Theoretical Aspects of the Formation of Digital Competence of Future Vocational Training (Service Sector) Pedagogues in the Process of Professional Training

Abstract

The article analyzes the European standards for the evaluating digital competence, which are an important tool for increasing the level of digital competence of specialists in the field of education. The purpose of the article is to substantiate the essence and importance of forming the digital competence of future vocational training (service sphere) teachers in the process of professional training. Methods. The authors use general scientific research methods as analysis, synthesis, generalization and systematization of scientific literature. The results. To define the concept of digital competence, the various approaches and terminology used in modern scientific and pedagogical literature have been studied. The semantic content of the concept of digital competence is a leading sign of digital literacy, and characterizes the skills of working in the information and communication environment, and its socio-cultural component (relevant values and personal experience). The effectiveness of information and communication technologies (ICT) is positively influenced by the informatization of the education system, which contributes to the formation of professional competencies of future teachers. One of the defining components of professional competence is the vocational training (service sector) teacher’s digital competence, interpreted as one of the key qualities and skills for effective, informative and systematic use of ICT in their activities, indicating the teacher’s mobility, modernity and competitiveness. Currently, there is a growing demand for education professionals with non-standard thinking and the ability to promote modern content in education. Conclusions. The main attention in the article is focused on the prospects of development of this competence in future specialists in the specialty «Vocational education (Service secrtor)». The authors highlight the structure of the formation of digital competence of future vocational training (service sector) teachers in the process of professional training, namely: digitalization of the educational process, improving efficiency and transformation of interpersonal communication.