Model of digital transformation of natural and mathematical postgraduate teacher education
Abstract
The article is devoted to constructing and analysing the potential for implementing a model of digital transformation of professional development for natural science and mathematics teachers, based on the analysis of existing digital transformation models and methodologies for integrating digital technologies into education, as well as examining key strategies and directions for the digital transformation of natural and mathematical postgraduate teacher education as a prerequisite for the digital transformation of teachers’ professional development.
The study employed theoretical research methods, including analysis, synthesis, comparison, generalisation, and modelling. The analysis of scientific studies and publications on digital transformation in education, together with the experience of professional development for natural science and mathematics teachers in postgraduate education, made it possible to theoretically substantiate a model of digital transformation of teachers’ professional development aligned with international frameworks such as DigCompEdu and technology integration models including SAMR and TPACK. The model is grounded in contemporary approaches to educational digitalisation, the requirements of the professional teacher
standard, and international models of digital technology implementation
The proposed structural-functional model of digital transformation integrates normative, organisational, resource-based, subject-related, procedural, and outcome-oriented components. It is developed with consideration of systemic, competence-based, activity-based, andragogical, and AI oriented approaches, reflecting the logic of digital transformation of postgraduate education as a holistic educational process. The model is implemented at four levels: strategic, organisational-managerial, technological, and socio-humanitarian. Functionally, it ensures normative alignment, organisation of the digital educational process, updating the content of professional development, the introduction of innovative digital technologies, and analytics of educational outcomes.
The resultative component is determined at the individual level (teacher), the level of the professional community, the postgraduate education institution, and at the overall system level. It serves as a foundation for the development of teachers’ digital competence, the strengthening of their professional autonomy, and the modernisation of postgraduate education. Key mechanisms for the model’s implementation and pedagogical conditions for its effective introduction are identified.
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References
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