Modern approaches to teaching programming to future computer science teachers

Statement of the problem. In the context of the digital transformation of education, a number of systemic problems persist in the subject-specific training of future computer science teachers in programming. These include insufficient levels of motivation and algorithmic thinking among applicants, the use of outdated teaching methods focused on syntax and computational tasks, ambiguous choice of programming language, and a lack of pedagogical integration, which prevents students from learning how to adapt material and diagnose school students’ errors. The purpose of the article is to analyze modern methodological approaches to teaching programming to students of pedagogical universities and to describe approaches to developing their readiness to teach programming at school. The research methodology (materials and methods). The research methodology involved the analysis of modern scientific publications from the last six years, devoted to the practice of teaching programming in pedagogical universities. The author’s own experience in implementing educational programs at the Krasnoyarsk State Pedagogical University is also generalized. Research results. Based on the analysis of successful practices (scaffolded projects, iterative, personalized, and STEM learning, etc.), key approaches in training are synthesized: subject-methodological integration, practice-oriented and contextual nature of learning, conscious formation of pedagogical tools, and the development of meta-subject competencies. Conclusion. It is established that the future teacher’s readiness to teach programming is formed in a comprehensive educational environment that ensures the synergy of deep subject knowledge (based on school-relevant technologies such as Python), engineering-project thinking, and pedagogical competence. The key factor is not the implementation of individual innovations (including AI), but their integration into the educational ecosystem under the guidance of a critically thinking teacher. Prospects are seen in deepening fundamental training, enhancing methodological reflection, and developing models of effective ‘teacher-technology-methodology’ interaction.