Methodological and Subject Competencies of Social Studies Teachers Manifested in the Conditions of Education Digital Transformation

Abstract

The article presents the results of a study to identify the formation of methodological and subject competencies of social studies teachers in the context of digital transformation of education, which was attended by 634 teachers working in specialised classes from 7 regions of the Russian Federation. The data obtained reflect the difficulties of teachers teaching social studies related to both deficits in terms of methodological competencies and the complex, integrative content of the subject "Social Studies", requiring the teacher to be competent in various fields of knowledge. A comparison with the research results of domestic and foreign scientists was carried out. Recommendations are given to solve the identified problem: the systematic nature of identifying professional deficits of teachers in terms of the formation of methodological and subject competencies, the analysis of the most challenging topics for building individual educational routes of teachers, the further development of the mentoring system, targeted work with young