Theoretical Foundations of Technological Culture Formation in the Process of Vocational Teacher Training (Digital Technologies)

Abstract

The article is devoted to the study of the theoretical foundations of the formation of technological culture in the process of training vocational teachers with an emphasis on the use of digital technologies. The paper defines the essence of the concept of “technological culture”, its components and role in modern pedagogical activity. In particular, it is emphasized that technological culture encompasses knowledge, skills, values, ethical principles and the ability to effectively apply digital technologies in professional activities.

The scientific approaches to the formation of technological culture, such as competence, socio-cultural and pedagogical, are analyzed. The principles underlying this process and their relationship with the professional competence of the teacher are identified. Particular attention is paid to the consideration of digital technologies as a tool that contributes to the improvement of technological culture. The main tools of digitalization are described, including Internet resources, distance learning platforms, multimedia programs and software for modeling educational processes.

The article highlights the peculiarities of forming the technological culture of future vocational teachers. The methods and forms of training, including lectures, practical classes, trainings, and project activities that include the active use of digital technologies, are considered. The importance of teachers' self-development and self-education in the context of technological culture is emphasized.

The authors also analyze the challenges that arise in the process of introducing digital technologies into the educational space, including technical, methodological and organizational problems. Prospects for the development of teachers' technological culture in the context of the digital transformation of education are identified, emphasizing the need for a systematic approach to this process.

The results of the study are of theoretical and practical value, contributing to the development of modern professional education, improving the quality of pedagogical activity and training of teachers capable of effectively implementing digital innovations in the educational process.