DIGITAL COMPETENCE OF TEACHERS OF SPECIAL DISCIPLINES IN VOCATIONAL EDUCATION INSTITUTIONS IN THE FIELD OF SERVICES

Abstract

Relevance: the development of digital competence of teachers of vocational education is a necessary step to make the educational process more flexible, adapted to the realities of today, as well as to the formation of competitive professionals in the forming "digital world". A special responsibility for the formation and improvement of digital skills and digital culture of the modern generation falls on the entire pedagogical community, which is considered to be insufficiently mobile and less adapted to the latest challenges of the time, unlike the youth.

Purpose: analysis of foreign and domestic experience and study of different approaches to the interpretation of the concept of digital competence of teachers of special disciplines in vocational education institutions. The main attention is focused on the theoretical and methodological foundations of the formation of digital competences and professional development in the field of digitization of teachers of special disciplines in vocational education institutions.

Methods: theoretical analysis of scientific and educational-methodical literature; comparison and systematization are carried out in order to generalize theoretical materials and specify basic concepts.

Results: a goal-oriented, personally oriented, culturally appropriate and self-organizing methodical system is developed, which ensures a continuous process of improving the complex of values and motives, knowledge and skills, as well as the development of professionally important qualities regarding the prevention and overcoming of dangerous situations and threats to the health and life of construction workers, ecologically competent behavior, building effective communication in a professional environment during their training in vocational (professional and technical) education institutions; the criteria and corresponding indicators for assessing the levels of formation of the safety culture of professional activity among teachers of special disciplines of vocational education institutions are defined.

Conclusions: The results of the study have made it possible to draw conclusions about the importance of developing digital competences among teachers of vocational education institutions. The generalization of world experience indicates that in the educational space of Ukraine there is no single term for defining the digital competence of teachers of special disciplines of vocational education institutions in the service sector. Formation of literacy in the application of digital technologies is a priority task of education of the 21st century. The influence of ICT on all areas of human life and activity is an integral characteristic of the modern information society and everyday human life. For teachers of vocational education institutions, the possession of basic ICT skills is not enough. A modern teacher of vocational education institutions should be able to navigate and professionally use digital technologies that improve and simplify the organization of the educational process. This especially applies to special disciplines taught in vocational education institutions for the service sector. In our opinion, digital competence is an important component of the professional competence of a modern teacher, and makes it possible not only to organize the educational process at a modern level, but also to teach future specialists to critically evaluate existing information resources regarding the feasibility of their use in their professional activities. In further research, it is important to find and develop approaches to creating a model for the formation of digital competence of future teachers of special disciplines of vocational education institutions in the service sector, to find and develop ways of forming digital competence, as well as the future stages of the introduction of the proposed model, which will help ensure the continuous professional development of teachers of vocational education institutions.