Keyword: «diagnostics of digital competences»

The relevance of the article is due to the challenges facing technological education, which consist in the fact that modern schoolchildren should study innovative technologies related to additive manufacturing, robotics, computer-aided design and the digitalization of the economy as a whole along with traditional material technologies in the lessons of technology. In light of the current shortage of highly qualified professionals to teach the following modules: "Computer Graphics. Drawing", "Robotics", and "3D Modeling, Prototyping", the importance of a system for advanced training for pedagogical professionals in the field of technology is significant. The aim of the study is to identify the problem of the lack of knowledge and skills for teaching newly introduced invariant modules, provide theoretical justification, and develop a model for the continuous professional development of digital competences among technology teachers. The research used general scientific theoretical methods such as analysis, synthesis, comparison and generalization of scientific information, as well as empirical methods such as questionnaires, testing, observation, studying the products of the technology teachers' project-based activities, expert assessment, experimental work, statistical methods of processing experimental data. The model of continuous professional development of digital competences among technology teachers proposed by the author is a combination of various forms and methods of professional development, including advanced training courses; project–based teaching activities; large-scale educational events and competitions; self-diagnosis, self-education and communication for the exchange of innovative experience in the online professional community. A layered approach to organizing training based on an input diagnosis of digital competences creates conditions for systematic and consistent professional development of teachers in the digital environment of technology education. The theoretical significance and novelty of the research lies in the developed diagnostic tools for determining the level of digital competences of technology teachers. The practical significance of the research lies in the flexibility and versatility of the model structure, which makes it possible to adapt and replicate the content and forms of professional development, taking into account the specifics, equipment of educational organizations and regional peculiarities.