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The research aims to justify the necessity of organizing the process of forming a school teacher’s digital competency based on scientific and methodological support. The paper presents the views of contemporary authors on the key concepts for our research, such as “digital competency”, “scientific and methodological support for the teacher”. A model of scientific and methodological support for the process of forming a school teacher’s digital competency is proposed and described. The stages of work on the implementation of the model are presented, including testing the need for school teachers to form digital competency, planning the training of school teachers to improve the level of digital competency formation, organizing the support process, testing the level of digital competency formation of teachers after completing the professional development course, and reflection. The scientific novelty of the research lies in elaborating the model of support for the process of forming a school teacher’s digital competency, based on a systematic approach, its level characteristics and components. The model includes a set of measures aimed at supporting teachers in mastering digital technologies and methods of their application in the educational process. A distinctive feature of the model is its flexibility and adaptability, which allows taking into account the individual needs and level of training of each teacher. As a result, it is expected that due to the developed model, the level of digital competency of teachers will increase, which will further facilitate the systematic introduction of digital technologies into the educational process.
Коршунова et al. (Fri,) studied this question.