This article studies the problems of the essence of the professional training of elementary school teachers in the context of society informatisation. It is specified that the development of the scientific and technological progress incites to the information and communications technology onrush. It is noted that the educational reform is currently being implemented in Ukraine. The definitions of the concepts ‘competence’, ‘responsibility’ and ‘informational competence’ are established. The author outlines the publications of the foreign and national researchers of the problem raised. It is found out that digital competence is supported by digital literacy. It is accentuated that a future elementary school teacher should use the modern technology, have a high level of digital competence formedness. It is studied that the foreign higher educational institutions had experiments conducted on the use of platforms for online meetings and websites development at the beginning of the XXI century. It is indicated that the skill to interact in different environments, to share the knowledge, to form a new communication, to correct the information is one of the advantages of the information and communications technology from the students` viewpoint. The author emphasises that the outbreak of COVID-19 incited lecturers and teachers at higher educational institutions to arrange the distance education as an alternative to the intramural form of study. It is ascertained that students appeared to be ready to develop their own pedagogical competence during their online education. The article shows that digital competence includes three measurers: technical skills, cognitive skills and ethical knowledge. The author outlines the ways for forming digital competence in attendees of educational institutions, presents some educational programs, e-sources that an elementary school teacher can use when organising the educational process. It appears that the factor of successful use of the information-communications technology is an adequate number of computer laboratories and appliances, broadband Internet access.
The article considers the problem of teacher's professional communication through the prism of his/her communicative competence formation. The authors present their own approach to the essence of the concept “communicative competence”. The value of personal qualities of the teacher in establishing communicative relations in the system “teacher-student” and professional development was found out. The aim was to determine the features of the formation of communicative qualities of the elementary school teacher, the application in practical activity; the main conditions and techniques of development of successful pedagogical communication; the characteristics of the structure of communicative competence. To disclose the issue of communicative competence we used general scientific methods (analysis, synthesis, comparison), interdisciplinary (interview, conversation, observation) and methods of mathematical statistics. In order to empirically study the process of formation of communicative competence of a teacher, we conducted research among students who had experience of practical classes in elementary school. The sample consisted of 200 applicants for the specialty “Elementary education”. The results showed that the dominant majority of the respondents have no difficulties in professional communication. They are able to provide students with the necessary instructional material and establish a trusting relationship with them. However, the presence of students insecure about their own communicative competence indicates the need to introduce new approaches and methods of practical training of future specialists into the educational space of higher education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.