Methodology of building teaching methods for preparing future teachers for methodological activities in a digital educational environment

The relevance of a special study of the essence of a teacher’s methodological activity in a digital educational environment is substantiated. The necessity of filling this activity with new skills is highlighted: “the ability to competently choose teaching methods when implementing links with the specified elements of the methodological system” and “the ability to design teaching methods when implementing links with the specified elements of the methodological system”. The article formulates and discloses the position that the formation of these skills requires the inclusion of new teaching methods in the system of methodological training of students of pedagogical specialties. Taking into account the results available in pedagogical theory and practice, which reveal the idea of the possibility of updating the classical arsenal of teaching methods accumulated over the history of education, the concept of expanding the system of teacher training methods for methodological activities by including new teaching methods in the system that meet certain characteristics is formulated. The implementation of this concept is embodied using a paradigmatic approach, which allows us to identify significant factors influencing changes in teaching methods and provides a basis for predicting the nature of changes in teaching methods during the digitalization of the information and communication environment in the “modern” educational paradigm. At the same time, the “teaching method” is considered as a pedagogical phenomenon, i. e. a special case in the socio-pedagogical system. Integration of paradigmatic, acmeological, competence-based and system-activity approaches with a specially developed — The conventional reflexive approach, the essence of whichis to take into account the assessment of the effectiveness of the teaching method from the perspective of different (conventionally agreed) participants in the educational process, is the basis for describing the content of the elements of the blocks “characteristics of activity”, “logical structure of activity” and “temporal structure of activity” in the scheme of the structure of the methodology (understood as the doctrine of the organization of activity). teaching methods for preparing future teachers for methodological activities in a digital educational environment.