Moscow, Russian Federation
The relevance of the study stems from the expanding requirements placed on teachers’ professional activity in the context of the digital transformation of education, where the traditionally understood notion of in-service training no longer covers the full range of necessary changes. The aim of the article is to provide a theoretical clarification of the concept of teachers’ continuous professional development under the digital transformation of education. The methodological framework is based on the analysis, comparison, interpretation and generalisation of international and Russian regulatory, conceptual and analytical sources. The paper demonstrates that teachers’ continuous professional development should be understood as a long-term, systemic, targeted and individualised process covering the entire professional career of a teacher. It is shown that, under digital transformation, its structure includes subject-methodological, psychological-pedagogical, digital, reflective-analytical and communicative-network components, as well as readiness for the responsible use of artificial intelligence. The article proposes a definition of the concept and reveals its essential features and structural components. The theoretical significance of the study lies in clarifying the content of this category, while its practical significance lies in the possibility of using the results for the design of additional professional education programmes, school-based methodological support and mentoring models in a digital educational environment.
continuous professional development, teacher, digital transformation of education, digital competence, artificial intelligence, additional professional education, mentoring
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