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FOREIGN LANGUAGE TEACHER PROFESSIONALISM IN THE CONTEXT OF DIGITALIZATION OF EDUCATION: PROBLEMS AND SOLUTIONS

Language Teaching. Methodology of Teaching Philological Disciplines , UDC: 37.016:81 DOI: 10.24412/2076-913X-2025-359-141-153

Authors

  • Baryshnikov Nikolay V. D. Sc. (Pedagogy), Professor

Annotation

The article looks at a number of interrelated intractable problems of foreign language teacher professionalism and its implementation in the context of rapid and insufficiently scientifically substantiated digitalization of the education system in general and the process of teaching a foreign language in particular. In the course of the analysis of contradictory opinions on the use of artificial intelligence (AI) in teaching a foreign language, the author’s point of view on the need for scientific justification of the methodological expediency of using digital technologies and the development of regulations for the use of AI in teaching the subject «foreign language» at various stages of education is argued. The problems and difficulties of implementing foreign language teacher professionalism have been identified, such as the lack of conditions for methodological creativity, a decrease in the level of teacher professionalism due to the unregulated and often chaotic use of AI in the process of teaching foreign language competencies among students, the unification of educational processes and formal ways of teacher training. The author suggests the most acceptable ways to solve the problems outlined and eliminate the identified difficulties in implementing the professionalism of a foreign language teacher.
Tags:
advanced training , artificial intelligence , decline in professionalism , Foreign language teacher , methodological creativity , options for eliminating difficulties , problems and difficulties , professionalism , ways to solve problems

How to link insert

Baryshnikov, N. V. (2025). FOREIGN LANGUAGE TEACHER PROFESSIONALISM IN THE CONTEXT OF DIGITALIZATION OF EDUCATION: PROBLEMS AND SOLUTIONS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 3 (59), 141. https://doi.org/10.24412/2076-913X-2025-359-141-153
References
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