INFORMATION COMPETENCE OF FUTURE BIOLOGY TEACHERS: CONCEPTUAL ESSENCE AND COMPONENTS

Аннотация

In the conditions of the modern world there is a revision of the system of minimum requirements to the knowledge, skills, abilities and personal qualities of a teacher from the perspective of the competence approach. The importance of ensuring the training of highly qualified specialists capable of professional growth and professional mobility in the conditions of informatization of society is emphasized in the Federal State Educational Standard of Higher Professional Education in the direction of training "Pedagogical Education". The development of information competence of a future biology teacher today plays a key role in the development of students' information literacy and successful implementation of the educational process. The purpose of this study is to reveal the essence of theconcept of"information competence offuture biology teachers" and itscomponent parts. Key words:information competence, structure of information competence, components of information competence. The development of information competence of a future biology teacher today can be considered as a continuation of the implementation of basic educational programs at the stage of secondary and secondary vocational education. In a pedagogical university, the concept of "information competence" is expanded in accordance with the requirements of the teacher's professional activity. Obviously, information competence plays a key role and permeates all aspects of pedagogical work, determining the ability to solve professional problems and typical tasks that arise in the process of teaching and education. The teacher's activity is aimed at the formation and development of the student's personality, and therefore the instrument of influence must be subtle. Consequently, information technologies in the pedagogical system serve as a means for mastering, interpreting and creatively applying information, that is, the process of cognition, which leads to theformation of newknowledge and personal qualities. It isimportant to note that simple proficiency in a computer and information and communication technologies is not enough for successful pedagogical work. Therefore, the concepts of "computer literacy" and "information competence" are not the same. According to the definition of V.A. Slastenina, I.F. Isaev, E.N. Shiyanova [4] computer literacy is a set of information skills necessary for preparation for the use of innovative educational technologies. The concept of "information competence", "information competencies" are disclosed in the works of many authors. For example, O.A. Kizik [3] describes elements of information activity in the context of professional competence. E.V. Ivanova [2] also considers the information competence of a teacher as part of professional competence, including a certain set of specialized knowledge necessary for a successful pedagogical process. A.V. Khutorskoy [6] considers the concept of "information competencies" as skills in working with information in academic subjects, educational areas and everyday life, which clarifies the practical significance of the concept under study, since page607 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue03,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai competencies can be considered as specific tasks performed in activities. One of the key characteristics of information competence in a broad sense is the ability to use universal methods of information search in an ever-growing information space, such as working with the Internet, electronic libraries, databases, etc. It is also necessary to be able to navigate this information flow and select what is necessary. The teacher is in the conditions of an open educational space, being a part of it and at the same time possessing many resources for its development and specification. Thus, understanding and awareness of oneself as a subject of the information space creates the basis for an active personal position of the teacher in the conditions of modernization ofRussian education. The ability to operate with one's knowledge, to apply it in non-standard situations is taken into account inthe system of formation and development of a professional teacher. A modern biology teacher works in conditions of an ever-increasing volume of information about natural processes and phenomena characterizing both individual objects and the biosphere as a whole. The peculiarity lies in the increase not only in the quantity of this information, but also in the forms of its presentation. More and more often, a teacher has to work in electronic libraries, select digital photographs, video materials, find resources on the Internet, etc. The selected materials must be processed and systematized in a form convenient for storage and use: archived, digitized (scanned), compiled into catalogs, recorded on various electronic media. The next task is to choose a