Experimental Verification of the Teacher Digital Competence Formation System Effectiveness in Non-Formal Education

Abstract. The article provides an experimental verification of the effectiveness system for forming a teacher digital competence (TDC) in non-formal education. The following research methods have been used: analysis, synthesis, comparison and matching; questionnaires, interviews, self-assessment and testing; pedagogical experiment; Fisher’s angular transformation. The work presents general scientific approaches and a model of the TDC formation system in non-formal education. The model includes the following: a block of prerequisites and organizational-pedagogical conditions; a theoretical and methodological block, a structural and content-based block, a technological and activity-based block, an evaluation and reflection block as well as a component TDC. The TDC structure is determined (its environmental, content-based, communicative and reflective components). The TDC levels (beginner, user, professional) are described according to the basic criteria: complexity, autonomy and systematic character. A strategy for forming the TDC in non-formal education is proposed. A set of tasks is offered to prove the TDC formation system effectiveness in non-formal education, they corresponding to the authors’ concept. The results of the stating stage of the pedagogical experiment (obtained through a self-assessment survey by each of the components) and the formative stages of the pedagogical experiment (based on the results of performing 25 exercises by the participants within the framework of the training course) in the context of the environmental, content-based and communicative components are presented. A statistical analysis of the obtained results using Fisher’s angular transformation is performed. Keywords: competence, teacher, digital competence, teacher digital competence (TDC), non-formal education, professional development training, adult education, pedagogical experiment.