Transformation of the capabilities of higher school teachers in conditions of uncertainty: Problem statement

Introduction. In modern social and educational conditions, the process of uncertainty in pedagogical practice occurs at a rapid pace, due to the globalisation and digitalisation of education, as well as the COVID-19 pandemic. As a result, there are teachers’ transformations and new functions, which cannot affect their pedagogical capabilities; therefore, the article presents a problem on this issue.

Aim. The aim of this problematic article is to consider from different points of view the phenomenon of uncertainty in pedagogical activity and the transformation of the functions of higher school teachers in the conditions of uncertainty caused by the digitalisation of education.

Methodology and research methods. The work was based on the methodology of interdisciplinary analysis of theoretical sources, foreign and Russian pedagogical experience in the field of uncertainties; the method of questioning and interviewing teachers of higher education was used to identify attitudes to professional activity in conditions of uncertainty.

Results and scientific novelty. In the course of the study, it was found that at the present stage of education development, the transformation of the functions of higher school teachers in conditions of uncertainty is not investigated either in Russian pedagogical practice or abroad due to the undeveloped theoretical provisions in this area of pedagogical activity. The problem is posed in the field of transformation of the capabilities and functions of higher school teachers in conditions of uncertainty from the perspective of different sciences. The scientific novelty of the research is the following developed provisions: 1) a new interpretation of the concept of “professional functions of a teacher” is proposed, including professional competence and professional activity of a teacher in a digital educational environment within his/her subject area at the university; 2) a pedagogical model of transformation of teacher functions in a digital educational environment is developed, including the functions of teaching, upbringing, methodological function, as well as the function of digital didactics and the digital competence function of the teacher; 3) the uncertainty factors and their content that influence the process of transformation of the functions of higher school teachers are identified: technological management of pedagogical activity; pedagogical practice without emotional contact between the subjects of the educational process; self-realisation in a virtual environment; the need for design thinking; personal growth of a teacher in a digital educational environment; transformation of the functions of managing their own pedagogical practice; 4) a classification of uncertainties encountered in the professional activities of higher school teachers has been developed based on two characteristics – belonging to professional educational activities and digital support of pedagogical practice.

Practical significance. The proposed classification and uncertainty factors influencing the process of transformation of the functions of higher school teachers can be used in pedagogical practice to determine internal and external influences on teachers in the digital educational environment.