The current state and problems of formation of digital competence of teachers

Abstract

The digitalization process, which is currently rapidly developing at the global level, requires
qualified personnel with digital competencies. During the COVID-19 pandemic, the role of digital
technologies and its enormous didactic capabilities in the education system were reliably confirmed
by the accumulation of experience in organizing distance learning and ensuring the continuity of the
educational process. The purpose of the study is to clarify the concept of digital competence and to
identify the level of its formation, problems of teachers in everyday practice. The article analyzes the
research works of scientists from near and far abroad on the topic of the study, and the conclusions are
formulated. The definition of the concept of “digital competence” is clarified and the components of
digital competencies (emotional-volitional, social media-communicative, cognitive, activity, reflexiveevaluative)
are highlighted and characterized in a meaningful way. The practical part of the study
involved 122 teachers of Karaganda, West Kazakhstan, Akmola, Atyrau and Kyzylorda regions who
underwent advanced training in IPK in 2019-2021. 14.6% of the teachers in the sample showed a low level of psychological readiness to work with digital technologies, the average level was 45.2%, and the
high level was 41.2%. Adapted situational tasks on didactics and digitalization of education for teachers
were used to determine the level.
Key words: global digitalization, digitalization of education, digital technology, teachers, digital
competence.