Б а с р е д а к т о р ы ф.-м.ғ.д., проф., ҚР ҰҒА академигі Ғ.М. Мұтанов Р е д а к ц и я а л қ а с ы: Жұмаділдаев А.С. проф., академик (Қазақстан) Кальменов Т.Ш. проф., академик (Қазақстан) Жантаев Ж.Ш. проф., корр.-мүшесі (Қазақстан) Өмірбаев У.У. проф. корр.-мүшесі (Қазақстан) Жүсіпов М.А. проф. (Қазақстан) Жұмабаев Д.С. проф. (Қазақстан) Асанова А.Т. проф. (Қазақстан) Бошкаев К.А. PhD докторы (Қазақстан) Сұраған Д. корр.-мүшесі (Қазақстан) Quevedo Hernando проф. (Мексика), Джунушалиев В.Д. проф. (Қырғыстан) Вишневский И.Н. проф., академик (Украина) Ковалев А.М. проф., академик (Украина) Михалевич А.А. проф., академик (Белорус) Пашаев А. проф., академик (Əзірбайжан) Такибаев Н.Ж. проф., академик (Қазақстан), бас ред. орынбасары Тигиняну И. проф., академик (Молдова) «ҚР ҰҒА Хабарлары. Физика-математикалық сериясы».

This article discusses the work of teachers who study competencies. The formation of information-intellectual competencies of future computer science teachers in the context of digitalization is considered. As a result of the study: the structure of the information-intellectual competence of the coming computer science teacher is theoretically substantiated and the definition of information-intellectual competence is given. We have identified the components that form information-intellectual competence: linguistic competence, algorithmic competence, deductive competence, inductive competence, and informational competence. The forms and methods of teaching for the development of information-intellectual competencies of future computer science teachers are presented. Experimental work was carried out by teaching-learning tasks for the formation of information-intellectual competencies for prospective teachers of computer science. The experimental work was carried out according to the independent Student's t-test. The results of the study confirmed the effectiveness of the experimental work on the independent Student's t-test and confirmation of the hypothesis.

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This article reviews the research of scientists on general information and intellectual competence and gives a definition of information and intellectual competence. The possibility of digitization of education for the formation of information and intellectual competence of future teachers of computer science was studied. The structure of the information and intellectual competence of the future teacher of computer science is theoretically substantiated and formulated. The information and intellectual competencies of students were determined by the criteria of knowledge, skills and potential and presented in tabular form. The sample questions to determine the information and intellectual competence of students are based on knowledge mobility, method flexibility and critical thinking. To perform the situational task, we divided the level of performance of students into informational, improvisational, heuristic, considered laboratory work at the information level, independent work of the student with the teacher at the improvisational level and independent work of the student at the heuristic level. A generalized algorithm for the formation of information and intellectual competencies of students in the context of digitalization of education has been developed.