FORMATION OF DIGITAL PEDAGOGICAL COMPETENCE OF A FUTURE PRIMARY SCHOOL TEACHER: COMPARATIVE ANALYSIS OF TPACK, SAMR AND DIGCOMPEDU

Abstract

This article is devoted to a comparative analysis of three conceptual models for the formation of digital pedagogical competence in a future primary school teacher - TPACK, SAMR, and DigCompEdu. The goal is to integrate these models and develop a practical integrative guide for designing, teaching, and evaluating a digital lesson in primary education. Theoretical and methodological analysis, content analysis, and the Delphi method with the participation of experts are planned as the research design; as a result, a map and rubric connecting the chain "goal → activity design → evaluation" between TPACK (content-pedagogy-technology harmony), SAMR (levels of added value of digital activity) and DigCompEdu (indicator system) are proposed. The manual provides mechanisms for aligning lesson objectives with digital resources, redesigning learning activities according to SAMR, and harmonizing assessment with DigCompEdu indicators. Expected scientific result - conceptual integration of three models; practical result - a set of diagnostic checklists, lesson design templates, and evaluation criteria for future teachers. The proposed approach serves to increase student participation and the transparency of assessment, ensuring the targeted and didactically based use of digital tools.