Foreign Experience of Forming Information and Digital Competence of Future Teachers

The article reviews and analyzes the foreign experience of forming the information and digital competence of future teachers.The article analyzes the Pan-European Digital Competence Framework (DigComp 2.0) and the Digital Competence Framework for Educators (DigCompEdu), which are to some extent fundamental in many European studies related to the formation of digital competencies of future professionals, including in the field of education.In particular, it is noted that DigComp 2.0 includes five competencies: information and digital literacy, communicative digital literacy, digital content creation, security in the digital environment, and problem-solving in the digital environment.While DigCompEdu contains six competencies: professional engagement, digital resources, teaching and learning, assessment, empowerment of students, and promotion (facilitation) of the development of students' digital competence.It is also worth noting that each of the competencies is divided into subcompetencies, each of which is characterized by six levels of formation (beginner, researcher, integrator (specialist), expert, leader and pioneer) and «professional statements», which, in our opinion, will contribute to a better understanding of the phenomenon of «digital competence» and its capabilities to ensure the effectiveness of the educational process.The article considers some approaches to the definition of the term «digital competence» by foreign researchers.The article focuses on the key trends in foreign experience of forming digital competencies of future teachers.In particular, the concepts of «general digital competence» and «professionally oriented digital competence» are distinguished and it is emphasized that the latter is determined by the ability to appropriately select, plan and use information and communication technologies in professional pedagogical activities to ensure an accessible and effective educational environment.The paper also emphasizes that one of the key steps to the formation of information and