Complex Of Pedagogical Conditions Research Articles

Orientation of Pedagogical Students to a Healthy Lifestyle

The subject of this article is the orientation and definition of the essence, the content of the preparation of students of a pedagogical profile — future teachers for recreational activities, strengthening their health, in general, maintaining a healthy lifestyle. Where the proposed by us developed pedagogical system of formation of readiness for physical culture and sports activities, justified by a complex of pedagogical conditions, its effective practical implementation in the physical education of students has a certain role. Which testifies and proves that a differentiated and individual approach to the physical activity of students can form a creative, independent and active personality in the upcoming pedagogical activity. However, physical culture is considered as one of the types of human activity, it is also indicated here that physical activity is divided into 4 types: non-special physical education, sports, physical recreation and motor rehabilitation. Which fundamentally differ from each other in terms of the tasks to be solved, content, means, methods, forms of organization and types of occupations. It should be noted that the methodology, theory, methodology, applied educational standards, taking into account gender and passport data, experience of previous knowledge and skills, health status, and many other influencing factors have not yet been fully developed. Along with this, it should be noted that each type includes elements of other parts, since they are formed from one metasystem called “Physical Culture”. And as a final result, the article indicates that physical education and sports aimed at improving health, improving sportsmanship in achieving the highest results, have the character of maintaining a healthy lifestyle both in the process of study and in further work throughout life, where the reserve possibilities are revealed and the limiting levels of the human body in physical activity are revealed.

Organizational and pedagogical conditions for the formation of the readiness of future philologists to use autonomous learning in professional activities

The article deals with the actual problem of formation of readiness of future philologists for autonomous learning in their professional activity. The meaning of the concept of «readiness of future philologists to use autonomous learning in their professional activities» is defined. The structure, content and components of the phenomenon are found out and clarified. Four main components of autonomous learning were identified: motivational, cognitive, operational and reflective. Their formation provides the readiness of students for the learning autonomy. The effectiveness of training philology students to use autonomous learning in professional activities largely depends on the quality of educational materials, methodological recommendations and instructions. Methodical recommendations on autonomous learning for students of philology were created to introduce students the essence and main concepts and principles of autonomous learning. In order to develop the cognitive component of autonomous learning, it is considered as important to provide a modification of the training program for translation students in the discipline "Practical course of the main foreign language (German)" by including material and a set of topics related to autonomous learning. A list of frequently used and effective strategies has been developed, which are grouped in such a way that it is easy to gradually integrate them into the learning process. Students can use these strategies to improve their reading, writing, speaking, grammar, and vocabulary skills. It is worth noting that in order to choose the right learning strategies for students, it is important to know what their learning style is. The views of scientists regarding the classification of types of students are summarized. The most common are: visual, auditory, kinesthetic (tactile), communicative, person-oriented, media-oriented. It was established that these types in their pure form practically do not exist. As a rule, students are characterized by a mixture of types of learning with a predominance of one of them. It is pointed out the need to organize the educational process taking into account the individual learning style. It is recommended to use practical-oriented approaches in foreign language classes, when students work to achieve specific goals. The project method is well suited for this. A perfect end to the project can be a presentation or writing a piece of feedback about the work done.The interactive technology "Learning by stations" is defined as the best way to implement the idea of individualization of the educational process and practice autonomous learning skills in practice. Based on the scientific achievements of the researchers, the complex of pedagogical conditions that provide the efficiency of formation process is defined: - integration into the content of the learning process of future philologists-translators the knowledge about the concept and essence of autonomous learning, basic learning strategies, self-control skills; - orienting students to an individual learning style with the aim of more effective learning of the material and self-improvement; - providing the latest methods and forms of education into the process of training future philologists. Prospects for further research are related to the study of individual characteristics and styles of autonomous learning of philologists; focusing on ways to ensure the quality of the pedagogical dialogue between the teacher and the student in the process of autonomous learning.

THE MODEL OF FORMATION OF MORAL AND VOCATIONAL QUALITIES OF PUPILS USING SPORTS GAMES

In this article the model of formation of moral and volitional qualities of pupils using sports games and the complex of pedagogical conditions were theoretically substantiated (stimulating of the volitional qualities of young volleyball players by complicating the conditions of the educational and training process;increase in emotionality of educational and training process;interaction of subjects of activity that are part of the pedagogical system «pupil – coach – sports team»), which is based on a system and activity approach. The general didactic principles of learning and the principles of physical culture tools using were using in this model and pedagogical conditions. It was coach-led educational and training lessons and volleyball competitions, where it was taken into account the age characteristics, physical and individual development of pupils.The model is considered as a set of target, organizational and substantive, procedural and diagnostic blocks, which are interconnected and allow to organize and carry out focused and targeted work of the coaches and the pupils.

