Keyword: «methodological training»

Digital technologies are entering the everyday life of every person. The process of education is changing either. This entails the need to change the methodological training of future primary school teachers in accordance with the requirements of the time. The modern stage of computerization in Russia has led to the emergence of a new generation of children. Teachers begin to work with children of the alpha generation. These are the children of a new generation, making new demands on society. Relevant for novice teachers is the correlation of the school digital educational space, their own experience in the use of information and communication technologies, the already existing computer experience of a modern child and the main goal of learning - acquisition of knowledge and skills. The future primary school teacher has to take into account the characteristic features of alpha generation children in the educational process, linking their psychological characteristics, widespread computerization and traditional school. The purpose of this article is to analyze the possibilities of integration of the following positions into learning process: use of gadgets in the learning process; distribution of cognitive resources of the child in the process of completing tasks; evaluation of the child’s activities; implementation of non-standard learning; development of communication skills among primary school students; negative consequences of uncontrolled inclusion of digital materials in the educational process. The leading method for studying the problem is a pedagogical experiment. The essence of the experimental work was to use the worked out approaches to the alpha generation in the process of methodological training of future primary school teachers. The theoretical significance of the work was in the analysis of the literature on the designated problem and the identification of characteristics of children of a new generation. The practical worth of the article lies in the proposed variants of correlating the characteristic features of children of the alpha generation with the organization of the educational process.

An important element of the educational process in a modern pedagogical university is the methodological component of the future primary school teacher training, since the qualitative selection of the educational content ensures a high level of graduates’ readiness for professional activity. In this regard, the search for updated effective tools and the content of methodological training with a focus on the modern digital educational environment becomes relevant. The purpose of the article is to consider the technology of modeling the process of methodological training of future primary education teachers, to consider the potential of methodological training of students in the context of digital transformation of the education system at the Mordovian State Pedagogical University named after M. E. Evseviev. To achieve this goal, principal methodological approaches were used, among which an important place is given to systemic, personality-oriented and reflexive approaches. The article provides a detailed theoretical analysis of the stated problem, characterizes the structural components of the model of methodological training of future primary school teachers, identifies the problems of methodological training of bachelors through experimental research, and develops a theoretical justification for modeling methodological training of students in the context of digital transformation. The main results of the study will ensure the actualization of scientific knowledge in terms of the content and methodological training of students, taking into account the specifics of modern education. The theoretical significance of the article is in determining the main directions of modeling the process of methodological training of a future primary school teacher in the context of digital transformation. The practical significance of the article is determined by the possibility of using digital tools and organizing communication in the modern digital world as a part of classical training of future bachelors at the Faculty of Pedagogical and Art Education of the Mordovian State Pedagogical University named after M. E. Evseviev.

The relevance of this research is determined by the need for the digital transformation of teacher education and the search for effective models for training student teachers capable of working professionally in the new digital reality. Methodological training, as the core of a teacher's professional development, is of particular importance. It requires updating of content and technologies considering the didactic potential of neural network tools. The aim of the article is to provide a theoretical justification and a substantive description of promising directions for using neural networks in the methodological training of preservice mathematics teachers. The leading research method was a pilot study, implemented at the Institute of Mathematics, Physics, and Computer Science of V.P. Astafyev KSPU and at the Faculty of Mathematics of A.I. Herzen RSPU, with the participation of 48 students and 11 mentor teachers. During the pilot study, a semi-structured interview was used, which made it possible to identify the educational effects of integrating neural network tools into the methodological training process. The main results of the study: three strategic directions for using neural networks are substantiated and described – creating a "digital twin of a classroom," using neural networks as a simulator for testing lesson fragments, and using an AI simulator for complex pedagogical situations; a differentiation of the methodological competences of a preservice mathematics teacher is developed based on the criterion of the optimal environment for their formation (digital, traditional classroom, real pedagogical practice); pedagogical risks (substitution of live communication, devaluation of empathy) are identified, and a compensatory strategy of "augmented practice" is proposed. The theoretical significance of the article lies in substantiating the role of neural networks as an "intellectual opponent" and a "simulator of pedagogical situations," expanding scientific understanding of the possibilities for the digital transformation of methodological training. The practical significance is that the identified directions can be directly implemented into the educational process of pedagogical universities to modernize the content of methodological training and create educational and methodological support for a new generation.