A Complimentary Model of Support for Teaching Staff and Students of Pedagogical Universities that Ensures the Formation of Digital Competence Taking Into Account Personalized Development Trajectories

Abstract

In the period of accelerating technological development of the digital society and the widespread introduction of digital technologies, the creation of a digital educational environment, it is necessary to 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 teaching activities.Despite numerous studies of the problem of the formation and development of the digital educational environment, the existing digital material does not take into account the individual trajectory of the formation of the digital culture of a particular teacher. In this regard, the authors have developed a complementary model of support for teaching staff and students of pedagogical higher educational institutions, which ensures the formation of digital competence taking into account personalized development trajectories. The article describes the criteria and indicators of the success of the implementation of this model; identifies stakeholders; analyzes the necessary resources and describes possible risks. This work contributes to the formation of a digital educational environment aimed at improving the quality of education, creating the necessary infrastructure in an educational organization.

The work was carried out with the support of the educational project "Tabula Rasa" within the framework of the Surgut core of the Competence Development Center of the West Siberian REC, implemented in the format of a modular school for preparing graduate students for modern forms of scientific activity in 2020–2022.