THE ROLE OF DIGITAL TRANSFORMATION OF EDUCATION IN THE TRAINING OF TEACHERS OF NATURAL SCIENCES

Introduction. The paper deals with the problem of the impact of digital technologies on various fields, including education. This was due to the digital revolution, which is associated with the progress of computer technology, the breakthrough of which occurred in the last quarter of the twentieth century. The paper highlights the facts that digital technologies are being introduced into the economic and social sectors that are changing people’s lives. With the advent of digital devices in human life, education has led to adapt to the new demands of the times. It is noted in the paper that digital transformation is expressed through computerization and informatization. Such changes cannot but affect the system of training teachers of natural sciences. It is suggested that in the formation of relevant competencies it is necessary to focus on the model of the hierarchy of digital skills and the list of digital competencies defined at the legislative level. In order for a specialist to be in demand in the labor market, he/she must possess and apply modern methods, forms and technologies. The result of digital competencies can be such components as: didactic (application of digital competencies according to the goal), creative (look for new approaches to the use of technical means), practical (organization of the educational process with digital means), informational (giving information, visualization, content creation). All this should be reflected in new teacher’s professional standard, where he/she must use information and digital competence, in particular: to work in the information space and use information resources for educational purposes. Thus, in the training of teachers of natural sciences a model should be developed in which attention should be paid to digital competencies. It is necessary to form a methodological approach to the organization of the educational process, to integrate into the educational process such forms of work as: adaptive learning, blended learning, making, analytical learning. Formulation of the problem. The catalyst for change in the middle of the twentieth century was the digital revolution, which led to the development of semiconductors, which led to the advent of personal computers. Today, the main source of change is digital technology, which is transforming almost all spheres of life. The digital transformation is associated with the advent of the fourth industrial revolution, which aims to adapt to new challenges. The issue of digital transformation is studied by a number of scientists who understand it as: process, strategy and paradigm shift. Thus, there is no clear understanding of the phenomenon of “digital transformation” in the context of education. However, it is no longer possible to ignore the current advances in the world, as we should pay attention to the fact that the fundamental changes that are taking place in our world should be linked to the spread of digital technologies. Therefore, important key points should be identified that should be taken into account when training teachers in the twenty-first century. Emphasize the digital transformation, which will in particular prepare teachers who will respond to the new realities of the third industrial revolution and force the educational process to be organized in such a way that students develop the appropriate digital skills and competencies that a modern teacher should have. The purpose of the article is to analyze the concept of “digital transformation”, to identify transformational changes that occur in education, to identify the processes that take place to understand the meaning of “computerization of education” and “informatization of education”. Research methods: description, analysis. Conclusion. The digital transformation is evolving in the economic model of the fourth industrial revolution. This term should be understood as the translation of real processes into a virtual process with its own structure. Transformation in education occurs as a result of changes in the field of information technology, which is characterized by human interaction with a device that changes both the economic and social spheres. In the educational sphere, there are changes in three directions. Personal – the emergence of new requirements for teachers, governed by professional standards, the results of which are enshrined in the form of competencies. Infrastructural– provision of material and technical base to institutions that provide educational services in accordance with the requirements of the time. Strategic – training of a teacher-specialist of a new formation, which is competitive in the labor market.