MODEL OF PEDAGOGICAL TRAINING OF DIGITAL TECHNOLOGIES TEACHERS IN THE CONTEXT OF INDUSTRY 4.0

Abstract

The article is devoted to the theoretical substantiation and development of a model for pedagogical training of digital technologies teachers in the context of Industry 4.0.

Purpose of the work: to develop a scientifically grounded model of pedagogical training of digital technologies teachers, adequate to the requirements of Industry 4.0 and Education 4.0.

Methodology: general scientific research methods were applied: theoretical analysis, synthesis, comparison, generalization, system approach, modeling.

Scientific novelty: a structural-functional model of pedagogical training of digital technologies teachers has been proposed, which integrates technological, pedagogical and content knowledge (adapted TPACK model) taking into account the requirements of Industry 4.0.

Conclusions: the proposed model can serve as a theoretical basis for designing educational programs for training digital technologies teachers, as well as a practical tool for assessing and developing their professional competencies.