person, which opens up new opportunities: learning at any convenient time, continuous education, the opportunity to form individual educational routes, from users of electronic resources to become creators. However, such an environment requires teachers to take a different approach to the organization of the educational process, to acquire new skills and abilities to work in the digital educational space. Under these conditions, the system of pedagogical education should ensure the training of a graduate who has a high level of formed digital professional competence. The basis of the article is the analysis of research by Ukrainian and foreign scientists. A theoretical model of the structure of the teacher’s digital competence was formed. The results of the study show that competence consists of four components: motivationalpersonal, cognitive, activity and reflexive-evaluative coordination of goals, methods and obtained results, awareness of one’s style of activity, readiness for their creative change. The specified components describe the competencies necessary for a teacher to effectively carry out his professional activities.