Features of Professional Relevance and Tolerance to Uncertainty of a Teacher in a Digital Educational Environment

The research problem and the rationale for its relevance. The relevance of the research is due to the situation of resolving a number of methodological issues and problems in the Russian education system, which dictates to the teacher a new subjectivity, the use of personal opportunities and resources, to resolve rapidly changing educational non-standard professional tasks. The roadmap for the transformation of necessary changes is based on the digitalization of education, the creation and implementation of innovations and unique educational practices. This, in turn, dictates the search for new valid skills, technologies and tools for studying the subjectivity of the teacher in the digital educational environment, his individual personal characteristics, the ability to mobilize internal personal resources in a huge number of areas of professional activity and professional behavior. The skills of using information, the ability to accept changes and an understanding of the perspective of the teacher’s personal and professional development are of the greatest importance. New information challenges involve the teacher in a stream of changes, reflecting on personal and professional development, ensuring professional relevance through a set of mutually agreed professional and personal characteristics. Tolerance to uncertainty in the structure of the teacher’s professional activity acts as one of the main integrative personal characteristics of professional relevance, contributing to self-development and readiness for change. The novelty of our research lies in the fact that psychological and pedagogical research is mainly devoted to the relevance of the teaching profession in accordance with the demands of the labor market and its assessment ratings as a mandatory component of career guidance work with high school students. Appealing to the professional relevance of the teacher emphasizes the need for professional and personal self-development, taking into account the requirements of digitalization of education. The results of the research reflect its practical significance, allowing us to formulate and better understand the characteristics of the professional and personal qualities and capabilities of the teacher, which determine the relationship between professional relevance and tolerance to uncertainty. They emphasize the need for constant self-development (not just the independent selection of distance correspondence webinars), but targeted advanced training courses in the system of additional education. This will enable teachers to respond more flexibly to digital formats, interaction and exchange of experience, ideas and practices with colleagues, and the creation of a unified professional community. The goal of research is to theoretically substantiate and empirically investigate the relationship between professional relevance and tolerance to uncertainty in the context of the professionalism of activity and the professionalism of the teacher’s personality. Methodology. A scientific description of professional relevance as a multi-level, hierarchical phenomenon that has connections with other psychological formations is possible using a systemic methodological approach in psychology. The interpretation of the concept of “tolerance to uncertainty” depends on the psychodiagnostic tools of the study, and the content characteristics reveal the ability to professionally solve modern requirements, being in the flow of changes and increasing demands on the results of professional activity.