Conceptual foundations of the problem of designing a digital educational environment for the development of professional competencies of a teacher through informal education

The activities of teachers are becoming more complex and multifaceted every year, and the work to identify and eliminate their professional deficiencies is becoming more and more relevant and significant. One of the ways that can significantly improve the professionalism of teachers and the quality of education in general is the design of a digital educational environment for the development of professional competencies of a teacher through informal education. The purpose of this article is a analysis of the research problem and the development of a conceptual framework for designing a digital educational environment for the development of professional competencies of a teacher through informal education. The digital educational technologies make it possible to build an individual educational route for the personal and professional development of teachers and the elimination of professional deficits. Focus on informal education makes it possible to create a personalized program for advanced training and self-improvement of teachers, taking into account their individual personal characteristics, subject focus, and the needs of the educational organization. The developed conceptual framework allows us to assess the current state of the problem being studied, the prospects for its development, and introduce fundamentally new positions into its research. The article reveals the external and internal factors that determine the necessity and relevance of the concept being developed, which are determined by the current state of the educational environment and society as a whole. Systematic, axiological and technological approaches acted as the methodological basis of the developed pedagogical concept. The developed pedagogical patterns of designing a digital educational environment for the development of professional competencies of a teacher by means of informal education are divided into three groups: 1) the patterns of conditionality; 2) the attributive pattern; 3) the pattern of effectiveness.