DIDACTIC SUPPORT OF THE MODEL OF PROFESSIONAL SUPPORT FOR TEACHERS IN THE DIGITAL COMMUNITY

Gorelova Lyudmila Igorevna

The article analyzes the readiness of vocational education teachers to work in a digital educational environment and the conditions for its formation. Models of digital competencies are analyzed. A study was made of the readiness of teachers in the higher education system. It is concluded that one cannot limit oneself only to analyzing the level of readiness of teachers without identifying emerging difficulties, problems and barriers in pedagogical activity and, accordingly, without understanding the necessary conditions for overcoming them. Otherwise, there may be an unlawful shifting of responsibility entirely on the teaching staff themselves. In the course of the pilot study, it was shown that, despite the accelerated mastering of digital technologies and teaching aids by teachers, the conditions for the formation of professional readiness to work in a digital educational environment are not fully formed, both due to the underdevelopment of the digital educational environment of colleges, and and because of the lack of solutions to many issues that require integrated approaches and often go beyond the capacity of the higher education system itself. The identified problems will allow a purposeful and targeted approach to designing a system of conditions for the formation of the readiness of higher education teachers to work in a digital educational environment.

Keywords:digital educational environment, distance interaction, trello, distance learning, professional support