Forming the digital pedagogical mastery of a digital technology teacher through network communities

Abstract

The purpose of the article is to theoretically substantiate and systematize approaches to forming the digital pedagogical mastery of a digital technology teacher through the use of network communities in the context of modern digital transformation of education. The research methodsinclude analysis and generalization of scientific sources to determine the theoretical foundations of the teacher's digital competence; comparative analysis of the DigCompEdu framework and domestic models of digital competence; systematic analysis of the functioning of network pedagogical communities; generalization of advanced pedagogical experience regarding the use of social networks in the professional development of digital technology teachers. The results demonstrate that network communities create a powerful environment for forming the digital pedagogical mastery of a digital technology teacher. The mechanisms of teacher professional development through horizontal network communications based on the TPACK model and the DigCompEdu framework have been determined. The forms of activity in network communities have been systematized according to the six spheres of the teacher's digital competence. The advantages and challenges of integrating social networks into professional pedagogical practice have been substantiated. Conclusions. Network communities provide prompt access to the latest educational resources, the possibility of continuous professional development through interaction with colleagues, the formation of digital culture and media literacy, and support for the implementation of innovative pedagogical approaches. A teacher who systematically uses network communities as a tool for professional development is able to respond more quickly to changes in the technological environment, critically evaluate new tools and adapt them to educational needs. A model for forming digital pedagogical mastery through network communities has been proposed, which includes four interconnected blocks: functional-target, organizational-technological, managerial, and result-criterial.