Implementation of a reflexive-anthropological approach in additional professional education of teachers in the context of digitalization

Modern education in Russia is experiencing an era of large-scale changes caused by the rapid development of digital technologies. Digitalization of education affects all levels of the educational process: from teaching methods to the interaction of teachers and technologies, placing new demands on the professional competence of the teacher. In these conditions, additional professional education of the teacher becomes almost the only source of improving digital literacy and adaptation to the digital educational environment and modern digital educational technologies. The relevance of the topic is due not only to the need for technical mastery of digital tools, but also the need to understand changes in the teaching profession, preserving humanistic values and professional identity of the teacher. The reflexive-anthropological approach offers a holistic methodology that puts a person at the center of the educational process and uses reflection as a means of professional growth. The purpose of the scientific article is to reveal the essence of the reflexive-anthropological approach and show its role in additional professional education of the teacher in the context of digitalization of education. Digitalization of education opens up new opportunities for personal and professional development of the teacher, posing a number of serious challenges. On the one hand, digital educational technologies provide teachers with access to a huge amount of information, interactive educational resources and new forms of organizing the educational process. They allow for an individual approach to teaching, taking into account the characteristics and needs of each student, and creating motivating learning situations. On the other hand, the era of digitalization in education requires teachers to have new digital competencies and skills, such as: mastery of digital educational technologies, the ability to critically evaluate digital information, create digital content, organize distance learning and ensure security in the digital educational environment.