INFORMATION-EDUCATIONAL ENVIRONMENT OF A UNIVERSITY AS A RESOURCE FOR PROFESSIONAL TRAINING OF A TEACHER-DEFECTOLOGIST
The modern digital environment expands the possibilities for integrating scientific and practical knowledge, opening up access to those resources that previously required separate approaches to their use. At the same time, technological and applied aspects of wide digitalization cannot guarantee the desired efficiency of its implementation, taking into account the traditions and innovations of the higher education process. In this situation, it is necessary to investigate the functional potential of the information - educational environment of the university and analyze its specific features in accordance with the program objectives of training a specialist. This article presents the results of an analog study in relation to the process of professional training of a teacher - defectologist. The purpose of the research was to study the resources and opportunities of the digital educational environment in the process of professional training of a teacher - defectologist. The experiment involved 65 students: bachelors and masters of the Moscow State Regional University. The research methods used included: analysis of theoretical aspects of the problem under study, analysis of the resources of the electronic educational environment of MGOU, questioning of bachelor students.The theoretical basis of the study is determined by the basic provisions of competence - based, acmeological, environmental and humanitarian - anthropological approaches to teacher training as the foundation for the formation of competence and professional readiness under specially designed conditions using modern information systems and resources.The scientific novelty of the study lies in the fact that for the first time, experimental data on the influence of the resources of the digital environment on the formation of professional competences of a graduate - defectologist were obtained. It was revealed that information systems and electronic resources of the digital educational environment are mostly used by students (bachelors and masters) to obtain theoretical knowledge; and to a lesser extent - for the formation of professional skills. This can serve as a justification for the search for new learning content and the improvement of practice - oriented interactive methodological tools.