DESIGNING THE CONTENT OF THE METHODOLOGICAL SYSTEM FOR TRAINING FUTURE TEACHERS OF COMPUTER SCIENCE FOR THE APPLICATION OF INNOVATIVE TECHNOLOGIES IN PROFESSIONAL ACTIVITIES

Abstract

The article substantiates the relevance of designing the content of a methodological system for training future computer science teachers to use innovative technologies in professional activities. It is emphasized that modern conditions of digitalization of education require a review of traditional approaches to training pedagogical personnel. It is noted that existing methodological systems are often fragmentary, insufficiently integrated, and limited in creating conditions for contextual modeling of professional situations. The study used a set of theoretical methods (analysis, synthesis, comparison, classification, modeling, expert evaluation), which allowed determining the structural and functional components of the system and the main principles of its construction. The essence of pedagogical design as a sequential process that includes the stages of orientation, analysis, modeling, construction, implementation, and evaluation is revealed. The proposed model of the methodological system covers conceptual-target, content, instrumental-activity, and reflective-evaluative components. The conceptual and target component defines the goal of training - the formation of the readiness of future computer science teachers for the conscious use of innovative technologies. The content component involves the integration of knowledge about modern digital tools and educational platforms for the development of professional competencies. The instrumental and activity component includes active, contextual, and personally-oriented methods and forms of learning (project activities, flipped learning, distance modules), as well as the use of virtual and augmented reality technologies, artificial intelligence, and the Internet of Things. The reflective and evaluation component provides monitoring of the formation of the readiness of higher education applicants for innovative activities through portfolios, testing, case methods, self-assessment, and reflection. The structural elements of the system - goals, content, methods, means, and organizational forms - are supplemented by the principles of purposefulness, interconnectedness, completeness, and continuity, which ensure the comprehensiveness of training. The scientific novelty of the study lies in the creation of a model that combines traditional elements of the curriculum with a flexible module of innovative training focused on the development of motivational value, cognitive, operational-technological, and reflective components of professional readiness.