MODELING STRATEGIES FOR DEVELOPMENT OF TEACHER’S MEDIA CULTURE: HISTORICAL-PEDAGOGICAL ASPECT

Abstract

The article provides a retrospective analysis of the formation and development of a higher school teacher’s media culture, highlighting the features of modeling strategies for the development of media culture from the perspective of a historical and pedagogical approach to the study of this phenomenon.

The purpose of the article is to highlight the features of modeling strategies for developing media culture of a higher education teacher from the standpoint of a historical and pedagogical approach, to identify key stages of the evolution of this process, and to outline the transformation of the role of a teacher in the process of forming the media culture of higher education students.

Methodology. The research methodology is based on the main provisions of scientific works of domestic and foreign scientists, which highlight the problems of media education and the features of teachers' media culture development strategies. Methods of analysis of historical and pedagogical sources, comparison, systematization, and generalization were used.

Scientific novelty. The stages of evolution of the strategy for developing a teacher's media culture are identified – from a text-centric model to a modern digital environment, the specifics of modern approaches to developing the media culture of future specialists are characterized. The transformation of the role of the teacher in the process of forming the media culture of higher education students during professional training is outlined.

Conclusions. In the process of transition from the «protective» paradigm of media education to the integrative one, media culture appears as a fundamental characteristic of the professional identity of a scientific and pedagogical worker. The use of artificial intelligence in higher education takes the teacher's media culture to a new level of algorithmic literacy. The teacher is no longer just a user of technology, he becomes a curator of the interaction between human intelligence and the algorithm. Media culture acts as the content core of media education, which provides tools (knowledge and skills), while media culture determines the quality of their application in social and professional contexts. The basis of the modern strategy for the development of media culture is the transition from chaotic mastery of skills to a systemic model of the development of the media culture of a modern teacher, in which three main vectors are distinguished: cognitive, axiological, and activity.