PROFESSIONAL DEFORMATION OF VOCATIONAL TRAINING TEACHERS IN THE FORMATION OF DIGITAL COMPETENCE IN CONDITIONS OF EDUCATION TRANSFORMATION

Emelyanova Antonina Anatolyevna, Burlyaeva Victoria Arsentievna

the article presents an analysis of the current stage of modernization of the Russian vocational education system through increasing requirements for teachers in the created socio-economic conditions, living and working conditions of the majority of vocational education teachers. Issues related to the period of the pandemic and the complete transition to online education are raised, when professional teachers found themselves in a difficult position, since neither the system, nor the environment, nor the teachers themselves were prepared for such a drastic change in working conditions. The authors presented the results of an analytical analysis, which made it possible to identify factors influencing the occurrence of difficulties in the implementation of the educational process. Ways to solve emerging problems associated with professional deformation and burnout of a vocational teacher are proposed. The article presents research results confirming that distance learning can be a challenging factor for vocational teachers, but professional deformation or professional burnout occurs not only due to working conditions, but also due to other factors that must be taken into account when developing appropriate approaches and tools to support this learning format. It was clearly confirmed that the degree of anxiety of a vocational teacher is directly related to the level of professional burnout, but it was noted that there is also an inverse relationship. For clarity, the table shows statistically significant symptoms of professional deformation and burnout in combination with the level of anxiety.

Keywords:digital transformation of education, digital educational environment, professional deformation, distance learning, pandemic, electronic resources.