Management of the Development of a Modern Teacher’s Digital Competencies

Authors

Olga V. Alekseeva^{1, *,} roolalex@yandex.ru^, , Natalya V. Alexandrova^1, , Tatyana P. Skvortsova^2, , Elena M. Zorina^3,

¹Yaroslav-the-Wise Novgorod State University, Veliky Novgorod, Russia

²Institute of Art Education and Cultural Studies of the Russian Academy of Education, Moscow, Russia

³Saint Petersburg State University of Architecture and Civil Engineering, Saint Petersburg, Russia

DOI

10.2991/aebmr.k.220208.001How to use a DOI?

Keywords

teacher’s digital competencies; competency development management; motivational component of digital competency

Abstract

Motivation is the basis for managing the development of teachers’ competencies in the modern education system. The motivational component in the study is considered as a set of internal and external motives of the teacher to use modern digital technologies, accompanied by the processes of forming an internal desire to achieve success and a sincere and personally significant desire to improve themselves in this area. The purpose of the study is to study the possibility of managing the development of teachers’ digital competencies with different motivations. The article examines the features of teachers’ motivation in mastering digital competence, revealed the nature of teachers’ awareness of the possibilities of using information and communication tools in teaching schoolchildren, and identified the main problems that teachers with different motivations have that prevent the formation and deepening of their digital competencies. Features of motivation were studied using A.A. Rean’s methodology “Motivation for success and fear of failure” and a questionnaire about teachers’ ideas about the use of information and communications technologies in teaching their subject. About 30% of teachers from the experimental sample focus on achieving success in the development of digital competencies, although the proportion of teachers without a pronounced motivational orientation and focus on avoiding failure is approximately the same. This indicates an insufficiently effective methodological and psychological support for teachers who cannot independently cope with the urgent task of modern education – the formation of digital competence. This happens for various reasons – fear of mastering new technologies, age composition, inability to take advanced training courses, etc. Thus, the strategy and tactics of developing digital competencies of teachers who avoid failure and are motivated to achieve success have fundamental differences. Methodological and psychological-pedagogical support for specialists with low and high levels of motivation is built within the framework of an individual trajectory of their professional development and self-improvement. The results of the study can be used both in the design of higher education programs and programs for professional training and retraining of teaching staff.

Copyright

© 2022 The Authors. Published by Atlantis Press International B.V.

Open Access

This is an open access article under the CC BY-NC license.

Download article (PDF)

TY  - CONF
AU  - Olga V. Alekseeva
AU  - Natalya V. Alexandrova
AU  - Tatyana P. Skvortsova
AU  - Elena M. Zorina
PY  - 2022
DA  - 2022/02/25
TI  - Management of the Development of a Modern Teacher’s Digital Competencies
BT  - Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-Science-Industry” (ISPCR 2021)
PB  - Atlantis Press
SP  - 1
EP  - 7
SN  - 2352-5428
UR  - https://doi.org/10.2991/aebmr.k.220208.001
DO  - 10.2991/aebmr.k.220208.001
ID  - Alekseeva2022
ER  -