Keyword: «student teacher»

Global changes in the education system today entail new requirements for the personality of the teacher. Such changes are connected, first of all, with the transition from traditional (full-time) education to distance learning (online). The digitalization of the educational environment, the main characteristic of which is the development of new technologies, methods and organizational forms of education, contributes to the transformation of the functional roles of the teacher, and hence the formation of his/her new list of functions and roles. Among the new functional roles that a teacher should perform in a digital educational environment (DEE), the following can be distinguished: organizer of project-based learning, game master, coordinator of the educational online platform, knowledge validator, developer of educational trajectories, educational content unpacker/packer. The revealed new functional roles of the teacher contributed to the experimental work. The purpose of the article is to present the results of a theoretical analysis of the literature and experimental work on the formation of a new list of functions and roles of student teachers in a digital educational environment. The article defines the leading theoretical and methodological approaches, components of the functional roles formation (motivational value-oriented, cognitive, operational and reflexive-regulatory ones), and also reveals the ratio of components, criteria and indicators of the formation of new functional roles among teacher candidates. The scientific novelty of the study is in clarifying the content characteristics of the "functional roles list" concept. The data obtained during experimental work will allow to effectively carry out the process of forming the functional roles of the student teachers, and theoretical conclusions can be used as a basis for studying the problem of forming functional roles of teacher candidates in the digital educational environment.

Media education in the 21st century is not only a modernization marker, but also an objective requirement of modern life. The strategic focus of government policy on digitalization in all spheres of education is reflected both in the main provisions of government programs ("Education Development" up to 2030) and in the work functions of a teacher, as stipulated by the requirements of a professional standard. The study determined that the result of media educational activities is the development of media competence in student teachers. The aim of the article is to theoretically and methodologically analyze and empirically verify the levels of formation of the main structural components of media competence among students majoring in the training area 44.03.01 "Pedagogical Education". The aim of the article was achieved through following the methodological provisions of the systemic, acmeological and competence approaches. The article presents a retrospective analysis of the interpretation of the "teachers’ media competence" concept in the works of both domestic and foreign researchers. The component structure of student teachers’ media competence is substantiated with an emphasis on its motivational, cognitive and operational-creative components. The article presents the results of an empirical study conducted with the 2nd–4th year students majoring in the area of training 44.03.01 “Pedagogical Education” at Yevpatoriya Institute of Social Sciences – branch of Crimean Federal University named after V.I. Vernadsky to identify the levels of media competence components’ development. The theoretical significance of the study lies in the detailed analysis of the terminological essence of the definition “media competence of student teachers”, its component structure, and the justification of its targeted development in student teachers in the process of their professional training. The practical significance of the study is reflected in the results of the empirical study and the proposed diagnostic tools for determining the levels of development of the media competence components in student teachers (motivational, cognitive, operational-creative) identified in the study, which can serve as a further basis for constructing a system of activities for the targeted development of media competence in student teachers in the context of professional training.