Abstract:

The activities of modern schools are characterized by an accelerated pace of change in the educational environment and pedagogical process. Schools are dynamically increasing their technical resources, mastering the digital technology segment, and introducing active learning methods. However, the teacher, along with teaching, acts as a mentor, a tutor. Under these conditions the success of the teacher is ensured by the readiness to respond quickly to changes, to find pedagogically competent solutions, to ask for help from colleagues. Such characteristics can be attributed to such a professional quality as professional mobility.

Modern schools increasingly link the teacher's ability to master and apply modern educational technologies to achieve teaching goals with the mastery of the digital learning environment. The mobility of the teacher in this case lies in the implementation of professional functions in a new environment, which is not limited to the placement of information on a data medium. There are issues of presentation of educational content, selection of necessary tools, organization of communication, development of evaluation rules, etc. Another aspect of professional mobility in the digital environment has to do with psychological and ethical issues. New technologies provoke uncertainty and doubts about the competitiveness of teachers in the digital environment. There is a need to develop a position in relation to the established rules of digital communication. The mobility of the teacher in the digital educational environment can also be considered as one of the ways of professional development of the teacher.

The listed aspects of professional mobility in the digital environment can be considered as new functions for the teacher. Consequently, it is necessary to identify the teacher's attitude towards the use of digital learning environment. The purpose of this article is to study the signs of professional mobility of teachers in the use of digital learning environment in pedagogical activities and advanced training.

The article presents materials demonstrating the relevance of studying the professional mobility of a teacher in the digital environment. The survey method was used as the main method of research. The research tool was a questionnaire developed by the authors for teachers of secondary schools. The study involved teachers of schools in regional centers (large cities), small towns and rural settlements of the Chelyabinsk region and the Chechen Republic (Russia). The results of the study revealed the problems of poor mastery of the digital environment by teachers, unsystematic use of digital resources for pedagogical purposes. It is also revealed that teachers are not aware of the potential of methodological networks as a means of exchanging knowledge and a resource for professional growth. The conclusion is made about the need to increase teachers' awareness and stimulate their activity in mastering and using the digital educational environment. Especially, the aspects discussed in the article can serve as a basis for selecting the content of additional educational programs.

Keywords:

General education school, educators, professional mobility, digital learning environment, methodical networks, forms of advanced training of teachers.