Elena Yakovleva

With the introduction of digital technologies, human everyday life and relations of production are changing; the economy and education are being transformed. Digital technologies are not only a tool, but also an environment for the existence of a modern person, which opens up new opportunities: learning at any convenient time, continuous education, the opportunity to form individual educational routes, to become creators instead of users of electronic resources. However, such an environment requires teachers to have a different approach to organizing the educational process, to acquire new skills and abilities to work in the digital educational environment. In these conditions, the pedagogical education system must provide training for a graduate with a high level of digital professional competence formation. The purpose of this article is to identify and theoretically substantiate the component structure of the “teacher's digital competence” phenomenon based on the analysis of scientific and pedagogical literature. The article is based on the analysis of works by Russian and foreign scientists. The theoretical model of a teacher’s digital competence structure is formed. The results of the study show that the competence under consideration consists of four components: motivational-personal (the sum of internal and external motives for one's future professional activity), cognitive (the full amount of theoretical knowledge, skills and abilities of a future teacher for effective construction of pedagogical process with the use of digital teaching aids), activity-oriented (practical implementation of the professional pedagogical knowledge of the future teacher, his/her intellectual, cognitive, technical, design and technological skills, necessary skills for the effective implementation of digital technologies in the educational process) and reflective–evaluative (the ability to analyze the performed activity, agree on goals, methods and results obtained, awareness of one's style of activity, readiness for their creative change). These components describe the competences necessary for the teacher to perform his/her professional duties successfully. The results of the research can be used as the basis for the development of optional courses for students of the pedagogical areas of training, programs for advanced training courses and additional education for teachers.