Keyword: «digital education technologies»

The organization of the educational process at a pedagogical university is carried out in accordance with regulatory documents: the professional standard of a teacher and the Federal State Educational Standard of higher education. The relevance of the article is determined by the need to find ways to train a teacher, including the acquisition of both theoretical knowledge and practical skills. A solution to this problem could be found by using practice-based tasks. The purpose of this article is to analyze the problem of preparing a bachelor of pedagogical education for the use of digital educational resources in future professional work and to justify the effectiveness of using the developed methodological approaches to its solution. The potential of digital educational resources in the implementation of the currently most popular digital learning technologies are revealed. In connection with the transition to the core of pedagogical education, the country’s universities have included unified disciplines in their curricula for 75% of study time. One of them is the discipline “Digital Education Technologies”, which belongs to the communicative and digital module of the curriculum for preparing bachelors of Pedagogical Education. The research methods used were analysis of the content of the core of pedagogical education, as well as methodological recommendations on the problems of teaching this discipline. It was found that researchers did not pay due attention to digital educational resources, despite the fact that one of the four sections of the discipline is devoted to them in the core of pedagogical education. As results, the article presents two laboratory works aimed at developing universal and general pedagogical competences related to the assessment and application of information technologies in professional activities. The content of the theoretical part of the laboratory work is revealed, with attention being focused on students’ deep understanding of the potential of digital educational resources and the effectiveness of their use. The practical part is described, the basis of which consists of analytical tasks for searching and analyzing information and practice-oriented tasks for independent development of materials.