РОЛЬ СТУДЕНТСЬКОГО САМОВРЯДУВАННЯ У ФОРМУВАННІ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ СПЕЦІАЛЬНОЇ ОСВІТИ

Abstract

The article is devoted to the research of the role of student self-government in the process of formation of future teachers’ digital competence of special education. Based on the existing realities of today, attention is focused on the importance of information and communication technologies in all spheres of human life, including education. The data confirming the interest of young people in learning digital skills are given. The opinion was expressed on the need to form digital competence of future teachers of special education which is providing correctional and developing services to children with educational difficulties. With reference to the current legislation of Ukraine, it was noted that student self-government can play an important role in the formation of digital competence of future teachers of special education. In the course of the research the existing views of domestic and foreign scientists on the interpretation of digital competence are analyzed; its definitions are given. It is noted that the digital competence of future teachers of special education involves not only the effective development of information technology, but also the ability to transfer and teach the skills of other participants in the educational process. Taking into considerationthe specifics of the professional activities of teachers of special education an attempt presentstion its components is made. The need to search for higher education new approaches to the optimization of the educational process in accordance with modern requirements was pointed out. It is recognized that in order to ensure the successful development of digital competence of future teachers of special education, it is necessary to create certain conditions in higher education institutions, which, in their totality, will contribute to obtaining the necessary results. It was noted that it is no less important in this context to involve under the guidance of experienced teachers of the specialized department of student self-government in these processes. The forms of participation of student self-government in the formation of digital competence of future teachers of special education received their detailed description. Key words: special education, information and communication technologies, digital competence, teacher of special education, student self-government, educational process.