FORMATION OF A MOTIVATIONAL-VALUE COMPONENT OF DIGITAL COMPETENCE OF BACHELORS OF PEDAGOGY
Relevance. The global processes of transition to the digital economy cause the relevance and significance of the process of digitalization of the education system as one of the main priorities of the state policy of the Russian Federation. In this regard, the need for qualified personnel meeting the requirements of the digital economy is also increasing. A special place in this process is given to the training of teaching staff capable of efficiently and productively designing the digital learning process at all levels of education. This problem has not yet found a deep and comprehensive consideration in modern scientific and pedagogical research, which determines the relevance and timeliness of our research. Goal. Based on the results of the study, to assess the level of formation of the motivational and personal component of the digital competence of bachelors in the direction of training "Pedagogical education" Procedure and methods. The following theoretical methods were used in the research: comparative analysis and generalization of literary sources, modeling which resulted in developing a model that includes the conditions, content and procedural aspects of the educational process in the pedagogical university; the empirical methods were: pedagogical observation, pedagogical experiment; the methods of mathematical statistics: the statistical method of “criterion of G-signs” was used to compare the results of qualitative changes. Scientific novelty and/or theoretical and/or practical significance of the research lies in theoretical substantiation of pedagogical conditions for applying the complex of educational tasks in practical classes for students of the pedagogical direction of training. The methodological recommendations on the organization of training sessions with the use of digital technologies developed in this study can be used to improve the professional training of students in the higher education system, special vocational training and basic general education. Results. Based on the results of the implementation of the developed set of educational tasks, the expediency of its use in the training of bachelors of pedagogy has been proved, which ensures the formation of the motivational and personal component of the digital competence of the future teacher and the readiness for professional activity in the digital environment. Conclusions. The use of digital technologies to build an effective educational process requires the teacher to master digital competence, the central place in which is occupied by the motivational and value component, the level of professionalism of the teacher depends on its formation.