TEACHER 4.0: THE NEW ROLE OF THE EDUCATOR IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

Abstract

The article presents an analysis of a new model of professional activity of a teacher of the modern generation, the emergence of which is due to the requirements of socio-economic demand and the need to train a competent higher education applicant. The emphasis is on the emergence of a new model of professional activity of a teacher of the modern generation – “Teacher 4.0”, which has become the response of education to the specified needs. A number of contradictions that have arisen together with the new model “Teacher 4.0” are substantiated. The study specifies these contradictions and argues their causes, which arose as a result of the gap between the theoretical and practical concept; the predicted and actual result; the digital competence of all participants in the educational process, etc. he article draws attention to such contradictions in the educational space, which, in turn, allows us not only to name the problem, but also to find common opportunities and means for solving it in practice. The study proposes possible ways to eliminate the contradictions identified in the study with clear practical recommendations. The scientific research identifies the main criteria for the model of professional activity of a teacher "Teacher 4.0" and presents a logical diagram-model of a new generation teacher, which substantiates the main thesis of the scientific research: a teacher 4.0 is a teacher who possesses a complex of professional, digital, methodological and social competencies; is able to create an innovative educational environment, contribute to the formation of future competencies in students and improve their own professional activities. Special attention is paid to the fact that the system-forming component of the "Teacher 4.0" model is continuous professional development, which ensures the teacher's ability to adapt to the dynamics of digital transformations; examples of the implementation of educational courses in higher education institutions are presented and the relevance of the transition to digital learning models is confirmed, in particular, the use of blended and distance formats, the use of LMS platforms, the integration of simulators, virtual laboratories, automated assessment systems, etc.