Chelyabinsk, Russian Federation
The article is devoted to the development of the reflexive and evaluative component of the teacher's professional digital culture. The problem of digital culture of teachers in the context of digitalization of education is relevant, since the use of digital technologies for the effective organization of educational activities and continuous professional development are an integral component of modern education. The purpose of the study was to determine the possibilities of a web portfolio in the process of forming a professional digital culture of a teacher. The structural components of organizational and methodological support for the introduction of a web portfolio into professional activity are defined: motivational, informative, technological, reflexive, organizational. For each component, indicators are defined - skills that ensure the formation of a web portfolio and, as a result, the development of a professional digital culture. The use of diagnostic tools ensured the determination of the level of readiness of college teachers to create and use a web portfolio in their professional activities, identifying opportunities in the formation of a reflexive and evaluative component
professional and digital culture, reflexive and evaluative component, web portfolio, information and communication technologies, pedagogical reflection
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