Features of the methodology of teaching texts of a new nature in the system of secondary professional pedagogical education

Abstract

The modern information and educational environment is undergoing fundamental changes under the influence of digital technologies and the Internet, where linear printed texts are being replaced by texts of a new nature - multimodal, nonlinear and interactive structures, including hyperlinks, infographics, videos and other elements. This creates challenges for the system of secondary professional teacher education, where future teachers must prepare to work with the generation of digital natives. Traditional methods focused on classical texts do not form the necessary competencies, such as media literacy and critical thinking. The research is aimed at developing and substantiating the features of the methodology of teaching texts of a new nature for students of pedagogical colleges, in order to bridge the gap between academic practices and the real information needs of society. The study was conducted in the 2022-2023 academic year on the basis of Pedagogical College № 1 with the participation of 96 third-year students specializing in Teaching in primary schools. An experimental group (EG, 48 people) and a control group (KG, 48 people) were formed, representative of academic performance and the initial level of media competence. The EG used the author's methodology based on an activity-based approach, including project activities, case analysis, web quests and the creation of multimedia products (infographics, longreads, videos). At the KG, the training was conducted according to the traditional curriculum with an emphasis on linear texts. The assessment was conducted through questionnaires, testing, expert assessments, and product analysis. The diagnosis focused on analytical, critical, and productive skills. The data was processed using mathematical statistics to identify significant differences. The results of the final diagnosis showed a significant superiority of EG over KG. In analytical skills, the high level in EG reached 41,7% (versus 14,6% in KG), low - 6,2% (versus 29,2%). In critical assessment skills, the high level is 37,5% in EG (10,4% in KG), low - 8,3% (37,5%). Productive skills: high - 33,3% in EG (6,2% in KG), low - 8,3% (45,9%), Integral level of media competence: high 35,4% in EG (10,4% in KG), low 8,3% (35,4%). Statistically significant differences confirm the effectiveness of the technique. The data obtained indicate the need to move from reproductive methods to active, project-oriented practices in order to form a holistic media competence. The methodology contributes not only to the analysis and evaluation of texts of a new nature, but also to their creation, which is critical for future teachers. This makes it possible to overcome the gaps in traditional education and train specialists capable of developing media literacy among schoolchildren. Further research may expand the application of the technique to other specialties.