USE OF DIGITAL EDUCATIONAL PLATFORMS IN PROFESSIONAL TRAINING OF FUTURE TEACHERS

Abstract

The purpose of the article is to characterize the features of the use of digital educational platforms in the professional training of future teachers.

Methodology. The following methods were used in the research process: analysis of work programs and syllabi from individual educational components to clarify practical aspects related to the use of online courses in the context of non-formal education of applicants; analysis of the regulatory framework and scientific literature on the research problem, which made it possible to outline the theoretical aspects of the issue raised; method of observing the educational process in higher education institutions, which allowed to identify problems that require urgent solutions; questionnaires and surveys of future teachers regarding their attitude towards taking online courses on digital educational platforms, which made it possible to systematize and generalize the results obtained, became the basis for formulating conclusions.

The study was carried out on the basis of the systematic and consistent application of the provisions of several methodological approaches, in particular: activity, which involved the active involvement of future teachers in taking online courses on digital educational platforms; competency-based, since the proposed online courses were selected taking into account their focus on the formation of general and professional competencies outlined in the relevant educational and professional programs; personality-oriented, which involved providing each applicant with the opportunity to choose online courses and digital educational platforms at their own discretion, as well as take the selected courses at a time convenient for them.

Scientific novelty. The article describes the features of the use of digital educational platforms in the professional training of future teachers, primarily in the context of such educational components as computer science or digital technologies in education, as well as philological and methodological disciplines.

Conclusions. It is stated that digital educational platforms are currently gaining importance in the professional training of future teachers, as they provide access to various online courses, projects and databases, contributing to the expansion of opportunities for non-formal and informal education. It is proven that in the context of a distance or blended learning format within the professional training of future teachers, an important aspect of working on digital educational platforms is to provide opportunities for designing a personalized educational trajectory, establishing real-time feedback and tracking the progress of education seekers.