A MODEL FOR USING DIGITAL EDUCATION TECHNOLOGIES TO DEVELOP THE PROFESSIONAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

Аннотация

This article covers the model of using digital educational technologies in the development ofprofessional competence offuture primary school teachers. Keywords: digital educational technologies, professional competence, Flipped classroom, distancelearning, mobileapplications, learning environments. One of the main aspects of improving the educational process in higher education institutions in ourcountry is themodernization ofthedigitalization oftheeducational process [1]. With the introduction of digital technologies, the characteristics of education are changing. This leads to organizing the educational process based on modern educational technologies, increasing students' interest in science, promoting independent learning, and developing professional competence. Furthermore, it allows for an increase in the volume of educational information presented to students. In connection with the possibility of using various teaching methods and forms, it ensures the visualization of any educational material learned by students. By teaching modern methods of independent study, it facilitates knowledge acquisition through differentiationand individualization,ensuring successful learning for students ofall categories. Therefore, the introduction of digital educational technologies into the educational process for future specialists in higher education institutions, including future primary school teachers, and thedevelopment ofnew approaches to thisprocess, remains one oftheurgent challenges today. In the proposed research, to address these issues within the framework of the study, a model for utilizing digital educational technologies to develop the professional competence of future primary school teachers has been improved (see Figure 1) https://ijmri.de/index.php/jmsi volume 4,issue4,2025 219 Goal:Todeveloptheprofessionalcompetenceoffutureprimaryschoolteachers Figure 1.Model fordeveloping professional competence offuture primary schoolteachers The proposed model consists of organizational, technological, and control components. In the organizational part, the goal is defined as utilizing digital educational technologies for the https://ijmri.de/index.php/jmsi volume 4,issue4,2025 220 trapgnizinagrO Person-centeredapproach Shapes Audience Independent Circle Various Resources:Localandinternational Educational informationandeducationalenvironments, technologies: educationalportals,andcloud-based Flippedclassroom, learningplatforms blended Implementation 1.Enhancingmotivation2.Developingcreativeabilities3.Cultivatingcognitivethinking relatedtolessonplanning4.Fosteringresearchskills Tasks: 1.Solvingtestsandcrosswords;2.Completingindependentlearningassignments;3. Creatingpedagogicalsoftwaretoolsusingdigitalresources; 4.Completingcasestudies andpreparingtheses. Assessmentandmonitoring Criteria Organizationaland Cognitive- Personal-reflective substantive operational Degrees Lower Medium High Result:Theprofessionalcompetenceoffutureprimaryschoolteacherswillbe developed traPlacigolonhceT trapgnizinagrO effective organization of the educational process and the development of professional competence in futureprimary school teachers. The technological part of the model envisions classroom activities, independent learning, organization of clubs, and conducting various events for future primary school teachers based on aperson-centered approach. "A person-centered approach is education based on the learner's personality, their individuality, values, and the creation of humane relationships within the group. Through this approach, each studentrecognizes themselves as a person withequal rights"[2]. Also, the personality-oriented approach consists in the formation and development of the student's cognitive abilities, contributing to the formation, development, and upbringing of the individual by ensuring the requirements for a deep volume of knowledge, skills, and abilities. "The goals ofthepersonality-oriented approach are to direct theactivities of students towards the search and processing of information and the generalization of methods of action. This is not about presenting ready-made material, but about awakening the student's interest, discovering the potential of each of them, activating their collective activity. The relevance of personality- oriented learning lies in the fact that it offers students various interesting materials: the practical application of work on personality-oriented learning during lessons, such as role-playing and didactic games, puzzling questions, problem tasks, entertainment and game situations, which contributes to the creation of learning conditions that transform students into subjects eager for self-knowledge and self-development"[2]. Taking into account the presented possibilities of the personality-oriented approach, it is advisable to use it in the development of professional competence offuture primary school teachers. The goal is to use the integration of local and foreign information a