Conceptual foundations of teachers’ continuous professional development in the context of digital transformation of education

The article is devoted to the theoretical substantiation of the conceptual foundations of continuing professional digital education for teachers in the context of the digital transformation of modern education and society. The paper reveals the essence of the reflexive-anthropological approach as a methodological basis for designing and developing a system of professional development for teaching staff in a digital educational environment. This approach is considered an integrative framework that ensures consideration of the teacher’s subjective experience, professional identity, value orientations, and individual development trajectories in the process of mastering digital technologies and practices. A multilevel model of continuing professional digital education for teachers is substantiated, including interrelated competency-based and procedural levels that reflect both the content of the digital competencies being formed and the mechanisms of their development within lifelong learning. The key principles of organizing continuing professional digital education are identified: subjectivity, reflection, anthropological integrity, and the uniqueness of the teacher’s professional experience. Methodological approaches and value orientations of the teacher’s professional formation and development in the digital society are characterized. It is shown that the integration of value-based, competency-based, and procedural components ensures the integrity, variability, and dynamism of the system of continuing professional digital education, promotes the meaningful adoption of digital educational technologies, and contributes to the formation of sustainable digital competence of the teacher as a subject of professional activity in the digital educational environment.