PEDAGOGICAL CONDITIONS OF EDUCATION OF EMOTIONAL AND VOLUNTARY QUALITIES OF VOLLEYBALL PLAYERS

The complex of pedagogical conditions was substantiated in this article: 1) stimulating of the volitional qualities of young volleyball players by complicating the conditions of the educational and training process. Difficulties and surprises that are possible during the game were regularly included in the training process in a certain methodological sequence; organization of difficulties that arise when sportsmen master the technical and tactical techniques of the game; in addition, during the physical training of young volleyball players; 2) increase in emotionality of educational and training process. It is aimed at the using of techniques, which associated with the using of the movements, of the external influences, of the modeling a variety of unexpected game situations, that help reduce or increase the level of emotional arousal; 3) interaction of subjects of activity that are part of the pedagogical system “ pupil – coach – sports team”. It means that the teacher creates some attitudes in athletes to develop of the purposefulness, of the initiative and the responsibility to teammates.When there are attitudes, it determines the development of other emotional and volitional qualities of the personality of a young volleyball player and emotional and volitional maturity.

Педагогические условия формирования познавательных умений младших школьников в проектной деятельности

Introduction. For the successful functioning of modern educational technologies based on the principles of a system-activity approach, in the conditions of the Federal State Educational Standard, it is necessary to create a set of pedagogical conditions. The key pedagogical conditions that affect the success of developing cognitive skills of elementary school children in project activities are currently insufficiently discussed in the scientific literature. The purpose of the study is to determine the necessary and sufficient pedagogical conditions for the effective formation of cognitive skills of younger students in project activities. Methodology and methods: the study was carried out on the basis of the analysis of scientific literature, using the method of categorical-system methodology “Method of triadic category decoding”. Results of the study: 1) the key elements of pedagogical conditions that make up their essence are identified: a) the position of the teacher organizing project activities; b) stimulating the formation of motivation for project activities; c) monitoring cognitive skills; 2) a two-level triadic decoding of the corresponding category was made; 3) a set of pedagogical conditions was obtained, necessary and sufficient, for the effective formation of cognitive skills of younger students in project activities. Conclusions. The study made it possible to identify and reveal the essence of the key categories of pedagogical conditions and a complex of pedagogical conditions and create a detailed model that gives a complete picture of the qualitative characteristics of the pedagogical conditions for the formation of cognitive skills of younger students in project activities.

Formation of Technical and Technological Competence Among Future Engineers-Educators in the Process of Professional Training: Research Results

Scientific and technological progress determines the transition to high-tech production, innovative development of the economy, which creates new requirements for the training of qualified labour and the need to modernize engineering and pedagogical education with the strengthening of the technical and technological component of the professional competence of the engineer-teacher. The article reflects the stages, content, processes and research tools for the formation of technical and technological competence in future engineers-teachers in the process of professional training. The analysis allowed the authors of the study to determine the content of the technical and technological activity of the engineer-teacher, to carry out a conceptual and terminological identification of basic definitions, and then to determine the essence of the technical and technological competence of engineers-teachers, the structure of which is a system of interrelated components – motivational-value, communicative, cognitive and reflective. The authors refer to the theoretical foundations of the study as a set of methodological approaches to the formation of technical and technological competence: competence-based, practice-oriented, activity-oriented, personality-oriented, com- municative, integrative. As a result of the study, the diagnostic tools have been improved in the context of determining the criteria (motivational-value, cognitive, communicative and reflexive), indicators and levels of formation of the technical and technological competence of future engineers-teachers. Attention is focused on the substantiation and development of pedagogical conditions for the formation of technical and technological competence in future engineers and teachers. The mechanisms and tools by means of which the complex of pedagogical conditions in the process of professional training of students of the experimental group was realized are described. The effectiveness of the developed pedagogical conditions, their productive influence on the formation of all components of technical and technological competence are shown. It was revealed that only under the condition of the comprehensive implementation of the presented pedagogical conditions there is an effective formation of the technical and technological competence of future engineers-teachers, which is confirmed by the methods of mathematical statistics. The directions of further research of the problem of the formation of technical and technological competence of future engineers-teachers in the plane of integration of economies, further modernization of production, digitalization trends in all spheres of public life are indicated.

