Training of future primary school and computer science teachers in the structure of information systems

The active renewal of teacher education is driven by the contradiction between the need for new specialists and the lack of a clear strategy for modernising the educational process. The purpose of this study was to highlight all aspects of the process of training future primary school and computer science teachers to implement digital systems in conjunction with pedagogical conditions. The study employed such research methods as comparison, synthesis, observation, analysis, and abstraction. The key findings suggest that Ukraine is undergoing educational reforms aimed at updating the content and improving teaching and learning methods. The study covered the objectives, content, methods, forms, means of teaching the discipline “Computer Science (Structure and Main Components of Information Systems)” studied by future primary school and computer science teachers who undergo their professional training in the educational programmes 013 “Primary Education and Computer Science”, 014 “Secondary Education (Labour Training and Technologies. Computer Science)” at Oleksandr Dovzhenko Hlukhiv National Pedagogical University. The study analysed the latest publications on the subject matter of the study. Based on the analysis of the possibilities and concrete potentials of using information technologies, the expediency of their introduction into personal and professional development of future primary school specialists was determined, the principal conditions for their use and for the developed teacher in the educational information system were highlighted. The study highlighted the content of classes aimed at developing information and communication skills and other key competences of future primary school and computer science teachers in studying the subject “Computer Science (Structure and main components of information systems)”. The conclusions of this study state that the methodological recommendations for the organisation of practical classes in the course provide pedagogical support to teachers and contribute to the creation of a favourable learning and cognitive atmosphere during training. The practical significance of this study is to build a qualitative model that aims to improve the training future primary school and computer science teachers to implement digital systems in conjunction with pedagogical conditions