ПЕДАГОГИЧЕСКИЙ ПОТЕНЦИАЛ ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ НЕПРЕРЫВНОГО ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ СИСТЕМЫ КОЛЛЕДЖ-ВУЗ

The article is devoted to the theoretical analysis of methodological bases for the formation of professional competence of applicants of higher art and pedagogical education. The purpose of the article is to substantiate the leading methodological approaches to the formation of professional competence of future teachers of art specialties. Methods. The following methods were used in the research process: analysis of scientific and pedagogical literature, generalization, synthesis, formulation of conclusions. The results. The authors of the article highlight the essence of the concept of "professional competence of future teachers of art specialties" and outline the directions of formation of this pedagogical category. The article suggests the analysis of the concept of "methodology" and "methodological approach". The benefit of the study is that the authors proved that the successful formation of professional competence of future teachers of art specialties will contribute to the implementation in the educational process of higher pedagogical education ideas of competency, system, activity, culturological, axiological and acmeological approaches. The essence and content of the mentioned methodological approaches in the context of art pedagogy are characterized. Conclusions. The authors of the article state that the analysis of scientific literature together with the essence and specifics of forming the professional competence of future teachers of art specialties enabled definition and theoretical substantiation of the leading methodological approaches, which realization in educational process of establishments of higher pedagogical education will promote achievement of the stated purpose. Among the outlined methodological approaches, the authors define the most important as studies have shown, they are acmeological, culturological and competence approaches. The competence approach helped to increase the professional competence of future teachers of art history. The acmeological approach allowed us to outline new plans and tasks, more complex than the previous ones. The culturological approach allowed outlining the main tasks of professional training of future teachers of art history. Their use should be done due to a number of factors defined by the authors according to every approach.

The article focuses on studying the process of forming the professional competence of future primary school teachers using information technologies. Introducing information technologies into the educational process is integral to teacher training. The article examines various aspects of this process, including the selection of appropriate technological tools, methods of their use in the process, and practical teaching tools. The following methods were applied: questionnaires and surveys, observation and analysis of the educational process, and experimental research. The article presents the pedagogical technology of forming the professional competence of future primary school teachers using information technologies, considering the means and tools for forming this competence. Educational platforms and online resources, interactive whiteboards and software, digital tools for assessment and feedback, virtual tours and educational games, online communication and collaboration training, and professional development of teachers are distinguished among the tools for developing the professional competence of future teachers using information technologies. The dynamics of using information technology tools for forming professional competence of future primary school teachers from 2021 to 2023 is revealed. The study results conclude that using information technology in the learning process contributes to a more robust formation of professional competence of future primary school teachers, resulting in a higher quality of education.

One of the key tasks of the professional training of future physical education teachers facing the modern education system is the search and implementation of health-saving technologies aimed at forming the professional competence of future physical education teachers. The purpose of the article is to experimental verification of the influence of athletics facilities on the formation of health-preserving competence of future physical education teachers. Methods: analysis of scientific and methodological literature; pedagogical methods (pedagogical observation, testing, pedagogical experiment); methods of mathematical statistics Results. The formation of professional competence included the initial identification of the student himself with the chosen specialty, with the social request and task. The success of didactic adaptation through physical exercises was ensured by such an organization of life, which contributed to a healthy lifestyle, preservation of physical and social health. To the fullest extent, this ensured the formation of professional competence of future teachers of physical culture, their recovery, regulation of psycho-emotional state and physical development. In the course of the research, it was discovered that the introduction of the above-mentioned methodology allowed students to creatively use the tasks, methods and means of health-saving activities, to realize the usefulness and effectiveness of healthy walking and running, which led to the improvement of their professional abilities. Conclusions. In the conditions of athletics classes and in extracurricular time with students, it is advisable to use the means of health-improving walking and running to form the health-preserving competence of future physical education teachers.

Relevance. Digital technologies are presently widely used in general education. Formation of learners’ digital literacy is becoming an important issue. A special role is given to computer science teacher. There is a need for additional research into professional competencies of computer science teacher in the digital education environment, formation of digital competency, his/her readiness to become a tutor for schoolchildren in mastering digital skills. The means for formation of digital competence are practice-oriented assignments on the use of digital technologies in the pedagogical practice. The purpose of the paper is systematisation of tasks handled by the teacher in the digital education environment and development of recommendations for the formation of digital competence of the computer science teacher. Methodology and methods of research. The methodological basis of the research is represented by the ideas of systemic and competency-based approaches in defining the substance of digital competence and characterising the teacher’s success in digital education environment based on the formed digital competence, teacher’s readiness to become a tutor of schoolchildren in learning the digital world and formation of digital literacy. The research results are presented by the description of practice-oriented creative tasks aimed at the formation of digital competence of computer science teacher and systematised by digital proficiency areas according to the digital competencies groups. The scientific novelty, when developing the characteristics of digital competence of a computer science teacher, stems from the use of the notion of structure and content of learners’ digital literacy, the need for formation of digital competencies that would allow a computer science teacher to become a tutor for learners in mastering digital skills, in development of digital competence characteristics of a computer science instructor. The practical significance of the presented research results lies in the possibility of their use in developing the content of the communicative/digital module of pedagogical baccalaureate programmes, in the development of complementary professional education programmes ensuring the formation of teachers’ digital competence and development of their professional readiness for practical use of innovative educational models and digital technologies with a view to form the learners’ digital literacy, create a comfortable and safe learning environment.