ЗАБЕЗПЕЧЕННЯ ЕМОЦІЙНОЇ СТІЙКОСТІ В УМОВАХ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ

The article highlights the development of emotional stability, which is provided by means, the methodical basis of which is a system of influences aimed at the formation of a complex of volitional qualities, the totality of which constitutes the essence of emotional stability of an individual. It is noted that the health care of teachers is directly related to the development of emotional stability of teachers even at the stage of preparation for professional activity. Pedagogical support for the development of emotional stability is characterized, which involves the presence of a system of knowledge about the specifics of the organization of a teacher's professional activity in conditions of emotional tension, taking into account the personal characteristics of participants in the pedagogical process. The structure of emotional stability is highlighted, which includes five substructures: psychophysiological, which is the substrate of mental activity; emotional and volitional, which includes the processes of self-regulation of the individual; adaptive, aimed at personal and adaptive potential; cognitive-reflexive, which reflects the assessment of one's own states, feelings, experiences, analysis of these states and formulation of relevant conclusions; socio-perceptive, which includes psychological insight and its components. The development of emotional stability of future teachers is represented by a complex of pedagogical conditions, which includes the following: оrganization of comfortable educational activities of the future teacher; the future teacher's orientation towards tolerant communication; application of methods of developing emotional stability; implementation of the special course program ″Emotional stability in the educational process″. Emotional stability is aimed at developing the ability of future physical education teachers for self-regulation, readiness for constructive interaction with participants in the pedagogical process, including in difficult emotional situations. Key words: еmotional stability, professional training, self-training, self-development, physical exercises.

Pedagogy of nonviolence as a principle of humanistic pedagogy

A modern teacher is obliged to build relationships with students on mutual trust, on a nonviolent basis, is to accept the goals and interests of children, create conditions for realizing and developing their full potential and forming the personality as a whole. The present article is concentrated on the problem of formation of the position of nonviolence among students majoring in teaching training in the process of their professional training at higher school. To gratify the aim of the study, theoretical-analysis, generalization, systematization, synthesis, modeling; and empirical – conversation, observation, quantitative and qualitative methods are utilize. The paper provides the author’s complex of pedagogical conditions that ensure the formation of a position of nonviolence among pedagogical specialty students in the process of their professional training in a higher educational institution and describes the results of experimental work that has confirmed the hypothesis put forward.

Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.

ІНФОРМАЦІЙНО-АНАЛІТИЧНИЙ АСПЕКТ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ РАКЕТНО-АРТИЛЕРІЙСЬКОГО ОЗБРОЄННЯ В РЕАЛІЯХ ПОДВІЙНОЇ ПАРАДИГМИ ВИЩОЇ ВІЙСЬКОВОЇ ОСВІТИ

Based on the priority of informational and analytical activities in the system of training specialist of rocket and artillery armament (RAA), the problem of the development of information and analytical competence (IAC) of cadets in the realities of the bi-paradigm model of the Higher Military Education Institution (HMEI) was investigated. An informal syncretic construction of the IAK development with a core of peculiar interaction components is declared. The information-analytical conceptualization of this core is displayed by the subject-knowledge and project conversion. The announced circumstances determined the purpose of the study, actualized the task of concretizing and adaptively objectifying the tools for pedagogical management of the process of developing information and analytical competencies of a RAA specialist. The effectiveness of the target setting is provided by a complex of pedagogical conditions and a number of subtasks, which include technological, technical, scientific and pedagogical, content-methodological and organizational aspects. In the context of the target result, the multidimensional core in the design of the IAK development is formed according to a three-degree non-hierarchical scheme of component interaction. With such visualization, the development of information and analytical competence of each cadet at the HMEI is presented as a process of qualitative and quantitative changes in the structural (instrumental, performance, managerial, diagnostic) and functional (motivational-value, cognitive, operational-technological, evaluative-reflexive) components of interaction. The operational and practical component of the process of forming information and analytical competence at the HMEI is presented by the methodology in applications to the field of "Electrical Engineering", which was integrated into the educational process and implemented at the stages of orientation, specification and coordination. The method of consistent implementation of the conditions of pedagogical management contributes to the balanced development of differential and integral cognitive styles of perceptions of the cadet. Keywords: information and analytical competence, bi-paradigm model, syncretic construction, non-hierarchical core, structural and functional components.

Formation of Aesthetic Direction of the Teacher of Preschool Education

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.

