DOI: 
http://dx.doi.org/10.15293/1813-4718.2604.06
UDC: 
377.112.4
Ryzhova Natalya I.
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Leading Research Fellow, Research of Modern Directions of Education Development Laboratory, Federal State University of Education, sd.karakozov@mpgu.su, Moscow
Sarzhe Anna V.
Кандидат педагогических наук, Head of the Department of Technological Education, Herzen University, sarzheav@mail.ru, Saint Petersburg

Priorities for the Professional Training of a Modern Labor (Technology) Teacher in the Context of Digital Transformation

Abstract: 
In the context of the digital transformation of Russian education, the issue of actively using modern innovative solutions in the educational process, both in substantive content and in various aspects of teacher professional activity and student learning, is becoming increasingly relevant. Technological education is no exception, acquiring particular significance in the development and training of Russia’s future workforce in the context of shaping its technological sovereignty amidst the digital challenges of today. The purpose of this article is to share with the broader educational community the results of a survey of teachers and technology teachers working on the implementation of the Concept for the Development of Technology Education in Russian Schools in the Context of its Digital Transformation. This survey allowed us to describe its current “portrait” through the needs and shortages in professional activity. Based on existing empirical results and survey data from technology teachers obtained as part of the study, this article identifies the most pressing issues in technology education for schoolchildren. Furthermore, professional training gaps and components of the “digital divide” were identified through specific competencies that comprise the profile of a modern teacher for technological education of schoolchildren. In this context, ideas for training courses for both teachers and students on the use of artificial intelligence technologies in project-based activities within the subject “Labor (Technology)” are discussed and proposed in the context of the digitalization of comprehensive schools. The authors conclude that the proposals developed by the authors can be used in the training and professional development of labor (technology) teachers to enhance their skills in this area while addressing the educational challenges of digitalizing technological education in comprehensive schools.
Keywords: 
digital transformation of education; formation of technological sovereignty; technological education; artificial intelligence technologies; professional shortages; and profile of a labor (technology) teacher
References: 

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