DIGITAL COMPETENCE AS A FACTOR OF THE QUALITY OF THE TEACHER'S PROFESSIONAL AND PEDAGOGICAL ACTIVITY

Abstract

The article emphasizes the importance of the teacher's digital competence as a significant factor in the quality of professional and pedagogical activity. It is noted that the emergence of digital technologies led to new approaches to modification, presentation, processing, search and critical analysis of information and actualized such professional competencies that form skills and skills in working with digital tools and technologies. The implementation of new mechanisms and means of organization and implementation of teacher training is characterized by a number of contradictions caused by factors and trends that determine directions within the framework of the interaction of trends. It requires an understanding of the methodology of social pedagogy regarding the comprehensive study and systematic reflection of all processes and phenomena. the main problems of digital in the training of teachers are the structural integrity of theoretical and practical digital education; the functional content of education, which guarantees digital activity, competence, responsibility and adequate practical competence; interconnection of scientific, methodological, special, digital, psychological and pedagogical training of the teacher; formation of the thinking style necessary for the development of the teacher's digital competence. The levels of the teacher's digital competence are determined: beginner (episodic use of digital technologies in everyday life and professional activity); integrator (systematic use of Internet services in the profession); expert (independently develops and implements digital content). The possibilities of digital tools and platforms used by the teacher for effective interaction and organization of the learning process are considered. It is emphasized that educational sessions using digital tools are characterized by adaptability, manageability, interactivity, the possibility of combining group and individual work, unlimited learning in time. The developed digital competence of the teacher becomes the key to the introduction of new digital tools, effective interaction, the use of information and communication technologies for the organization of productive distance and mixed learning, objective assessment of student success.