MEDIA EDUCATION OF EDUCATIONAL PSYCHOLOGISTS: PROFESSIONAL ORIENTATION IN THE DIGITAL EDUCATIONAL ENVIRONMENT

Abstract

In the conditions of digitalization of education, the role of media education in the professional training of teacher-psychologists is increasing. The article is devoted to the study of the formation of professionally-oriented media education of future teacher-psychologists in the digital educational environment, which is due to the need to develop their media competence for effective professional activity.

The aim of the study is to develop and approbation of the model of formation of professionally-oriented media education of bachelor students in the direction of 6B01103 – “Pedagogy and Psychology” in the Eurasian National University named after L.N. Gumilyov. The main directions include analyzing the theoretical foundations of media education, determining the components of media competence and integrating media education technologies into professional training. The key ideas of the study are the interdisciplinary approach and practice-oriented learning.

The scientific significance of the work lies in the development of conceptual foundations of professionally-oriented media education and substantiation of its role in the training of educational psychologists. Practical significance is manifested in the creation of methodological recommendations and educational modules that promote the development of media competence of students.

The study was conducted at the Eurasian National University named after L.N. Gumilyov.                    L.N. Gumilyov on the basis of the bachelor's degree program 6B01103 – “Pedagogy and Psychology” with the participation of 138 respondents. Theoretical methods (literature analysis, modeling), empirical methods (questionnaires, testing, pedagogical experiment) and statistical methods of data processing (quantitative and qualitative analysis) were used.

The work makes a contribution to pedagogy and psychology, expanding the ideas about idia-education as an integral part of professional training. The developed model and criteria for assessing media competence enrich the theory and practice of training pedagogical psychologists in the digital environment.

The results of the study are applied in the educational process of L.N. Gumilyov Eurasian National University. The developed modules and recommendations can be used in other universities to train teacher-psychologists, as well as adapted for related specialties, which contributes to improving the quality of professional education.