TRANSFORMATION OF PEDAGOGICAL THINKING OF YOUNG TEACHERS IN THE CONTEXT OF DIGITAL REALITY

Abstract

The researcher conducts a theoretical analysis of transformation of pedagogical thinking of young teachers in the context of digital reality. The emphasis is placed on identifying mechanisms of the influence of the digital environment on the professional consciousness of teachers. The author examines how traditional didactic principles are changing under the influence of modern technologies, including virtual and augmented reality, adaptive educational platforms and systems for analyzing educational achievements. The paper identifies the key contradictions between algorithmic approaches to learning and humanistic values of education, and analyzes new competencies necessary for novice teachers: algorithmic reflection, hybrid didactics and ethical sensitivity. Particular attention is paid to the concept of “symbiotic intelligence,” where technologies are considered not as tools, but as full-fledged participants in the cognitive process. The author concludes that digitalization requires not so much a technical re-equipment of pedagogical practice, as a fundamental philosophical rethinking of the professional identity of a teacher in the paradigm of humanistic digitalization, where high technologies serve not as a replacement, but as an organic continuation of the pedagogical idea.