FORMATION OF THE READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO USE MEDIA EDUCATION TECHNOLOGIES: CONTEMPORARY PROFESSIONAL CHALLENGES

Abstract

The article reveals the features of the formation of the readiness of future primary school teachers to use media educational technologies in the context of today's professional challenges. It is emphasized that the study of the problem of forming the readiness of future primary school teachers to use media educational technologies is a relevant problem of the professional education system. After all, the professional activity of a primary school teacher today goes beyond traditional training and involves the fulfillment of new roles of modern information and media intermediaries, a mentor, tutor, tutor and facilitator of the educational process. The purpose of the study is to conduct a content analysis of scientific sources, study the experience of teachers' professional activities, to describe the process of forming professional readiness for the use of media educational technologies in the educational process. To achieve the goal of the study, a complex of theoretical and empirical methods was used: content analysis of scientific sources, system-structural analysis, generalization and synthesis, methods of studying the experience of teachers' professional activities, questionnaires and interviews of applicants for pedagogical education, analysis of pedagogical activity products, pedagogical observation, methods of qualitative analysis, systematization and generalization of results. It is indicated that the formation of the readiness of future primary school teachers to use media educational technologies is ensured through the comprehensive mastering of the content of the educational components of the educational and professional program "Primary Education", which directly affects the development of professional competence and determines the program learning outcomes. The author emphasizes that the structure of the readiness of future teachers includes motivational and value, cognitive, activity and reflective components, each of which acquires a specific meaning in the media educational context. The pedagogical conclusions of the study confirm that media educational technologies are integrated into the educational process in a comprehensive way, combining traditional teaching methods and digital resources. They serve as a tool for active learning, allow for a differentiated approach, and increase the motivation and involvement of higher education students in the educational process.