Distance learning: addressing the challenges of digital educational environments in teacher methodology training

The article shows ways to solve the problem of forming a digital educational environment for methodical training of teachers in the conditions of distance learning. Aspects of actualization of the problem are presented: heterogeneity of digital competences of teachers, selection of digital tools, psychological adaptation of teachers to the conditions of distance learning, social challenges and inequality of access to education. It is shown that the transition to distance learning in the digital environment requires not only new approaches to teaching, but also a careful selection of digital tools (platforms, systems, electronic educational resources in general) that take into account the interactivity and adaptability of digital technologies. Scientific works related to the role of the digital educational environment of the educational institution and methodical training of teachers in the conditions of distance learning are analyzed. Based on this, it is emphasized that distance learning should be seen as a challenge and an opportunity. The need to use the toolkit of free resources in the formation of a digital educational environment is emphasized (the list is given in the work table). Attention is focused on the ways of constructing a digital educational environment and one of the variants of the algorithm for its construction is proposed. The integration of software investments from developers into the process of forming a digital educational environment is a vivid example of approaches to the modernization of the educational process. The approaches that can be applied are described: synergistic approach (based on the idea of interaction of various components of the system to achieve maximum efficiency); competence approach (aimed at forming the necessary digital competences among teachers); resource-saving (implies the rational use of available resources, including free electronic digital tools in order to minimize the cost of creating and maintaining the environment); integrative approach, which consists in mutual complementation of various aspects of methodical training of teachers.