The development of cognitive activity of children in research activities

The article reveals the importance of research activity in increasing the degree of cognitive activity of preschoolers. In accordance with the requirements of the Federal State Educational Standard of Preschool Education, the development of the cognitive activity of preschool children is one of the priority tasks of modern preschool pedagogy. In the course of the experimental activity carried out at the ascertaining stage, the initial level of the pupils’ cognitive activity was revealed. In most cases, it was characterized by instability of cognitive interest and a lack of desire on the part of children to engage in activities requiring intellectual exertion. Therefore, the purpose of this study was to determine the pedagogical conditions conducive to the development of the cognitive activity of children in research and cognitive activity. The authors analyzed various views on the definition of the essence of the concept of “cognitive activity”, outlined the features of its development in cognitive research practice in a preschool educational organization; a number of general pedagogical conditions that contribute to the development of the cognitive activity of preschoolers are identified. One of the main conditions contributing to an increase in the degree of activity of children in cognitive activity was the development and implementation of a program aimed at developing a persistent cognitive interest in children and increasing the level of knowledge about the world around them by means of children’s experimentation. The developed program includes the goal, objectives, principles, content and description of forms, methods, means of organizing experimental research activities of preschoolers. The implementation of the presented complex of pedagogical conditions contributed to the fact that it became more accessible for children to understand the relationships in nature, to determine their capabilities and the role of a person in the development of society. Thanks to the manifestation of greater independence and initiative on the part of preschoolers in cognizing the world around them, there was an accumulation of specific ideas about objects and natural phenomena, the application of this knowledge in practical activity.

Эффективность реализации педагогических условий развития интереса к профессиональной подготовке в вузе у будущих архитекторов на современном этапе

Presented is the research, aimed at development and theoretical justification of a set of pedagogical conditions for the development of interest in the professional training of future architects at the present time. The scientific novelty of the research consists in determining the complex of pedagogical conditions for the development of interest in professional training in higher education; in clarifying the content of the concepts “professional architectural activity”, “interest in professional architectural training” and “emotionally comfortable educational environment”.

Педагогические условия формирования образовательной мобильности школьников

The article deals with the concept of educational mobility and its role in the modern educational process. Due to the insufficient development of this concept in the theory and practice of school education, the author creates a universal structural and functional model for the formation of this skill, which is why special attention was paid to the complex of pedagogical conditions that can ensure the effective functioning of all elements of the system.

Organization of project activities of students in the additional education system

Additional education, along with school education, is becoming an important link in the general education system, which guarantees the formation of the student’s personality and his or her early professional self-determination. For this reason, all the methods and techniques used by teachers of additional education in their practice should form competencies that meet the requirements of modern society. Nowadays, with a wide variety of forms in the additional education system, project activities are one of the most demanded and innovative areas. This article reveals the main goal of the study of theoretical substantiation and experimental verification of the effectiveness of the pedagogical conditions for organizing the project activities of students in the additional education system. The methodological basis of the study is as follows: the main provisions of the personality-oriented approach; theoretical foundations of the competency-based approach; the provisions of the activity approach. The scientific novelty of the research lies in the fact that a complex of pedagogical conditions was developed that is necessary and sufficient for the effective implementation of project activities in an additional education institution for children. The result of the research is as follows: the developed theoretical provisions and conclusions enable to modernize the organization and content of project activities in the additional education system; a set of pedagogical conditions for implementing project activities of students in the additional education system has been developed. The research results can be used in the work of additional education institutions for children, as well as in other educational institutions.

СИСТЕМА ФОРМИРОВАНИЯ ИСТОРИЧЕСКИХ ПРЕДСТАВЛЕНИЙ В ДОШКОЛЬНОМ ДЕТСТВЕ И ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ЕЁ ЭФФЕКТИВНОЙ РЕАЛИЗАЦИИ

In today's rapidly changing world, the value of history education is undeniable. The article reveals the importance of the formation of historical perception in preschool childhood with the aim to develop temporal and spatial representations, fostering respect for the culture of peoples that inhabit native land, for their traditions and lifestyles. The conceptual apparatus is defined that includes “historical perception in preschool childhood”, “the system of formation of historical perception in preschool childhood”, “pedagogical conditions”. The purpose of the article is to determine the system for the formation of historical perception in preschool childhood, to consider and determine the pedagogical conditions for the effective implementation of this system in preschool education. To achieve this goal the methods of system analysis and modeling were used. The article substantiates the need to use a complex of pedagogical conditions, the implementation of which will contribute to the formation of historical perception in preschool childhood. The pedagogical conditions are calendar planning with the introduction of the historical aspect into the educational process of a preschool educational organization; project activities. For the first time, these pedagogical conditions were considered as a unity. The result of the research is the system for the formation of historical perception in preschool childhood that can be used in the work of preschool educational organizations and organizations of additional education to form historical perception in preschool childhood in the context of the continuity of the system of historical education.

