COMPARATIVE ANALYSIS OF DIGITAL COMPETENCE OF TEACHERS: CRITERIA, LEVELS, AND METHODS OF FORMATION

Abstract

This article provides a comparative analysis of the digital competence of future and current teachers. The research is based on the study of criteria, indicators and levels of digital competence of teachers, as well as on identifying the needs for the formation of digital skills among students of pedagogical specialties. In the course of the analysis, methods for diagnosing digital competencies were considered, differences in the levels of digital training between the two groups were identified, and recommendations for improving educational programs were proposed. Special attention is paid to the integration of digital technologies into the educational process and the possibilities of improving the digital literacy of teachers at different stages of their professional development.