How Artificial Intelligence Modifies the Content of Training Future Teachers for Upbringingal Work

Abstract

Introduction to the problem. The development of artificial intelligence technologies has significantly affected the pedagogical discourse due to the growing availability and popularity of generative neural networks among students. Technological progress has actualized the problems of a moral and ethical nature. In the process of forming the professional subjectivity of the future teacher as an educator, it is necessary to prepare students for pedagogical interaction with gifted students who are passionate about artificial intelligence technologies. The purpose of the article is to identify and characterize the main directions of changes in the content of training future teachers for educational activities in the context of the development of artificial intelligence technologies. The study was conducted on the basis of data on the mentoring activities of teachers in the course of preparing schoolchildren for participation in the All-Russian Olympiad in Artificial Intelligence in 2021–2022. The study is based on the methodological basis of the systems approach. 100 schools from 46 regions of the Russian Federation took part in the study. The researchers used a questionnaire method from school administrators, computer science teachers, schoolchildren and their parents to collect data. Research results. It is substantiated that the current level of development of artificial intelligence technologies has an impact on the content of general professional pedagogical competencies and on the targets for the formation of the professional position of a teacher as an educator. To perform professional labor functions, a future teacher of any subject needs to have a basic understanding of the complex of technological solutions that are united by the concept of “artificial intelligence”, about the key tasks in which artificial intelligence technologies are used today, about achievements in the field of artificial intelligence. To carry out educational activities, the future teacher needs a formed personal and professional position, including a value attitude to the ethical boundaries of the use of artificial intelligence. Conclusion. The main directions of changes in the content of preparing future teachers for educational activities in the context of the development of artificial intelligence technologies are associated, firstly, with the expansion of ideas about the areas of application of artificial intelligence, and secondly, with the mastery of technological developments for their application in professional pedagogical activity, in- thirdly, with a specification of the role of the teacher as a mentor in the personal development of gifted students.