Дисертація на здобуття наукового ступеня кандидата педагогічних наук (доктора філософії) за спеціальністю 13.00.10 "Інформаційно-комунікаційні технології в освіті". – Інститут інформаційних технологій та засобів навчання НАПН України. – Київ, 2019.У дисертації досліджено проблему теоретичного обґрунтування та розроблення науково-методичного комп'ютерно орієнтованого супроводу формування професійно-педагогічної компетентності майбутніх учителів-філологів. Розроблено комп'ютерно орієнтовану методику формування професійно-педагогічної компетентності (КОМФППК) майбутніх учителів-філологів, складниками якої є мета, зміст, комп'ютерно орієнтовані (КО) форми, КО методи й КО засоби навчання. Визначено та схарактеризовано структуру професійно-педагогічної компетентності (ППК) (предметна, інформаційно-цифрова, комунікативна, особистісна) майбутніх учителів-філологів та визначено критерії, показники та рівні її сформованості. Виокремлено й схарактеризовано педагогічні умови реалізації КО методичної системи формування ППК майбутніх учителів-філологів. Розроблено модель КО методичної системи формування ППК майбутніх учителів-філологів. Розроблено і впроваджено навчально-методичний комплекс використання КОМФППК майбутніх учителів-філологів в освітньому процесі сучасних закладів вищої освіти (ЗВО).Ефективність розробленої методики перевірена експериментально. Основні результати дослідження впроваджено у навчання майбутніх учителів-філологів у ЗВО.^UThe dissertation studies the problem of using the computer-based methodology of formation of a professionalism-related pedagogical competency (CBMFPPC) of future teachers-philologists in the educational process settings in higher education institutions (HEI). The theoretical substantiation and development of the COMFPPC for future teachers of philology, the components of which are the goal (objectives) of learning (the formation of a professionalism-related pedagogical competency of the future teachers-philologists), learning content (the educational material for the disciplines of Pedagogy, as an example, for the students of the Bachelor's degree programmes, specialisation reference details are 014 “Secondary education”, 035 “Philology”, 01 Education, 03 Humanitarian sciences), computer-based forms of educational process organisation (classes (lectures, seminars, workshops, trainings and face-to-face classes, tutorials); self-study work; practical-experience-to-gain classes; monitoring arrangements), computer-based methods (the project-based learning method, cooperative learning, interactive methods: computer-based learning, methods of computer-based monitoring of students' preparedness for studies, computer-based methods of learning process monitoring and self-control, creating digital narratives) and computer-based learning tools (е-libraries, cloud services, e-social networks, special technologies for increasing the efficiency of designing and using CBLS network technology in е-DL, educational portal and modern mobile devices). We determined and characterized the structure of the professionalism-related pedagogical competence (subject, informational-digital, communicative, personal) of the future teachers-philologists and criteria (a motivation-based and goal-setting criterion, a professionalism and cognitive criterion, a vocational and cognitive criterion, a reflexive and evolutional criterion). We defined indicators and levels of their formation (elementary (reproductive) level, basic level and creative (advanced) level). Our thesis outlines and characterizes the pedagogical conditions of implementation of computer-based methodical system for the formation of a professionalism-related pedagogical competency of the future teachers-philologists: the provision of a professional context; flexibility in the selection of forms and methods in the process of application; the involvement of the future teachers in the process of mastering the use of computer-based tools regarded as an activity that simulates various aspects of their future professional activities; performing the monitoring of the quality of the educational process. We developed a model of computer-based methodical formation system for the formation of a professionalism-related pedagogical competency of the future teachers-philologists in the educational process of HEI. Understanding of the phenomenon studied as a complex type of activity, which includes the following components: 1) target; 2) methodological support; 3) activity-practical; 4) content; 5) activity-correction, in our view, seems to be the basis of the construction of the model of the use of CBMFPPC for the future teachers-philologists. We developed and implemented educational and methodical support for the use of CBMFPPC by future teachers of philology in the educational process of HEI. The consolidated results of the pedagogical investigation provided the proof that the formation of the professionalism-related pedagogical competency of the future teachers-philologists combined with the application of the computer-based methodology in the process of learning Pedagogy disciplines at HEI showed to be effective if its theoretical and methodological principles had matched three aspects, namely: the structure of a professionalism-related pedagogical competency of a specialist in the pedagogical sphere, the criteria of its formedness and the specifics of learning of the future teachers-philologists, which made itself in the direction of forming of a dynamic combination of professional knowledge in them, professional skills and abilities, ways of thinking, views and values, and other personal qualities determining students' ability to successfully conduct educational and professional activities.The effectiveness of the developed method has been verified experimentally. The main results of the research were introduced into the training process of the future teachers-philologists in the HEI of Ukraine.