Abstract
The article discusses the actual problems of the formation of future teachers’ digital competencies, which are an important aspect of professional success. The positive aspects of education digitalization are shown. The task of improving the process of developing digital competencies of future teachers studying in the profiles of Life Safety and Physical Education is being solved. The formation of future teachers’ digital competencies of the life safety basics is considered from the standpoint of a metasubject approach. It is shown that the formation of digital competencies of future life safety teachers is a process of purposeful pedagogical influence on a student in order to develop a set of skills, abilities and knowledge that allows using digital technologies effectively to solve professional problems at all levels of education. The conditions for the formation of digital competencies are determined. The formation of the components of digital competence among practicing teachers of life safety is considered. It is shown that the formation of digital competencies of future life safety teachers is possible implementing specialized disciplines, educational and industrial practices that include the organization of pedagogical activities in a digital environment from the standpoint of health preservation, creating a comfortable educational environment.
Highlights
At the present stage of education development, we observe changes in the requirements for a subject teacher
Universal and general professional competences listed in federal state educational standards are mandatory for students of higher educational institutions, the digital content of which is universal and meta-subject in nature, and are necessary for the student’s successful activity in the digital educational space of a higher educational institution
The problem of developing digital competencies in a future life safety teacher is due to the following contradictions:
Summary
At the present stage of education development, we observe changes in the requirements for a subject teacher. As never before, is turned to the implementation of new national projects, programs, standards and recommendations. In Russia, the foundation of the regulatory framework defining the requirements for the education of future teachers in the digitalization paradigm is left by the “Strategy for the Information Society Development in the Russian Federation for 2017-2030”, the program “Digital Economy of the Russian Federation”, federal state educational standards. Universal and general professional competences listed in federal state educational standards are mandatory for students of higher educational institutions, the digital content of which is universal and meta-subject in nature, and are necessary for the student’s successful activity in the digital educational space of a higher educational institution
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