DIGITAL COMPETENCE AS A METACOMPETENTITY

Digital competence (DC) as a sure, critical and responsible use and interaction with digital technology for learning, work and participation in society has become the subject of discussion not only about vocational education but also as a general human education. The framework of the DC was widely used in 2013, its refinement took place in 2018. It contains 21 learning outcomes in the areas of information literacy and data, including content management; communication and cooperation and participation in public life; creation of digital content, including ethical principles; security; solution of problems.The fundamentals of the DC are reflected in the understanding of the essence of digital technology in supporting communication, creativity and creativity, awareness of their capabilities, constraints, consequences and risks, understanding of the general principles, mechanisms and logic of digital technologies, knowledge of the basics of the operation and use of various devices, programs and networks in vocational training. the future teacher of physics. An important role in the formation of the digital competence is given to critical thinking in the approach to the reliability, reliability and impact of information and data that are accessible by digital means and awareness of the legal and ethical principles related to the use of digital technologies. When forming the digital competence, digital technologies are used to support active citizenship and social integration, cooperation with others, creativity to achieve personal, social or commercial goals.In this case, the digital competence acquires the signs of meta-competence, which is understood as "the ability to form new skills and competencies, which is a factor contributing to the formation of professional competencies" [1]. Emphasizing the integral model of professional competence we come to the understanding of meta-competence as "the ability to overcome uncertainty, guidance and critique" [1].From the point of view of the systematic approach, meta-competence is an integral part of the conceptual competencies associated with individual effectiveness, in which there are social (behavior and motives), cognitive (knowledge and understanding), functional (skills and abilities) [2]. However, meta-competence is supersystem, superstring and can be positioned as the competence of higher (creative, innovative) level [2]. In between, the proposed structure of digital competence is easy to fit and is consistent with the technology of refinement of competencies [1].The main features of the formation of the DC (the results of training) are the ability to store, use information, create and modify content, identify and view data, access and disseminate information, identify creativity, critically evaluate, personalize data, filter and update data, select from several options for solving Tasks for security of use of information, protect data, classify and select the necessary information, search and identify, copy data, and as well as work effectively with programs, devices, artificial intelligence and robots.Describing the digital competence in terms of competence (purpose), we allocate the argumentated statement of facts, combining information, its systematization and ranking, effective data exchange, the generation of ideas and data, decision-making, achievement of goals, conducting discussions in social networks, self-expression, implementation of actions, promotion of content, programming, evaluation of data and information, redesign (modification, registration).The development of innovative technologies involves their research and control of use, promotion and attraction, accuracy in calculations, organization of the environment, automation of production processes, originality (creation of a new combination of actions in the new conditions), terminalization (solution of the contradiction).In the process of technology research acquired skills are automated to the level of skill, assigned, assigned - naturalized, and solutions to problems acquire the signs of values, which are consistent with worldview factors - are internalized. The experience gained makes it possible to act as an expert. Describing the DC in terms of professional requirements, we define leadership ability, innovation, integrated use of digital technologies for professional tasks, data expertise and performance and naturalization - improving our own abilities to use digital technologies in everyday and public life.Thus, we arrive at three goals and core components of digital competence in teacher training: digital awareness, digital literacy development, problem solving and professional problem solving through digital technology.The allocated levels of cipher competence, their structure and analysis of the essence of the concept of "meta-competence" come to the conclusion that digital competence can be interpreted as competency that stands higher in relation to other competences, on the basis of which the acquisition and development of new abilities and personality traits.Key words: digital competence, information literacy, information security, digital awareness, meta-competency).