INTELLECTUAL POTENTIAL OF DIGITAL GAMIFICATION SERVICES IN THE TRAINING OF FUTURE TEACHERS

Abstract

The article identifies problems of insufficient readiness of student teachers to use gamification and suggests a training model that includes diagnostic, content-procedural, reflexive-evaluative components. The empirical part of the study allowed the authors to determine the levels of readiness of graduates of pedagogical universities to use digital gamification services. This will reveal both strengths (digital competencies, understanding of didactics) and problem areas (lack of knowledge of game design, weak content adaptation skills). In the professional training of graduates of pedagogical universities, this topic acquires additional importance due to the need to comply with the standardization of education, which is focused on the introduction of innovative pedagogical technologies. The proposed model is aimed at the targeted use of digital gamification services in the practice of future teachers, which contributes, in the opinion of the authors, to a more effective and pedagogically meaningful integration of gamification and the practice of classical education of primary school students. The results of the experimental study suggest that the developed model of training future teachers to use digital gamification services is effective.