THE IT COMPETENCE OF BACHELORS OF EDUCATION: THE ESSENCE AND STRUCTURE ON THE BASIS OF THE DIFFERENTIATED APPROACH

Abstract

The article considers the general issues in the field of IT training of future bachelors of education. The IT competence contributes to the formation of the ability of teachers to perform specific professional tasks, to solve problems that arise in real situations of pedagogical activity using the whole variety of computer tools, electronic and virtual resources, Internet technologies and determine the relevance of the problem of the formation of the IТ competence of future bachelors of education. The purpose of the article is to clarify the essence of the IT competence and the theoretical substantiation of its structure in a differentiated approach. The objectives of the study are the analysis of the state of research of the formation of the IТ competence of future bachelors of education of various specializations in philosophical, psychological and pedagogical as well as scientific and methodical literature in practice and in the current normative documents; defining the essence and justification of the structure of the IT competence of future bachelors of education. To accomplish the tasks, a set of interrelated research methods has been used, namely: systematic analysis of psychological and pedagogical, scientific-methodical printed and electronic sources, legislative and normative documents; terminological analysis; classification, comparison, systematization and generalization, clarification and disclosure of its main components. The article describes the essence of the IT competence of future bachelors of education as their ability to realize the personal potential of knowledge, skills and aspirations, obtaining and transforming the acquired range of information in accordance with the peculiarities of the relevant specialization for the high quality performance of professional tasks and conscious prediction of the consequences of the activities in future. The components of IT which is formed on the basis of the differentiated approach are presented: motivational, cognitive, technological and personal.