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Author(s): Ganna Romanova, Larysa Petrenko, Leonid Romanov, Viktoriya Kupriyevych, & Liudmyla Antoniuk

To cite this article: Romanova, G., Petrenko, L., Romanov, L., Kupri yevych, V., & Antoniuk, L. (2022). Digital technologies as a driver of professional development of teachers of vocational education establishments, Education and Upbringing of Youth in New Realities: Perspectives and Challenges, Youth Voice Journal Vol. IV pp. 67-80. ISBN(ONLINE): 978-1-911634-60-7



The article reveals the state of VET teachers’ readiness for using digital technologies in the process of education; highlights the results of search and implementation of new ideas, innovative models and alternative forms of professional teachers’ training in the system of postgraduate education. The need to use digital technologies during the quarantine period of the COVID-19 pandemic has accelerated the development of digital competence of teachers of professional VET. The transition to online education in the system of postgraduate education has become a driver for development of professionalism of scientific and pedagogical workers. The authors applied theoretical and empirical methods to research and generalization of the results of the analysis of the state of use of digital technologies in the professional development of teachers. The need of teachers for additional knowledge and skills in the application of digital technologies in professional development, as well as the need for the level of teaching in trainings, which involves the development of teachers’ skills to teach remotely. Master new software and applications quickly and efficiently, exchange experiences during open classes, scientific and practical conferences and seminars, master classes. The essence of the concept “the readiness of teachers to use digital technologies in professional development” as a holistic personal concept was defined based on motives, subjective qualities, acquired professionally significant knowledge, skills, abilities, methods of activity, gained experience by means of ensuring the use of such technologies in professional development. The authors have reflected the results of a pedagogical experiment in order to improve the process of professional development of teachers of VET in terms of forming their readiness for the use of digital technologies, which provided: updating the content, methods and technologies of training, use of modern digital teaching aids, use of knowledge in practice by listeners. It was also found out, that after training in experimental groups, the number of students with high and medium levels of development of all its components increased significantly, while with low – decreased. In order to confirm the reliability of the obtained results, a statistical method – Pearson’s criterion – was applied, and for their visualization was decided to apply infographics.

Keywords: digital technologies, teachers’ readiness, digital competencies, postgraduate education, professional development of teachers.

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