|
Abstract:
|
At present, various strategies and initiatives focused on innovation of
educational technologies in higher pedagogical education are offered in
Ukraine. The study of the state of the formation of teachers’ digital competences in the process of their professional development has been carried out on the
basis of Ternopil Volodymyr Hnatiuk National Pedagogical University.
The article analyzes foreign and national approaches and strategies to the
development of teachers’ digital competences. The results of the study, aimed
to determine the features of mastering digital competencies in the process of
teachers’ professional development and their lifelong learning, are presented. In
total, 258 teachers from Ternopil and Ternopil region (Ukraine) took part in this
research. The study combines a variety of statistical tools and techniques in the
real contexts of higher education. The research has been carried out to determine the characteristics of elements that measure the digital competency of the
professional development. The results were processed based on the Item Response Theory (IRT). This article demonstrates the utility of the standardized
LD χ
2
statistic and the M2 statistic as provided in the software IRTPRO, but not
available readily in most IRT programs and not discussed commonly in pedagogical papers for IRT.
On the basis of the research carried out at the Ternopil Volodymyr Hnatiuk
National Pedagogical University, the strategy for the professional development
of digital competencies of teachers in the process of their lifelong learning has
been developed, which takes into account the results of the analysis of the criteria and indicators inherent for the qualitative improvement of qualifications,
that have been determined by international standards and studies of professional
institutions. |