Students' training quality directly depends on the modern digital environment resources in the federal university. Rich digital environment of the university provides effective learning and allows students to use innovative learning technologies (e-portfolio, digital laboratories, MOOC, etc.) in professional activities for projecting and realization of individual educational paths. E-learning, distant learning technologies implementation and other digital environment resources for potential teachers’ training at the federal university make the learning process more effective. The article describes the practice at Institute of Education, Psychology and Sociology of Siberian Federal University in creating modern digital environment for teachers’ training by the means of e-portfolio technologies, digital laboratory, PROLog module system of experiments, learning management system (LMS) Moodle.

The purpose of this article is to present the experience of trainee teachers in implementing professional activities in the context of Industry 4.0, and developing the education model 4.0, which provides a change in technologies, forms and teaching aids focused on new requirements for educational results, and implementation of a lifelong educational trajectory. The subject of the study is digital competency, which is the basic competency of Teacher 4.0, which allows teachers to systematically implement professional activities in a digital society, integrate knowledge and interdisciplinary skills. The development of ICT competence is described in the process of training tutors (Bachelor degree in Education) at the Institute of Education, Psychology and Sociology of Siberian Federal University by means of electronic portfolio. The article substantiates methodological approaches and methodological solutions for the development of ICT competency, describes the levels of its formation in the electronic educational environment of a federal university by means of electronic portfolios. The described experimental work discloses assessment of the effectiveness of the presented method for developing ICT competency of trainee tutors within mastering the systemically important IT disciplines. The article presents diagnostic tools, including a list of valid techniques for the component-wise assessment of the ICT competence level of trainee tutors. The main results of the study can serve the basis for further developments in the field of effective training in different teaching specializations, taking into account the requirements of academic and professional standards in the context of digitalization of education and the development of electronic information educational environment

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