Essence and structure of the concept of "digital competences of future teachers"

in Russia and abroad, digitalization covers all aspects of human life, which creates the need for the formation and development of digital competencies in the educational process. As a result of these changes, terms such as "digital competencies", "digital literacy", "digital competence" and others have appeared. To understand them, first of all, it is necessary to distinguish between the concepts of "competence" and "competence". An analysis of the definitions will help to formulate their meaning in the context of the professional activity of a modern teacher. Among other things, the development of digital competencies is a prerequisite for a digital educational environment, contributes to the development of inclusive education, increases the effectiveness of school education and helps in the formation of an individual learning trajectory for students. In this article, we will also consider similar terms such as "competence" and "competence", determine the differences between the concepts of "digital literacy" and "digital competence" and others, propose and define the structure of the concept of "digital competencies of future teachers". Objective: to determine the essence and structure of the concept of "digital competencies of future teachers". Tasks: 1) To determine the essence of the concept of "digital competencies of future teachers". 2) To develop the concept of "digital competencies of future teachers". 3) To determine the structure of the concept of "digital competencies of future teachers".

digital competence, digital literacy, digital competence, competence, competence