IMPROVING TEACHERS' TECHNOLOGICAL PREPAREDNESS IN THE DIGITAL EVOLUTION OF EDUCATION
Keywords:
Digital didactics, educators, teachers, learning, competencies, teaching, universities, skills, transformation, environment, pedagogy.Abstract
The article examines essential methods for enhancing the professional training of prospective teachers amid the digital transformation of education. Its objective is to pinpoint activities aimed at ensuring high-quality preparation for teachers of the future in the context of digital education. The proposal focuses on developing the human resource capacity of future educators who can perform pedagogical roles in a digital landscape. Efforts are underway to establish conditions conducive to the vocational training of future teachers that align with new educational program developments and the incorporation of new courses designed to enhance teachers' digital competencies. This includes updating the content of educational subjects, introducing innovative teaching models, and integrating massive open online courses (MOOCs) into academic curricula. The article highlights the significance of the digital transformation within universities, the evolution of educators in digital contexts, and the characteristics of the emerging Generation Z students, alongside the necessity of incorporating the "Digital Didactics" subject into educational frameworks. It also discusses the establishment of a mentoring system as a vital resource for enhancing educators’ professional skills, as well as the creation of new foundational and supplementary educational programs aimed at equipping future teachers and addressing professional gaps. Specific skills related to teachers' digital competencies have been identified, which are recommended for development through the execution of these new educational initiatives.
References
Aymaletdinov, T. A., Baimuratova, L. R., Zaitseva, O. A., Imaeva, G. R., & Spiridonova, L. V. (2019). Digital literacy of Russian educators. Readiness for the use of digital technologies in the educational process. Publishing house NAFI.
Belyakova, E. G., & Zakharova, I. G. (2019). Interaction of students of the university with educational content in the information educational environment. Education and science, 21(3), 77-105. https://doi.org/10.17853/1994-5639-2019-3-77-105
Bozkurt, A., Ozdamar, K. N., & Waard, I. de (2016). Research Trends in Massive Open Online Course (MOOC). Theses and Dissertations: Surfing the Tsunami Wave. Open Praxis, 8(3), 203–221. https://doi.org/10.5944/openpraxis.8.3.287
Brodovskaya, E. V., Dombrovskaya, A. Y., Petrova, T. E., Pyrma, R. V., & Azarov, A. A. (2019). Digital environment of leading universities of the world and the Russian Federation: results of comparative analysis of site data. Higher education in Russia, 12, 9-22. https://doi.org/10.31992/0869_3617_2019_28-129_22
Pogrebnikov, A. K., Shestakov, V. N., & Yakunin, Yu. Yu. (2019). Personal educational environment as a tool to improve student performance. Prospects for Science and Education, 6(42), 473-483. https://doi.org/10.32744/pse.2019.6.39
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
