Saint-Petersburg, St. Petersburg, Russian Federation
The article presents a theoretical and experimental substantiation of the system for developing professional literacy of future foreign language teachers based on information and communication technologies within higher pedagogical education. The evolution of scientific approaches to professional literacy is analyzed in the context of the competence-based approach and digital transformation of the educational environment. The structural components of professional literacy of a future foreign language teacher are identified: linguistic-methodological, communicative-sociocultural, information-communication, organizational-design, and reflexive-evaluative. The selection of ICT is substantiated as a system-forming factor of professional training at a university. Criteria and levels of professional literacy development are described, and the methodology of the ascertaining and formative experiments is presented. The obtained results confirm the effectiveness of the developed model of professional training focused on the integration of digital technologies into the content and organization of the educational process.
professional literacy, foreign language teacher, information and communication technologies, digital educational environment, competence-based approach, higher pedagogical education, methodological training
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