Home – Home – Jornals – "Philosophy of Education" 2021 number 2

Introduction. The problem of professionalization of future teachers in the context of digitalization of the university educational space, and the entire educational system of the country, is complex in its structure, filled with aspects that require attention from the pedagogical community. These problematic aspects are seen, firstly, in the fact that the harmonious motivation for digitalization of the educational and intellectual activities of the subjects of the educational process (both the teacher and the students) is still appear to be ideally elevated and requires understanding of practical approaches to its solution. Secondly, the factors of beneficial influence on the formation of digitalization skills of students have not yet been fully identified. And third, the problem of the need for advanced digital self-development among future professionals needs to be understood by teachers and scientists. The presented topic of the paper, therefore, contains these three problematic aspects, combined into one whole, which is relevant for the present time in that digitalization, as a condition of social existence, involves the intellectual mastery of its technologies in any sphere of human activity. For a deep, conscious mastery of them, a person must improve their skills and attitudes to the activities performed at the motivational level. In the educational process, which combines the activities of two subjects-the teacher and the student, it requires the unity of two motives (“motive - motivation, argument, reason for action”) to understand the benefits of digital actions, to improve their performance (the first aspect). The dynamic motivation of the activity of a student is likely to be in an adequate state of the environment, which has factors that contribute to an increase in interest in a new business, an understanding of its usefulness and necessity for him/her (the second aspect). The result of the success of education, as pedagogy presents an axiomatic fact, is the ability of a person to manage the process of his/her personal development. The need for advanced digital self-development, its real expression in future teachers can be considered an indicator of the success of their professionalization. Solving questions in an educational institution about finding reliable ways to adequately motivate the digitalization of educational and intellectual activities in the subjects of the educational process, improving the university educational space are conditions for increasing the need for digital self-development of future professionals (the third aspect). Thus, the paper aims at in-depth study of the essence (based on the research of domestic scientists) of the theoretical and practical content of the identified aspects of the problem of professionalization of future teachers in the context of digitalization of education. Methodology and methods of the research. The stated topic of the study was investigated on the basis of educational-axiological methodologies that are based on national pedagogical idea of creative self-development of educational systems focused on the continuous creative self-development of both teacher and students. The proposed new approaches to the organization of the educational process may be of interest for further philosophical understanding and development of the educational system in Russia. The result of the research. The study allowed us to come to the conclusion that obtaining positive results of the development of the educational program is possible when taking into account the latest relevant request of the human world space - digital modernization. The concept of “education” is still a criterion for the quality of knowledge acquired by a person, but at the present stage of development of society, it acquires another new aspect - the ability to prevent some negative consequences in human behavior. The study shows that the conditions of digitalization of education can be for the benefit of the developing personality in the process of its professionalization, if the conditions that are set out in the content of the aspects of the problem under consideration are realized. Conclusion. The activation of the modern educational process in higher education by means of modern digital technologies does not exclude the rejection of the search for an answer to the question “What is education and what is education?” At present, this question is not rhetorical and not idle for the Russian public, but requires attention, understanding and search for practical and pedagogical humanistic forms of solution, among which the digitalization of education, aimed at enriching the human in a person.