Correction of clip thinking among pedagogical students in the process of solving practice-oriented tasks

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Introduction. One of the characteristics of modern society is the emergence of a phenomenon known as clip thinking. The presence of clip thinking in a future teacher may hinder the development of competencies that are essential for professional success. Aim. The aim of this paper is to present a scheme for addressing a practice-oriented task, specifically designed to correct clip thinking in future teachers. Methodology and research methods. The methodological foundation of the study was based on system-activity, systemic, and practice-oriented approaches, which facilitated the identification of the characteristics of clip thinking. The study involved 250 undergraduate students from Nizhny Tagil Branch of the Russian State Vocational Pedagogical University. The authors employed the method described by S. D. Polyakov, L. A. Belozerova, and V. V. Vershinina, along with a questionnaire developed by the authors themselves. To confirm or validate the hypothesis of the study, a comparative analysis was conducted using the Student’s t-test. Results. A scheme has been proposed for addressing practice-oriented tasks that facilitate the integration of viewing information fragments related to future professional activities and their comprehension. The effectiveness of using practice-oriented tasks to correct students’ clip thinking has been demonstrated. The diagnostic tool “Clip-Integrity Thinking” (by S. D. Polyakov, L. A. Belozerova, V. V. Vershinina and colleagues) has been adapted to evaluate the level of clip thinking among students in higher education institutions. Scientific novelty. The results of the study enhance scientific understanding of how to address clip thinking and also consider its presence when developing strategies for training future teachers. Practical significance. The data obtained can be utilised to develop a methodology for training future teachers in the field of digital technologies, aimed at addressing the issue of clip thinking. The proposed assessments of clip thinking levels can be employed to identify the unique characteristics of each student and to construct individualised educational trajectories based on this information.