Formation of general professional competencies of future teachers in the context of digital transformation of education

Background. General professional competencies, as an intermediate link between universal and professional ones, remain less noticeable in the training of future teachers, since at the beginning of training the emphasis is placed on the formation of universal competencies, and at the graduation - professional ones. The coupling of the process of forming general professional competencies with the use of digital technologies as an integral tool in the professional activity of a teacher, including an electronic diary, electronic document management, remote means of communication, etc., necessitates the creation of a model of such coupling.
Purpose – to describe a model of training future teachers at a university, which reflects the process of forming the general professional competencies of future teachers using digital technologies, which determines the content, organizational forms, and methods of their training, contributing to improving the quality of their training.
Materials and methods.  The research used methods of theoretical and empirical research, statistical information processing.
Results. The model includes the target, content and procedural blocks. The content-positional, accompanying and information-fixing functions of digital technologies are defined.
 The decomposition of the formulation of general professional competence into a key concept, its characteristic properties and the actions of the trainee in using the concept allows the integration of digital technologies into each general professional competence. The implementation of the model in the process of training future teachers at the university has shown positive dynamics in the development of cognitive, activity and value components of general professional competence.