The rapid development of society in recent years has forced higher education institutions to change the requirements for the training of future teachers. Digital technologies continue to be a challenge to the education system and are key to training future teachers in higher education.One of the main components of the professional competence of future teachers is digital competence. The formation and evolution of this type of competence relate to the tasks of each discipline studied in the curriculum of higher education institutions. The article identifies the main factors in the formation of digital competence of future teachers. Different approaches to the definition of digital competence of future professionals, the terminology used in the modern scientific literature to define the concept of digital competence are identified. One of the tasks of higher education is to achieve the level of awareness, the formation of a digital environment of information activity space, which ensures the implementation of educational programs, education of information culture and literacy in future teachers. The integration and globalization of social, economic and cultural processes taking place in the world, the prospects for the development of the Ukrainian state for the next two decades require a deep renewal of the education system and determine the advanced nature. Digital competence, which provides the formation of professional competence, is one of the main components of the model of a graduate of a pedagogical university. Keywords: digital competence; digital literacy; future teachers; information; information culture; information educational online environment; professional growth; applicants for higher education.

The article outlines the concept of “professional competence of future teachers of elementary school”, analyzes content, structure and the state of professional competence of future teachers of elementary school in higher educational institutions. Taking into account the information above, modern society puts forward special requirements for the teacher’s personality related to those changes taking place in the social sphere and the sphere of education. The implementation of these requirements largely depends on the process of forming the professional competence of future primary school teachers. In order for the teaching staff to be ready for modern professional activities, it is necessary to familiarize future specialists with the features of real pedagogical activity as a whole, with modern requirements to the educational process of the constantly developing school. The teacher’s professional competence is characterized by a rather high level of complexity, tension and intense interpersonal relations. He has to carry out both planned and purposefully organized educational activities, and often make decisions in unpredictable situations of interaction with students, their parents, colleagues. A qualitatively new level of professional competence prepares a future teacher for such an organization of the educational process, during which the student acquires and reproduces social experience, social position, culture of social behavior. Thus, future teachers should become the main driving force behind the revival and the creation of a qualitatively new national education system. In this regard, the main focus should be on the professional training of a new generation of teaching staff, professional qualifications and the social status of the teacher at the level corresponding to his role in society.

This article analyzes the theoretical and pedagogical foundations of the methodology of improving the professional competence of future music teachers. The theoretical knowledge and pedagogical practice approaches that are important in the formation of the professional competence of a music teacher are highlighted. Also, ways to develop important competencies in the professional activity of teachers - didactic, communicative, creative and technological skills are considered. In order to improve the professional competence of future teachers, the article focuses on strengthening the knowledge and skills of students through modern pedagogical technologies, interactive methods, analysis of musical works, and practical training.

Enhancing the quality of vocational education is a critical issue not only for Kazakhstan but also for the global community. Addressing this challenge requires updating the content of education, particularly the system of professional pedagogical education. This system must prepare knowledgeable, highly skilled, and competent teachers of a new generation who are capable of meeting societal demands through their practical activities. These teachers should be equipped to engage in dialogue and collaboration, make independent and responsible decisions in multilingual environments, and adapt to the rapidly changing world. Society increasingly requires active professionals who can perform their functions effectively, demonstrate high sensitivity, exhibit socio-professional mobility, quickly update their knowledge, master new fields of activity, and possess advanced communication skills. In this context, the goal of this article is to develop a structural-content model for forming the professional competencies of future foreign language teachers in the context of distance learning. The proposed model consists of the following components: target, conceptual, content-processual, and outcome-evaluative. The target block consists of standards, social order, goals, the conceptual block comprisesmethodological approaches and methodological principles, the content-processual block consists of a methodological complex, strategies, forms and tools of teaching. In addition, this content-process block contains the following components: motivational, cognitive, and activity-based. The outcome-evaluative block presents a set of criteria and indicators formed from the closely related listed components, which are implemented across four proficiency levels: "low," "medium," "sufficient," and "high." The developed model has significant value, as it offers a structured, theoretically sound, and practice-oriented basis for the formation of professional competencies of future teachers in the context of distance education. In addition, it contributes to the field of pedagogical education, as it serves as a methodological basis for the development of curricula and educational programs in pedagogical educational institutions, aligning them with modern educational problems and advanced international practice.

