THE EVOLUTION OF THE CONCEPT OF "TECHNOLOGICAL CULTURE OF FUTURE PRIMARY SCHOOL TEACHERS"

Abstract

The evolution of scientific concepts reflects the development of scientific thought and helps identify new directions of knowledge. This study analyzes the formation and development of the concept of "technological culture of future primary school teachers." The research explores this concept through the sequence: professional culture → professional-pedagogical culture → technological culture. Technological culture is an integrative concept that includes the teacher's ability to effectively apply educational technologies, a system of personal and pedagogical values, general cultural and professional competencies, as well as the potential for self-development. The term was first introduced by V.A. Slastenin, V.A. Mishchenko, and N.G. Rudenko (1996) and was later further studied by N.A. Maksimova (2001) and I.Yu. Bashkirova (2004). S.N. Manzheeva (2003) developed criteria for selecting the content of students' technological training. Technological culture encompasses not only the teacher's ability to utilize pedagogical technologies but also their capacity to create an educational environment through creative and active engagement. This concept is considered a key element in the process of a teacher's self-development and self-realization.