PEDAGOGICAL APPROACHES IN TEACHER TRAINING IN THE CONTEXT OF SYNTHETIC TRANSFORMATION AND ARTIFICIAL INTELLIGENCE

Abstract

This article explores the pedagogical conditions for preparing future teachers of mathematics in the context of rapid digital transformation and the growing integration of artificial intelligence (AI) into education. AI significantly reshapes the teacher's role, requiring new competencies, flexible thinking, and the ability to guide and mentor students in a tech-driven environment. The article aims to identify effective pedagogical approaches and conditions that support the training of future math teachers in higher education. Through the analysis of academic literature, best practices, and AI-powered teaching platforms like Synthesis Tutor 2.0, the paper outlines the evolving role of educators, challenges of personalization, and ethical considerations. Special focus is given to maintaining emotional connection, critical thinking, and pedagogical guidance in an AI-enhanced learning environment. The article highlights the strengths and limitations of AI in diagnosing learning gaps, differentiating instruction, and providing real-time feedback, while emphasizing the irreplaceable human role in value-based and empathetic education. Practical recommendations are offered for updating teacher education curricula to align with the demands of the AI era.