Drokina A. Forming Information Competence of Future Primary School Teachers in the process of Professional Training

The thesis deals with the issue of forming information competence of future primary school teachers in the process of professional training. Based on methodological patterns of systemic, personality-activity, competency-based, acmeological approaches, the essence of the process of forming information competence of future primary school teachers is determined. The content of the structural components of information competence of future primary school teachers is specified, namely information-cognitive (involves mastering knowledge and skills of developing cognitive processes in primary school students: perception, attention, memory, thinking), information-methodical (provides mastering knowledge and skills in teaching methods at primary school by means of contemporary ICT), information-computer (pro-vides mastering knowledge and skills in using contemporary and potential ICT) and psycho-pedagogical professionally important qualities of future teachers. In order to maximize efficiency of the process of forming information compe-tence of future primary school teachers, a microdidactic complex method of or-ganizing information assimilation by future primary school teachers is offered, which, at reproductive, productive and creative levels of complexity, allows for professional training of students at pedagogical higher education establish-ments. The structural-functional model of forming information competence of future primary school teachers is theoretically substantiated. It is fulfilled by combining a methodological-target block, a content-technological block and a control-result block. The diagnostic-criteria base of pedagogical diagnostics is specified. The following criteria are defined: a personal criterion (attitude to systematically using ICT in professional activity; interest in using ICT and at-tention; need to master and analyze ICT), a content criterion (formed knowledge of cognitive development of primary school students, fundamentals of using ICT in methodological activities of primary school teachers, types and opportunities of contemporary ICT), an operational criterion (formed skills of cognitive development of primary school students, using ICT in primary school teaching methods and skills of mastering contemporary and potential ICT) and an acmeological criterion (ability to get professional self-motivation by means of ICT; methodical reflection; methodical improvement by means of ICT). Effectiveness of the substantiated structural-functional model of forming infor-mation competence of future primary school teachers in the process of profes-sional training is experimentally proven. The obtained theoretical and practical conclusions are important for wide implementation of the developed model in the educational process at pedagogical higher education establishments.