Abstract:

The introduction of new forms and methods of teaching, in the context of rapid development of information and communication technologies and digitization of society and education, requires the development of a scientifically based approach to preparing teachers for the design and implementation of e-learning in postgraduate education for further professional activity and professional development. E-learning is developing rapidly.

The aim of this study is to develop and substantiate methodological and theoretical foundations of e-learning of teachers in postgraduate pedagogical education. The methodology is based on the theoretical substantiation of e-learning in postgraduate pedagogical education in the context of digitalization, design of e-learning system in formal, non-formal postgraduate teacher education.

The research methods used are analysis, systematization and comparison of scientific provisions for determining theoretical approaches to quality electronic postgraduate education, observation, questioning, peer review to identify the levels of digital competence of teachers and integration of different models of teachers’ professional development through e-learning.

A survey of 1,440 teachers showed that 45.6% of them are ready to learn digital technology and increase their digital competence, 39% are ready to receive postgraduate education in the context of e-learning, electronic modules on the distance platform should take into account the teachers’ teaching styles and meet their needs. The conditions for the introduction of e-learning in postgraduate education are as follows: normative (introduction of e-learning, availability of educational policy of the educational institution), personnel (readiness of teachers and teachers of postgraduate education for e-learning); educational and methodological (electronic educational resources, programs, teaching methods, information and educational environment); technical (IT infrastructure of establishments, availability of the own gadgets).

Teachers' readiness for e-learning has been analyzed, criteria for the design of e-learning courses have been defined and tools for digital self-assessment of teachers based on materials (DigCompEdu) have been adapted to implement e-learning in postgraduate education [1].
17 modules for the development of teachers' digital competence in the fields of information and data literacy, communication and collaboration, digital content creation, safety, problem solving have been developed.

The SWOT analysis of teachers' needs showed the possibilities of using e-coaching, e-tutoring in the context of e-learning development in postgraduate education. The e-learning model of postgraduate teacher education is based on competency, andragogical, activity oriented and systematic approaches.

These findings suggest the following directions for future research: the identification of psychological and pedagogical conditions and technical and technological features of e-learning and testing of the developed models in terms of the educational process.

References:
[1] C. Redecker European framework for the digital competence of educators: DigCompEdu (No. JRC107466). Joint Research Centre (Seville site), 2017. [E-Reader Version]. Retrieved from https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/european-framework-digital-competence-educators-digcompedu2017.

Keywords:

e-learning, postgraduate education, formal learning, non-formal learning.