Digital platform as a tool for training teachers in the system of continuous education (on the example of information science)

Statement of the problem. Current trends driven by comprehensive digital transformation and the active implementation of artificial intelligence highlight the need for teachers to be professionally prepared for teaching focused on developing students’ thinking and skills for effectively interacting with digital tools. This readiness must be considered within the framework of continuous pedagogical education. Only through continuous education teachers can develop a stable cognitive and methodological foundation for the purposeful design of students’ learning activities. Therefore, it is necessary to define the substantive and functional qualities of pedagogical tools aimed at comprehensively developing teachers’ professional readiness for teaching. The purpose of the article is to describe the concept of a digital educational platform as a continuously supporting educational tool in the legacy system of continuous teacher training aimed at forming their willingness to teach, taking into account and developing the cognitive abilities of students. Materials and methods. The analysis of the literature allowed us to identify general strategies in the presentation of content, identify specific requirements for a digital platform for continuous teacher education, and describe the functional components that ensure the formation of willingness to teach, taking into account the level of user training. The paper uses theoretical methods: analysis of scientific literature, generalization and systematization to describe the conceptual model of the digital platform, modeling and development of a structural and functional model of the digital platform. Research results. The paper describes the structure of the Krasnoyarsk Electronic School platform and its functionality in the system of continuous training of teaching staff. The key goal of the platform is to form teachers’ willingness to teach, taking into account the modern mentality of students and focusing on the development of their cognitive abilities. The identified requirements for the content and structure of the platform allowed us to identify its main components: a set of training courses in disciplines, sets of cognitive diagnostics and assessment procedures, game question-and-task quizzes, as well as a pedagogical workshop, which provides for the development of educational tools and teaching methods. The first results of the approbation are presented, confirming its effectiveness in improving the pedagogical and cognitive orientation of the educational process. Conclusion. The obtained first results of using the digital platform in the system of continuous pedagogical education allow us to conclude that the Krasnoyarsk Electronic School represents an innovative response to the challenges of digital transformation of education and contributes to the formation of a new generation of teachers who are able to act effectively in a changing educational reality.