Conceptual principles of forming the media culture of future teachers in the conditions of digitalization of society

Abstract

The article is devoted to the theoretical substantiation and disclosure of the conceptual foundations of the formation of media culture of higher pedagogical education students in the conditions of total digitalization and global transformations of modern society. The purpose of the study is to analyze the regulatory and legal framework, identify organizational and pedagogical conditions, and develop a structural and logical model for training a "new formation" teacher capable of effectively functioning in a mediatized environment.

The work uses a complex of interrelated scientific methods: theoretical analysis and systematization of the provisions of the Laws to outline the legal field of study; analysis of scientific definitions of «media culture»; modeling method.

Results. It was established that the media culture of a modern teacher is an integrative characteristic of a specialist, which combines technological skills, critical thinking and ethical responsibility. The transition of the teacher's role from a relayer of knowledge to a facilitator-moderator of information flows is substantiated. An author's structural and logical scheme has been developed and presented, which synthesizes the fundamental basis, psychological, pedagogical and value principles, as well as content modules of media culture, which together ensure the formation of professional competencies of the graduate.

The novelty of this research is the development and visualization of an author's structural and logical scheme for the formation of media culture among higher education students in higher education institutions, which is based on the synergy of the regulatory and legal field of Ukraine, the European framework (DigCompEdu) and the principles of media literacy by J. Pangente.

Conclusions. The formation of media culture of future teachers is an integral part of the modernization of higher education. The effectiveness of this process depends on the adaptability of the content of education to dynamic changes in ICT and methods of information manipulation. The practical significance of the results obtained lies in the possibility of their implementation in the educational process of higher education institutions to improve the quality of training of specialists capable of creating a safe and developing media environment.