The article examines the pedagogical and psychological characteristics of developing future teachers’ professional erudition through the systematic use of digital educational resources. The relevance of the study is determined by the transformation of the contemporary educational environment, in which teacher preparation requires not only the acquisition of subject-specific and methodological knowledge but also the ability to independently search for, critically analyse, evaluate, and creatively apply digital information in professional teaching practice. Professional erudition is conceptualised as an integrative quality of a future teacher that combines the breadth and depth of professional knowledge with digital and information literacy, critical thinking, cognitive autonomy, reflective capacity, and readiness for continuous professional development.
Pedagogical and Psychological Characteristics of Developing Prospective Teachers’ Professional Erudition Through Digital Educational Resources
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