In the current conditions of globalization of education in the process of training future teachers in the university, one of the most effective approaches is polylingual education. To implement this approach, it is necessary to determine the competence range of the university teacher in the aspect of polylingual education; formation of interest and motivation of university teachers to content-language integrated learning; determination of the principles of constructing the content of teaching a university teacher in the aspect of polylingual education; organization of a special workshop for university teachers “Formation of professional competence of future teachers based on a polylingual approach”. The aim of this special workshop is to increase the level of teachers’ training in the field of competence and polylingual approaches. The course of lectures and seminars is designed for 36 class hours and it is determined by the following objectives: formation of knowledge and skills in the use of models, technologies and methods of content-language integrated learning; development of teachers’ interest and creativity; formation of readiness for the use of technologies and techniques of content-language integrated learning; development of the ability to plan and organize the process of formation of professional competence of future teacher based on a polylingual approach; development of skills to diagnose, analyze and evaluate the effectiveness of the formation of professional competence of future teacher based on the polylingual approach.

The article examines the essence of the concept of "digital competence" and establishes that it is an important component of the general professional competence of a modern teacher. Its components and content are outlined, it is stated that digital competence includes interaction with digital devices and modern technologies for learning, work and social activities. Particular attention is paid to the conditions for future elementary school teachers to acquire digital competence in the modern digital informational educational environment. The main advantages of the modern digital information educational environment are: ensuring wide access to learning at a convenient time and, accordingly, increasing the speed of passing the educational program by individual students; creation of conditions for implementation of differentiated and complex training; changing the main role of designing educational tasks from the role of the teacher; transformation of the organization, management and evaluation of education, presentation of educational materials and management of the educational process. It has been proven that digital competence requires constant development for effective professional activity in today's changing environment. Acquiring digital competence contributes to the general development of the competencies of the future primary school teacher, increases his professional skills, ensures competitiveness in the labor market, promotes personal development, continuous education, develops the ability to apply acquired knowledge and integrate it into existing knowledge, actively use digital technologies in the educational process, increases the quality of education. The formation and development of digital competence is considered as a process of acquiring stable, integrated and systematized knowledge in pedagogy, psychology, informatics, computer technologies, teaching methods, the ability to apply them in new situations, personal qualities and the ability to achieve significant results in professional activities. It can be concluded that the implementation of digital technologies in education is not only the use of new digital tools, but above all the creation of an environment that offers innovative learning opportunities, designing individual educational routes and creating unique educational electronic/digital products.

The subject of this study is the specific character of developing foreign language interaction skills in a university's modern digital educational environment and its transformative influence on the structure and characteristics of foreign language interaction among students. The interaction of subjects of the educational process can be considered as a manifestation of individual methods of action and communication between a teacher and a student in a digital educational environment, aimed at each other, determined by their functional role and personal positions, the consequence of which is mutual changes in the activities, communication, and relationships of participants in the pedagogical process, as well as their individual development. The research methodology included an analysis of scientific literature on the problem of foreign language interaction in the digital educational environment. The analysis results were systematized and generalized to create organizational and pedagogical conditions that reflect the characteristics of the subjects of pedagogical interaction in the digital educational environment. The study's novelty lies in the fact that the types, participants, and features of interaction in the digital educational environment are identified. It is noted that foreign language interaction in digitalization has its characteristics, including the digital educational environment as a mediator between the student and the teacher. The digital educational environment plays a dual role, being an educational environment for organizing learning in a digital educational environment and having specific features that affect the educational and pedagogical interaction process in digitalization. In conclusion, it is noted that the study made it possible to identify the characteristics of subjects of foreign language interaction in the context of digitalization.

The article investigates the critical importance of cultivating professional competences in future history teachers. It argues that fostering these competences is not just a technical exercise, but a fundamental element in preparing educators who can significantly impact student development and shape their worldview. The purpose of the article is to study the value determination of the formation of professional competences of future teachers of history. The value determination is a fundamental element in the training of professional competent history teachers who are able to effectively influence the development of students and shape their worldview orientations. The article emphasizes the importance of pedagogical skill, encompassing: teaching skill (the ability to design, implement, and assess effective learning experiences in history), innovation (the capacity to adapt and develop new teaching methods to address the evolving needs of students and the educational landscape), reflexivity (the ability to critically self-evaluate teaching practices, analyze student learning outcomes, and continuously improve instruction). By nurturing these interconnected competences, the article proposes that future history teachers will be better equipped to: effectively influence student development (this includes fostering critical thinking, historical awareness, and a well-rounded understanding of the past), shape worldview orientations (effective history teachers can guide students in developing a deeper understanding of the world, their place within it, and the values that shape human societies), adapt to modern educational challenges (the ability to innovate and reflect allows teachers to remain current with evolving pedagogical approaches and address the needs of a rapidly changing world). Overall, the article positions the development of professional competences as a cornerstone in preparing history educators who can significantly contribute to a well-informed and engaged citizenry.

