FORMING COMPETENCIES OF FUTURE TEACHERS IN THE DESIGN OF "FUTURE CLASSROOM LAB"

Abstract

The article is devoted to the problem of forming the competence of future teachers in working in an innovative learning environment. The Future Classroom Lab (FCL) model proposed by European Schoolnet is taken as the object of research and is considered from the point of view of the system of pedagogical education with high pedagogical potential. The purpose of the study is to provide a scientific and methodological basis for developing the technological, pedagogical, and spatial thinking of future teachers based on the design of the FCL. The study was conducted using mixed methods. The experiment was conducted at the Future Classroom Lab at the university, where the abilities of future subject teachers were evaluated in managing the learning space, developing lesson scenarios, and integrating technology into didactic goals. The TPACK model and content analysis of lesson scenarios were used to measure competence. The results of the study showed that systematic work in the Future Classroom Lab environment contributes to a change in the professional role of future teachers. Students stopped using technology as an illustrative tool and began using it as a primary didactic tool that organizes learning activities. There was also a significant increase in the skills of changing the learning space, managing multiple technological tools in parallel, and organizing students' learning activities. The results of the article prove the effectiveness of implementing the Future Classroom Lab model in the training of future teachers and have practical significance aimed at the new formation of a teacher's professional competence in a modern school.