Digital resources as a means of developing the professional competence of future primary school teachers

Abstract

The purpose of the study is to analyze the role of digital resources in the development of professional competence of future primary school teachers. The research is focused on determining the value of digital resources for the formation of subject-methodical and general pedagogical competence, assessing the impact of information and communication technologies on professional training, and considering pedagogical approaches that contribute to the effective use of digital tools in the educational process. Research methods included the analysis of scientific sources, an analytical approach to the assessment of existing practices, and an empirical analysis of the results of the use of digital technologies in the educational process. An important aspect of the work was the identification of key digital tools, such as virtual simulators (SimSchool), adaptive platforms (DreamBox Learning), interactive services (Kahoot!, Quizlet), which allow you to effectively simulate pedagogical situations and adapt educational material to the individual needs of education seekers. The results of the study showed that the integration of digital resources contributes not only to the development of digital competence, but also to the comprehensive improvement of pedagogical skills, such as classroom management, critical thinking and communication skills. Using platforms for online collaboration (Microsoft Teams, Slack) improves teamwork and professional communication skills. At the same time, evaluation tools (Socrative, Google Forms) contribute to the formation of feedback skills and the analysis of education seekers performance. The use of open online courses (Coursera, edX) allows future teachers to expand their knowledge and get involved in the global community of teachers. The research findings indicate the need to modernize pedagogical education with an emphasis on the implementation of digital technologies at all stages of training future teachers, which will allow creating a more innovative and effective educational environment. This will contribute to the improvement of the quality of primary education and the formation of competitive specialists in the labor market. The conclusions include recommendations for the development of professional development programs for teachers of pedagogical universities, the creation of mentoring programs for students, and the formation of digital infrastructure in higher education institutions.This approach will ensure equal access to digital resources and will contribute to the development of professional competence of future primary school teachers, which is critically important in the context of the modern challenges of the digital transformation of education.