ORGANIZATION OF TRAINING OF TEACHERS FOR THE USE OF DIGITAL TOOLS BASED ON THE REGULATORY-ACTIVITY APPROACH

The article substantiates the use of the regulatory-activity approach as a psychological and pedagogical basis for preparing teachers to use digital tools, technologies and platforms in their professional activities. The purpose of the work is to describe the conditions for developing the abilities of a future teacher to use these tools, technologies and platforms at different levels of regulation of their pedagogical activities. The methods used include psychological and pedagogical analysis of literature, research materials and documents devoted to the training of a modern teacher, as well as modeling the structure and content of training for the use of digital tools, technologies and platforms in pedagogical activity. The result of the work is a description of the process of training teachers to use digital tools, technologies and platforms as a three-stage movement of a future teacher along an individual educational trajectory and self-regulation of this movement. The obtained results can be applied to develop a methodological system for training teachers to use digital tools, technologies and platforms in their professional activities. The authors of the article came to the conclusion that the use of a regulatory-activity approach allows building the process of training teachers to use digital tools, technologies and platforms in their professional activities in such a way as to direct it towards developing students’ professional competence and consistently bringing them to the operational, tactical and strategic levels of regulating pedagogical activities.

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