PECULIARITIES OF TEACHER’S PROFESSIONAL DIGITAL COMPETENCE DEVELOPMENT IN NORWAY
Abstract
The review article substantiates the relevance and importance of digital education in the context of the Norwegian pedagogical system. The article analyzes current research on the role of digital technologies in teacher training and professional development. The author emphasizes the dynamic nature of professional digital competence, which requires educational programs to be constantly updated and adapted to modern requirements. The review of scientific and documentary literature emphasizes the need to integrate digital resources into the educational process in order to effectively use these technologies to improve the quality of education. A detailed description is given of the interpretation of the concept of «teacher's professional digital competence» by Norwegian scholars and educators, which includes the knowledge, skills and abilities necessary to use digital technologies in teaching. The analysis of the sources shows that although much attention is paid to the development of digital skills in teacher education, there are gaps in research on the impact of these competencies on pedagogical practice. The article points out the need for further research to study aspects of the Norwegian educational system in terms of the implementation of teacher digital competence and its further development, which will allow to identify effective strategies for integrating digital competence into teacher education in Ukraine. Significant projects in the field of digitalization (PILOT, PLUTO, DigGLU, and GrunnDIG) are highlighted. A historical overview of teachers' digital competence in the Norwegian context is outlined. This scientific and literary review of the peculiarities of the development of professional digital competence of teachers in Norway is an important contribution to understanding the role of digital competence in modern education, providing a basis for the development of policies and programs aimed at training teachers capable of using digital technologies in the educational process.
Key words: professional digital competence; teachers; learners; teacher training; professional development; Norway.
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