Methodological Approaches to the Study of the Pedagogical Concept of Education of Future Teachers in the Conditions of Digitalization of Education

Abstract

The article analyzes the scientific and pedagogical publications and highlights the methodological approaches to the study of education of future teachers in the context of its digitalization. The author's understanding of the concept "research methodology in the context of digitalization of education" is highlighted. The following specific scientific approaches are defined: competence, frame, activity, personality-oriented. The specific scientific level of methodology directs the researcher to appeal to the generally accepted concepts of outstanding scientists in the field of the researched issue. Competence approach may help future teachers to navigate in interconnected and interdependent areas of their activity; will contribute to the effective and high-quality performance of professional duties. Frame approach provides the formation of skills to structure and organize information in the form of tables, diagrams, chains, etc., in particular with the help of innovation platforms. Activity approach is one of the main approaches, which is a part of the professionally-oriented component of the conceptual model of research process, the effective interaction of all participants in the educational process. Application of this approach involves using appropriate technologies, methods, forms and tools, designed primarily for independent (extracurricular), educational work, and thus for self-education and self-development. The personality-oriented approach assumes the orientation of education of future teachers on formation of creative, comprehensively developed personality of future teachers who are motivated to introduce innovations in their educational process in the conditions of digitalization of education. It was found out that in order to create a pedagogical concept of education of future teachers in the context of digitalization of education, it is necessary to take into account the unity of these specific scientific approaches. After all, during the education of future teachers in the conditions of digitalization it is necessary to develop general and professional competencies, develop skills to systematize information, improve skills of transferring theoretical knowledge into practice, taking into account the needs of self-development and self-improvement, ability to work with innovative technologies, electronic platforms, online services etc. We see the prospect of research in the development of the author's pedagogical concept of education of future teachers in the context of digitalization of education.