PEDAGOGICAL CONDITIONS FOR IMPLEMENTING THE DIDACTIC POTENTIAL OF DIGITAL TECHNOLOGIES IN FOREIGN LANGUAGE TRAINING OF PRE-SERVICE TEACHERS OF NATURAL AND MATHEMATICAL DISCIPLINES

Abstract

The article reveals the pedagogical conditions for implementing the didactic potential of digital technologies in foreign language training of pre-service teachers. The relevance of the topic is due to the fact that digital tools are actively introduced into foreign language teaching, but their use is often fragmentary and does not ensure sustainable growth in educational outcomes without clearly defined pedagogical guidelines. The problem of the study is to identify such conditions that transform digital technologies from an auxiliary resource into a systemic didactic mechanism for the formation of foreign language communicative competence and professional readiness of a pre-service teacher. The purpose of this paper is to provide a theoretical justification and description of the pedagogical conditions under which digital technologies increase the effectiveness of foreign language training, as well as to present the results of their testing in the educational process. The analysis of scientific sources, pedagogical observation, surveys of students, analysis of educational products, testing and comparative analysis of educational achievements were used. The assessment was based on indicators of motivation, autonomy, quality of interaction, accuracy and relevance of speech in communicative tasks. As a result, a set of interrelated conditions was identified: didactically targeted integration of digital tools into content and methodology; design of online interaction and collaboration; differentiation and pedagogical support; systematic feedback and formative assessment; development of digital and methodological readiness of pre-service teachers. The implementation of the study demonstrated an increase in learning motivation, activity of foreign language practice and quality of performing communicative tasks, as well as a decrease in typical errors due to regular feedback. The risks of overload with digital services are outlined and ways of their pedagogical balancing are proposed through standardization of instructions and transparent assessment criteria. The novelty of the article lies in the specification of pedagogical conditions as a holistic model that combines the didactic functions of digital technologies with the requirements of foreign language training and offers practical guidelines for reproducible implementation, which is lacking in many related publications focused mainly on the description of individual tools.