THE ROLE OF INFORMATION CULTURE IN THE PROFESSIONAL TRAINING OF COMPUTER SCIENCE TEACHER

The article explores the role of information culture in the professional training of computer science teachers. The relevance of the topic is highlighted in connection with the development of information technologies and their impact on the quality of education. An analysis of approaches to interpreting the concept of “information culture” is conducted, and its components are outlined, including professional-motivational, cognitive, operational-activity, and reflexive aspects. Methods for forming information culture in future educators are examined through the integration of theoretical knowledge, practical skills, and value-motivational orientations. The prospects for developing recommendations on incorporating this component into the curricula of pedagogical educational institutions are discussed. It has been determined that information culture is an integral part of the professional training of computer science teachers. Its formation requires the integration of theoretical knowledge, practical skills, and value orientations into a single system. It is substantiated that the professional training of teachers involves a comprehensive approach that covers the following areas: theoretical substantiation of concepts, methods and technologies of informatics, with an emphasis on their interdisciplinary nature; formation of practical skills in the application of IT in various pedagogical situations; development of critical thinking for the evaluation of information resources and their ethical use; integration of reflective activity, which allows analyzing one's own experience and improving professional skills. The key components of information culture are computer literacy, information literacy and the value-motivational component.