METHODOLOGICAL APPROACHES TO DEVELOPING INFORMATION AND DIGITAL COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS THROUGH THE STUDY OF WEB APPLICATION DEVELOPMENT TECHNOLOGIES

Abstract

Information and digital competence of future computer science teachers is an essential component of their professional training. It is manifested in the ability to use digital technologies effectively, critically, safely, and responsibly to solve professional tasks, create digital resources, and organize the educational process. The issue of developing this competence has become particularly relevant amid the digital transformation of society and education, the widespread adoption of distance and blended learning, and the growing role of web technologies in educational environments. Under these conditions, there is a need to identify and substantiate effective methodological approaches for developing the information and digital competence of future computer science teachers during the study of professional disciplines. The paper analyzes scientific research and regulatory documents concerning the essence and structure of information and digital competence. The content of the concept of «information and digital competence» is clarified, and its place within the system of professional training of future computer science teachers is determined. Based on an analysis of both national and international experience, methodological approaches to developing information and digital competence in the study of web application development technologies are identified and substantiated. These approaches include the competence-based approach, project-productive approach, integrative (interdisciplinary) approach, constructive-reflective approach, and collaborative-communicative approach. The specific features of implementing each approach in the professional training of future computer science teachers are described. The study demonstrates that learning web application development technologies creates favorable conditions for the comprehensive development of information and digital competence by integrating programming, project-based activities, digital communication, interdisciplinary integration, and the creation of original digital products. The practical significance of the research lies in the potential to apply the proposed methodological approaches to implementing educational components in the professional training of future computer science teachers.