I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

Pedagogical education as a system-forming component is the focus of attention of many researchers. The development of education is accompanied by two interrelated and opposing trends. On the one hand, there is an increasingly narrow specialization of sciences and subject-specific teaching. On the other hand, in response to new challenges, there is a growing need for scholars to integrate new knowledge from other scientific fields and a growing need to implement interdisciplinary and integrative educational models. This article examines convergence as a fundamental principle of the development of modern society, the convergent concept as a theory, and the convergent approach as a method. Based on the analysis of the development of interdisciplinary, integrative, and systemic approaches implemented in the Russian education system, it is concluded that these approaches have become the methodological basis for a convergent concept for the development of teacher education. An analysis of new scientific publications on the stated topic revealed that the convergent concept of pedagogical education is a modern paradigm for training teachers, enabling the targeted development of integrative, interdisciplinary thinking in future teachers, ensuring the ability and readiness to work in an environment of blurring boundaries between pedagogy, other sciences, and technologies. The convergent concept provides the theoretical basis for the survival and relevance of pedagogical education in the 21^st century. The convergent approach is a mechanism (method) for integrating knowledge and technology in the modern system of pedagogical education. A comparative analysis of the traditional and convergent models of pedagogical education is conducted, and the possibilities and prospects for implementing the convergent approach in general and higher pedagogical education are examined. Promising directions for the development of the convergent concept in pedagogical education are outlined.

convergence, convergent concept, convergent approach, interdisciplinarity, technological integration (NBICS), convergent educational environment, convergent concept of development of pedagogical education

Aleksandrova, Galina Aleksandrovna – Candidate of Technical Sciences, Associate Professor, Head of the Department of Post-graduate and Doctoral Studies, Head of the Research Laboratory of International Pedagogical Convergence, I. Yakovlev CHSPU, Cheboksary, Russia, https://orcid.org/0000-0002-6449- 4199, nochgpu@mail.ru