Формирование готовности будущих преподавателей иностранных языков к использованию цифровых образовательных ресурсов в профессиональной деятельности

Natalya N. Piven

doi:10.25726/v1115-1388-9186-h

Authors

Natalya N. Piven https://orcid.org/0009-0000-0162-1421 Pryazovskyi State Technical University – Branch of the National Research Moscow State University of Civil Engineering, 287642, Donetsk People's Republic, Mariupol, Universitetskaya Street, 7

DOI: 10.25726/v1115-1388-9186-h EDN: OCYRWG

How to cite

GOST Piven N. N. Formation of readiness of future foreign language teachers to use digital educational resources in professional activity // Education Management Review. 2026. Vol. 16. No. 9. P. 78-88. DOI: 10.25726/v1115-1388-9186-h

APA Piven, N. N. (2026). Formation of readiness of future foreign language teachers to use digital educational resources in professional activity. Education Management Review, 16(9), 78-88. https://doi.org/10.25726/v1115-1388-9186-h

Abstract

The consolidation in the Federal State Educational Standard and the professional standard of the teacher of requirements for digital technology proficiency has changed the content of the language-profile graduate qualification, yet formal digital literacy and the ability to embed digital educational resources methodically into the teaching of speech activity diverge, while the conceptual apparatus remains inconsistent, since interpretations through competence, competency and readiness are used in parallel. The purpose is to construct a structural-functional model of the future foreign language teacher's readiness to apply digital educational resources that separates the adjacent concepts and is aligned with the current regulatory requirements. Conceptual-categorical analysis, content analysis of normative documents, comparative analysis of approaches and structural-functional modelling were applied. Readiness is distinguished from digital competence as an activity-personal formation actualising competence within a specific linguo-didactic task; motivational-value, cognitive-linguodidactic, operational-technological and reflexive-evaluative components are identified, each with a leading function and observable indicators. A typology of resources by didactic purpose and a matrix relating normative benchmarks to the means of forming readiness are proposed. The subject-pedagogical level of ICT competence is reached not by expanding the instrumental repertoire but by transferring the methodical selection of a resource for a communicative task into the position of the learner's independent professional action.

Keywords

readiness for professional activity future foreign language teacher digital educational resources digital competence linguodidactics structural functional model professional training

Funding

The authors did not declare any external funding for this research.

References

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