FORMATION OF ACADEMIC INTEGRITY IN FUTURE TEACHERS AS A COMPONENT OF PROFESSIONAL TRAINING AND TEACHING PRACTICE

Abstract

The aim of this article is to examine the issue of forming academic integrity among future educators as an essential component of their professional training and teaching practice. The methodological framework of the study encompasses theoretical methods (analysis and synthesis of scholarly literature on academic integrity and teacher training, as well as a comparative analysis of international and domestic experiences in implementing academic integrity in education), empirical methods (observation of the educational process, development and integration of the course “Integrity and Anti-Corruption for Educators” into the curriculum), and methodological approaches (the competencybased approach, which emphasizes the development of academic integrity skills as part of future teachers’ professional competence; the axiological approach, which considers academic integrity as a fundamental value of a teacher’s professional identity; and the student-centered approach, which fosters students’ conscious adherence to the principles of academic integrity). These approaches provide a comprehensive analysis of the issue of academic integrity formation among future educators within their professional training. The scientific novelty of the study lies in identifying key challenges associated with the development of academic integrity as an integral aspect of teacher training and professional practice. The findings indicate that cultivating academic integrity in future educators plays a crucial role in ensuring the quality of their professional preparation. Adherence to academic integrity principles enhances students’ and teachers’ sense of responsibility, fosters a culture of learning and assessment, builds trust and transparency within the academic environment, and contributes to the overall quality of future professionals’ training. The study substantiates that, in line with global standards, modern teacher education should not only provide subject-specific knowledge but also instill responsibility and scholarly integrity in future teachers.