PEDAGOGICALCONDITIONS FOR FORMING THE RESEARCH COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERSUSING CLOUD AND MOBILE TECHNOLOGIES

Abstract

The article is devoted to the scientific justification and experimental verification of pedagogical conditions that ensure the effective formation of research competence of future computer science teachers in the context of the digitalization of education. The paper clarifies the meaning of this concept in the context of the rapid development of cloud and mobile technologies and their potential for organizing educational and research activities. It identifies contradictions between the growing demands for research training of teachers and the actual level of use of digital tools in higher education institutions, which necessitated the comprehensive modeling of appropriate pedagogical conditions.

The study scientifically substantiates three interrelated conditions: the purposeful formation of sustainable research motivation among students; the updating of professional training content through the integration of cloud services, mobile platforms, and analytical tools; and the organization of practical research experience in the school digital environment. A particularly novel feature is the combination of these conditions into a single system that ensures a consistent transition for students from mastering research methodology to independently implementing their own mini-projects using modern digital tools.

An experiment conducted in five higher education institutions confirmed the significant impact of the developed system on the dynamics of research competence development. Among students in the experimental groups, there was a significant increase in the proportion of respondents with high and medium levels of competence development and a corresponding decrease in the number of students with low levels, which significantly exceeds the natural changes characteristic of the control groups. The results prove that the systematic introduction of cloud and mobile technologies, combined with updated content and practical activities, forms not only instrumental skills but also the value-motivational readiness of future computer science teachers for scientific research work.

The data obtained are of long-term importance for the modernization of teacher training in the context of digital transformation and open up prospects for research into the application of artificial intelligence, VR/AR technologies, and adaptive platforms for the development of students' research skills.