STOMA V. Model of the development of information-digital competence of future teachers of natural-mathematical specialities in the training process

The dissertation presents the results of a study of the problem of developing information-digital competence of future teachers of natural-mathematical specialties in the process of professional training. Based on the terminological analysis of the key concepts of research (“competence”, “information competence”, “information-communication competence”, “digital competence”, etc.), the essence of the concept of “information-digital competence of future teachers of natural-mathematical specialties”is specified as an integral socially significant characteristic of the individual, which combines value attitudes and aspirations for professional development in the field of digital technology application in professional activities, IT-knowledge (about information and information processes, methods of its development for solving professional problems), basic and special information-digital skills (to process information in various forms of its admission, the ability to apply general-purpose digital technologies and specialized subject-oriented software), which provide dialogue interaction with the subjects of the educational process and in their totality make it possible to effectively solve professional problems of teachers of natural and mathematical specialties under uncertain initial conditions). The structure of information-digital competence of future teachers of natural-mathematical specialties in the unity of three components was characterised: personal, cognitive and activity. The development of information-digital competence of future teachers of natural-mathematical specialties is understood as a specially organized, competently oriented educational process, the result of which is a positive dynamics in the development of components of information-digital competence of teachers of natural-mathematical specialties, which ensures the effective performance of their professional duties. Criteria, indicators and levels of development of information-digital competence in future teachers of natural-mathematical specialties in professional activity are defined and described – behavioural – “Motivation” and “Self-development”; theoretical – “Volume of knowledge” and “Depth of knowledge”; technological – “Ability to use digital technologies” and “Ability to work with information”) and levels of development of information-digital competence of future teachers of natural-mathematical specialties (low, medium, high). A model of information-digital competence development of future teachers of natural-mathematical specialties in the process of professional training.