Components of the prospective foreign language teachers’ digital competence

Abstract

Relevance. The relevance of the study is driven by the societal demand for the training of prospective foreign language teachers who possess developed digital competence and are capable of working effectively in a digital educational environment. However, an analysis of scholarly literature on the training of prospective foreign language teachers reveals the absence of a unified approach to the interpretation and structuring of their digital competence.

Aim. The article aims to identify and theoretically substantiate the structural components of digital competence of prospective foreign language teachers in the context of implementing the competence-based approach and the digitalisation of the educational process.

Methods. To achieve this aim, a set of theoretical methods is applied: analysis, synthesis, comparison, systematisation, and generalisation of scholarly sources on issues of digital competence, professional training of foreign language teachers, and the use of digital technologies in education. The conceptual reference framework of digital competence of pedagogical staff is critically examined, and its limitations in addressing the specificities of foreign language teaching are identified.

Results. Based on a comprehensive analysis of theoretical findings and practical experience, it is substantiated that the digital competence of prospective foreign language teachers is a multicomponent construct. Four interrelated components are proposed: knowledge-based (cognitive), motivational-value, activity-based, and reflexive-analytical. The following content of each component is suggested: the knowledge-based component encompasses a system of psychological-pedagogical, professional-methodological, and normative-legal knowledge; the motivational-value component includes innovation-activity motives, axiological orientations and aspirations, and professional-development motives; the activity-based component is manifested in organisational-design, instrumental-technological, and developmental-acmeological skills; the reflexive-analytical component involves the capacity for self-assessment, reflection, and analytical-expert abilities. It is taken into account that the proposed structure corresponds to the specificities of foreign language teaching in a digital educational environment.

Conclusions. The identified structural components of digital competence of prospective foreign language teachers and their content provide a theoretical foundation for the further development of criteria, indicators, and levels of digital competence formation. Further research envisages the construction of a model for the development of digital competence of prospective foreign language teachers.