Personalized Trajectories of University Teachers Professional Development in Digital Sphere

Abstract

The article is dedicated to the question of teachers’ postgraduate education system design for digital competence development. The need in the design of the above-mentioned system is justified and the adaptive system for teachers’ postgraduate education in digital sphere at Borys Grinchenko Kyiv University is described that provides the possibility of personalized trajectories of teachers’ professional development formation. According to the requirements of the educational institution the adaptiveness of the system is implemented in two directions: considering timing of testing and mini-courses completion; considering personal needs of a teacher according to their knowledge level, professional field and defined goals. The model of the system is developed that is designed based on self-assessment, self-education and micro-learning principles. The adaptive system is implemented in the e-learning system with the help of the following structural elements - the diagnostic test and the sets of mini-courses with topic-based organization that allow to implement personalized trajectories of teachers’ education. The utilized approaches to the diagnostic test formation are specified including ensuring its integration, variability and validity as well as the principle of its utilization to define teachers’ level of digital competence according to the developed Corporate standard of digital competence. Using the example of the compulsory level of digital competence Analyst-Researcher (A) the utilization of the sets of mini-courses is shown for all levels of digital competence - Integrator (B1), Expert (B2), Leader (C1) and Innovator (C2). The system allows a teacher to track in their personal cabinet their progress and define their own professional development trajectory and with the help of embedded business analytics tools utilization to get a visualized coherent picture of professional digital activities results. The role of the adaptive system in the organization of teachers’ postgraduate education and the future perspectives of the system implementation results utilization are outlined.