Formation of professional competence of future primary school teachers in the field of information and communication technologies

Abstract

The study focuses on analyzing the structure of professional competence of future primary school teachers, identifying its key components, and determining the factors influencing the formation of ICT competence in educators. Particular attention is given to the relationship between information and communication competence as components of teachers' digital literacy. The relevance of the study is driven by the increasing requirements for digital technology proficiency in the educational process, highlighting the need to develop effective methodologies for ICT competence formation.

The research employs methods of analyzing regulatory documents governing the digitalization of education and teachers' professional training, comparative analysis of scientific studies in educational technologies, and generalization of best pedagogical practices related to the integration of digital technologies into the learning process. Structural analysis methods are used to distinguish the main components of ICT competence, while expert evaluation is applied to identify the key factors influencing its development.

The study identifies the core components of ICT competence in future educators, including key, basic, and specialized competencies encompassing skills in working with information technologies, digital platforms, multimedia tools, and distance learning instruments. The correlation between the level of digital technology proficiency and the quality of teacher training is established. Several factors affecting ICT competence levels are highlighted, including state regulations, material and technical support in educational institutions, the degree of digitalization of the learning environment, the quality of higher education programs, students' digital literacy, and the continuous professional development of educators through training, courses, and professional communities.

The integration of information and communication technologies into the training of future teachers is identified as a crucial condition for their professional success. The development of ICT competence contributes to improving the quality of the educational process, expanding teachers' didactic opportunities, and enhancing their methodological preparedness. The use of modern digital technologies enables more interactive, accessible, and personalized learning, aligning with the demands of the digital society and ongoing educational reforms.