CRITERIA AND INDICATORS OF FORMATION OF FUTURE MATHEMATICS TEACHERS’ INFORMATION COMPETENCE

Abstract

The article reveals the problem of determining the criteria and indicators of the formation of future mathematics teachers' information competence. The significance of the competence approach in the educational process has been revealed and the structure, components, levels, indicators of future mathematics teachers' information competence have been characterized. It was found that the basis of the competence approach to the formation of future mathematics teachers' information competence is the desire to implement two main tasks: education should form in future mathematics teachers the qualities necessary for the implementation of professional activities; criteria and parameters for evaluating the results of modern education should be unified and expressed in terms and results that can be interpreted and taken into account in any educational institution of any country. An approach based on human development, or personality development, offers a more open framework for promoting the students' holistic development by expanding all choices to achieve what they value most, not just the economic benefits of education. Information competence, under these conditions, appears as a proven ability of an individual to use information technology for guaranteed mastery and delivery of information in order to meet their own individual needs and meet societal requirements for the formation of general and professionally specialized human competencies. Competence approach to training in many countries is implemented at the level of national educational standards. Analysis of cultural features and specifics of economic development of the vast majority of developed countries leads to the recognition of a common trend in the vocational education system: purposeful transition to professional standards based on performance and systematic description of qualifications in terms of professional and key competencies.