The article reveals the key aspects of forming the professional competence of future educators of preschool establishments in the process of professional training. The author has developed and tested the conditions for the formation of professional competence of future educators of preschool establishments. National Pedagogical Drahomanov University students of the 3rd year, Faculty of Pedagogy and Psychology, were chosen as the experimental research base.The presented tools included analysis of the relevant theoretical and methodological sources, as well as generalization of the teacher’s experience in teaching “Modern strategies for forming the professional competence of future teachers of preschool establishments” to the students of the National Pedagogical Drahomanov University.The emphasis is on the stages of formation of professional competence of future teachers of preschool establishments; justified requirements for a modern teacher. On the basis of the analysis of theoretical developments, the key criteria for the formation of professional competence of future educators in higher education institutions are: emotionality and value, cognitivity, professional activity, reflexion.The results of the qualifying stage required the justification of the pedagogical conditions for the formation of professional competence of future educators in the process of professional training.The introduction of pedagogical conditions was through the development and testing of a special course “Modern strategies for the formation of professional competence of future educators of preschool education institutions”, conducting content-technological support through innovative learning tools.The article substantiates the need to prepare competent future educators for work with preschool children by developing and implementing a special course for the formation of professional competence of future educators in the process of professional training. At the control stage, it is established that the proven results are statistically significant.

The article is devoted to the problem of the formation of professional competences of future teachers of labor education and technology by means of upcycling technology in the process of designing eco-bags. The project activity is aimed at the development of critical thinking, reflects the pedagogical process as a system based on the theory of universal human values, humanization, a person-oriented approach, the priority of subject-subject relations, and is effective in shaping the personality of future teachers. The main features of the process of designing eco-bags using upcycling technology are determined - interdisciplinary, communicative and dynamism through the use of information services of social networks, environmental friendliness under the conditions of recycling of secondary raw materials; creative project and practical activity. The working hypothesis was accepted that the professional competences and creative abilities of the future teacher of labor education and technology are formed under certain conditions of project activity on upcycling: structuring of the project and stages of project activity; definition of educational and educational goals and tasks; implementation of an integrated program of technological activity; development of a criterion basis for determining the levels of educational achievements of education seekers for the implementation of eco-bag projects; development of information-subject and materialtechnical support of the educational process; modeling of systems of interdisciplinary connections of technologies with natural, mathematical and graphic knowledge; cooperation of teachers of subjects of general and professional training cycles regarding the content, organization of training, improvement of educational and methodological and software training of technologies of processing of secondary raw materials. In the study of the problem, methods of theoretical and empirical research were used: analysis and synthesis to clarify the main concepts and categories of professional training of future teachers of labor education and technology; study of psychological-pedagogical and scientific-methodological literature and advanced pedagogical experience on the problems of learning technologies in institutions of higher education; distinguishing regularities and formulating conclusions from the investigated problem. A three-stage pedagogical experiment was conducted at Mykhailo Kotsyubynskyi State Pedagogical University of Vinnytsia (Ukraine) (2020-2023): ascertaining experiment - a preliminary slice of knowledge (levels of formed professional competences of future teachers were determined); a formative experiment - the organization of teaching the technologies of making eco-bags by the upcycling method with the involvement of information arrays of the Pinterest social network and the formulation of pedagogical conditions of the project activity); control and generalization stage – analysis, processing of research results using statistical methods, formulation of theoretical-experimental conclusions and recommendations.

<p>W artykule opisano istotę pojęć kompetencji oraz kompetencji zawodowych nauczyciela edukacji przedszkolnej, które są wielowymiarowe i niejednoznaczne. Kształtowanie kompetencji zawodowych przyszłego nauczyciela edukacji przedszkolnej jest priorytetowym zadaniem edukacji pedagogicznej. Badacze uważają, że kompetencje zawodowe wychowawcy są warunkiem koniecznym do poprawy jakości procesu edukacyjnego w placówkach przedszkolnych. Głównymi elementami struktury kompetencji zawodowych są: motywacja, aktywność zawodowa i działalność zawodowa. W artykule omówiono etapy kształtowania kompetencji zawodowych nauczyciela edukacji przedszkolnej na studiach (orientacja adaptacyjna, refleksja merytoryczna, praktyczno-transformacyjna). Szczególną uwagę zwrócono na znaczenie motywów szkoleniowych w kształtowaniu kompetencji zawodowych. Zaproponowano autorską definicję pojęcia kompetencji zawodowych nauczyciela edukacji przedszkolnej.</p>