Interethnic tolerance development ways among pedagogical students at University

The presented article is devoted to interethnic tolerance development among pedagogical students at a university.Based on the works by B. Barber, J. Berry, A.G. Asmolov, M.S. Mirimanov, V.A. Lektorsky, G.U. Soldatov and other researchers, the authors clarified the goal and objectives of interethnic tolerance development among future teachers, and also systematized its main criteria and indicators. Also, the article presents the author's complex of pedagogical conditions that ensure the development of interethnic tolerance among pedagogical students at a university. The complex includes the following components: the use of active didactic forms and interactive teaching methods in the educational process that contribute to the formation of a tolerant worldview of students; organization of interpersonal interaction of pedagogical students by their inclusion in research activities; actualization of tolerant interethnic communication experience among future teachers through the introduction of tolerance episodes into the educational process; the development of competence among pedagogical students in the field of interethnic tolerance development among schoolchildren during the educational process.

TEACHING AND UPBRINGING OF STUDENTS IN HIGHER EDUCATIONAL INSTITUTIONS, TAKING INTO ACCOUNT THE REQUIREMENTS OF A LEARNER-CENTRED APPROACH


 
 
 
 The presented paper is devoted to the issue of organization of upbringing teaching for students which are learners in higher educational institutions. Based on the works of I.A. Zimnyaya, T.I. Ilyin, V.V. Kraevsky, G.M. Kodzhaspirova, I. Ya. Lerner, I.F. Kharlamov and other researchers, the authors clarified the concept of "upbringing teaching for university students", analysed its components, systematised domestic and foreign experience in organizing upbringing teaching for students in higher educational institutions. The paper also presents the author’s complex of pedagogical conditions that promotes the organization of upbringing teaching for university students. The complex includes the following components: correction of students' value orientations in the educational process of a university; the development of cognitive activity of students and the construction of the educational process at a university taking into account the requirements of a learner-centred approach.
 
 
 
 
 

Педагогічні умови формування професійної компетентності судноводіння в майбутніх судноводіїв

At the current stage of Ukraine's development, there was a need for changes in the organization of the process of training future marine specialists, taking into account the development of the digital society, the emergence of new modern technology and technologies. In this regard, it is relevant to investigate the issue of developing the professional competence of future mariners’ navigation by means of simulation virtual reality technologies. The article is devoted to the analysis and generalization of scientific information on the formation of future ship navigators’ professional competencies, the complex of pedagogical conditions concerning the formation of future seafarers navigation professional competence by means of simulation technologies of virtual reality is considered. The author gives a justification of the specifics of such pedagogical conditions: the development of professional thinking of future navigators; introduction of the "virtual-real ship" means into the system of professional training of future ship navigators; development of digital competence of teachers. The complex of methods and forms that are effective at introduction of pedagogical conditions of future ship navigators’ professional competence is distinguished and characterized. The article presents methods and forms of provision of pedagogical conditions for ensuring a high level of future navigators’ professional competence. The significance of the training of future ship dnavigators is demonstrated, the didactic power of the leading principles and means of the competence approach to its organization and the evaluation of the quality of the final results are disclosed. Allotted pedagogical conditions have been tested in the educational process of the Kherson State Maritime Academy. The introduction of pedagogical conditions is necessary for interaction of all components of the model of the forming the navigation professional competence process in order to increase the level of future ship navigators’ professional training. Their effectiveness will be verified during experimental studies in further research. Key words: pedagogical conditions, navigation professional competence, future ship navigators.

THE FORMATION OF INFORMATION-DIGITAL COMPETENCE OF FUTURE TEACHERS

The article is devoted to one of the main components of the professional competence of a modern teacher – competence in the field of information and communication technologies, namely, information and digital competence. The article gives an overview of the terminology used in foreign and domestic scientific literature. The analysis of researches revealing the essence and content of competence of the future teacher in the field of ICT is carried out. On the basis of analysis and generalization of information on the proposed topic, a complex of pedagogical conditions regarding the formation of information and digital competence of future teachers in the process of studying the informatics disciplines is considered. The article explores the ways of development and the conditions for the formation of information and digital competence of future educators. Information competence is considered as the ability of the student to search, to process the information received using modern technology. The studied experience testifies to the urgency of the problem of development of information and digital competency of teachers.