Methodology for Developing the Professional Competence of Future Chemistry Teachers Through Digital Technologies

The article provides a theoretical rationale for a methodology of developing the professional competence of pre-service chemistry teachers by means of digital technologies and sets out its structure. Digital technology is treated not as a separate subject of study but as a means of revealing chemical content and practising every aspect of a teacher’s work. Drawing on the TPACK and SAMR models and on the DigCompEdu and UNESCO frameworks, five components of professional competence are distinguished — motivational-axiological, cognitive, operationalactivity, digital and reflective developmental — and the effect of digital tools on each is shown.