<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442024000100279</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Training of pedagogical staff in the context of digital didactics]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación del personal pedagógico en el marco de la didáctica digital]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tutkova]]></surname>
<given-names><![CDATA[Irina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kudaiberdieva]]></surname>
<given-names><![CDATA[Gulmira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kozhobekov]]></surname>
<given-names><![CDATA[Kudaiberdi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Russian biotechnological university  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Kyrgyz-Turkish Manas university  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Kyrgyzstan</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Osh state university  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Kyrgyzstan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<numero>96</numero>
<fpage>279</fpage>
<lpage>283</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442024000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442024000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442024000100279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study's purpose is to substantiate the key factors, technologies, and digital tools that are instrumental in the training of teaching staff, underpinning the continuous evolution of teacher education in the digital era. The research employs a multidimensional approach, drawing on systemic and activity-based methodology to analyze recent educational research. Additionally, the study explores the globalization of education, recognizing the impact of modern technology on pedagogical practices. The investigation reveals a pivotal shift in teacher training towards continuous education. Notably, educational programs encompass a broad spectrum of specialties within education and pedagogical sciences. Furthermore, the study identifies the fundamental objectives of modern professional teacher training, including enhancing the quality of student education, ensuring continuity in personnel training, adapting curricula to new professional educational standards, providing practical teaching experience, and fostering lifelong learning. A central revelation is the emergence of digital didactics as a distinct discipline within pedagogy, specifically focused on organizing the learning process in today's digital society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito del estudio es fundamentar los factores, tecnologías y herramientas digitales clave que son fundamentales en la formación del personal docente, sustentando la evolución continua de la formación docente en la era digital. La investigación emplea un enfoque multidimensional, basándose en una metodología sistémica y basada en actividades para analizar la investigación educativa reciente. Además, el estudio explora la globalización de la educación, reconociendo el impacto de la tecnología moderna en las prácticas pedagógicas. La investigación revela un cambio fundamental en la formación docente hacia la educación continua. En particular, los programas educativos abarcan un amplio espectro de especialidades dentro de la educación y las ciencias pedagógicas. Además, el estudio identifica los objetivos fundamentales de la formación docente profesional moderna, incluida la mejora de la calidad de la educación de los estudiantes, la garantía de la continuidad en la formación del personal, la adaptación de los planes de estudio a los nuevos estándares educativos profesionales, la prestación de experiencia docente práctica y el fomento del aprendizaje permanente. Una revelación central es el surgimiento de la didáctica digital como una disciplina distinta dentro de la pedagogía, específicamente enfocada en organizar el proceso de aprendizaje en la sociedad digital actual.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Digital didactics]]></kwd>
<kwd lng="en"><![CDATA[Continuous pedagogical education]]></kwd>
<kwd lng="en"><![CDATA[Flipped learning]]></kwd>
<kwd lng="en"><![CDATA[Blended learning]]></kwd>
<kwd lng="es"><![CDATA[Didáctica digital]]></kwd>
<kwd lng="es"><![CDATA[Educación pedagógica continua]]></kwd>
<kwd lng="es"><![CDATA[Flipped learning]]></kwd>
<kwd lng="es"><![CDATA[Blended learning]]></kwd>
</kwd-group>
</article-meta>
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