IMPROVING THE TECHNOLOGY FOR DEVELOPING AESTHETIC EDUCATION OF PRE-SERVICE TEACHERS IN AN INFORMATIZED EDUCATIONAL ENVIRONMENT
Keywords:
aesthetic education; pre-service teachers; informatized educational environment; pedagogical technology; digital creativityAbstract
The digital transformation of higher education has changed the conditions in which pre-service teachers form their aesthetic views, tastes and values. Although digital platforms provide unprecedented access to art, visual culture and creative tools, their pedagogical potential for aesthetic education remains insufficiently systematized in teacher training. This article aims to substantiate and experimentally test an improved technology for developing the aesthetic education of pre-service teachers in an informatized educational environment. The technology is built on four interrelated components (motivational-value, cognitive-informational, activity-creative and reflective-evaluative) and is implemented through three stages: aesthetic immersion, digital co-creation and reflective self-assessment. A quasi-experimental study was conducted at Termez State University with 126 pre-service teachers (experimental group n = 64; control group n = 62). Data were collected through an aesthetic education questionnaire, expert evaluation of students’ digital creative products and reflective e-portfolios. After one semester, the proportion of students at the high level increased from 14.1% to 35.9% in the experimental group and from 12.9% to 19.4% in the control group, and the post-test difference between the groups was statistically significant. The findings show that virtual museums, digital storytelling, multimedia projects and reflective e-portfolios are effective when they are integrated into a coherent pedagogical technology rather than used episodically.
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