| Abstract [eng] |
Relevance of the topic. The society and processes that take place in it are constantly renewed and modernized, digital devices are included in various activities, which not only facilitates the educational process and its course, but also poses certain challenges. According to F. Caena and C. Redecker (2019), the current digital evolution has significantly changed the lifestyle, access to information, communication features and teaching (learning) of people, including children. Preschool children, who have already started attending a pre-school institution, are already familiar with digital devices, so when they come to kindergarten, they bring their values and attitudes. In the digital world, the educator needs to improve and be prepared for the challenges he or she faces, because change, interest, communication and the search for solutions that meet the child's needs are constantly needed. Object of research: expression of teachers' digital competencies. Problem questions: How do preschool educators assess their digital competencies? How do teachers and their digital competencies be assessed by heads of institutions? How do educator's digital competencies and their expression affect the quality of the educational process? Hypothesis. It is probable that the expression of digital competence of pre-school teachers has a significant impact on the quality of the educational process, and the expression of their competences in different areas is of different strength. The aim of the work: to substantiate how teachers' digital competences and their self-assessment affect the quality of the pre-school education process. Tasks: 1. to theoretically substantiate the concept, components, expression, importance, etc. of digital teachers' competencies. 2. To investigate how pre-school teachers evaluate their digital competences and their expression in the educational process in different fields. 3. To examine how the heads of pre-school education institutions assess the digital competences of teachers, what problems are encountered and how they are solved. 4. To present the conclusions and recommendations of the work to teachers and heads of pre-school education institutions. Research methods: theoretical - literature analysis; empirical - quantitative research (questionnaire survey of teachers), qualitative research (written survey of managers - interview); statistical - statistical analysis of the obtained data. Key Findings:. Empirical research has shown that teachers' digital competencies are most strongly reflected in the following areas: information and data literacy, communication and collaboration, digital content creation, security, and the weakest expression of digital competencies is in problem solving. According to the managers who participated in the study, digital tools, cooperation, knowledge and skills, and professional development significantly influence the expression of digital competencies. |
