КРИТЕРІЇ ТА ПОКАЗНИКИ РІВНІВ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

Abstract

Introduction. Criteria and their indicators of levels of future computer science teachers’ readiness for professional activities are identified to determine the effectiveness of the model of future computer science teachers’ training.The purpose of the article is to substantiate the choice of criteria and indicators to characterize the levels of future computer science teachers’ readiness for profe-?sional activities. Methods. To achieve this goal, such methods as analysis and systematization of the results of scientific and pedagogical research on the future computer science teachers’ preparation of for professional activities; generalization of different approaches to the choice and substantiation of criteria and indicators of future computer science teachers’ readiness for professional activity were used. Results. To establish the level of computer science teachers’ readiness for professional activity, the following criteria have been developed. Theoretical criterion determines the formation of a system of knowledge (professional, psychological, pedagogical, methodological) about the essence of computer science teacher, where indicators are the depth and scope of students' knowledge. Technological criterion determines the presence of future computer science teachers ability to perform professional tasks necessary for productive activities in the specialty, an indicator is the level of performance of procedural actions by students. Personal criterion assumes the presence of the formation of personal qualities of the student for future pedagogical activities, where the indicators are the motivation of future professional activity and the ability to self-analysis. The corresponding indicators of computer science teachers’ readiness for professional activity characterized each of the criteria. Indicators of the theoretical criterion are "volume of knowledge" (set of facts, concepts, rules, judgments, conclusions, phenomena and processes mastered by future computer science teachers) and "depth of knowledge» (the correct ratio of the structure and elements of knowledge, understanding of the system of educational material, its most important ideas and patterns, characterizes the ability of students to use EER in cognitive and practical activities). The indicator of the technological criterion is "procedural actions" (the presence of future computer science teachers’ ability to perform professional tasks necessary for productive activities in the specialty. The indicator of the personal criterion is "motivation" (motivation to use EER) and introspection" (ability to reflect on professional activities). The originality and novelty of the work are in the development of the author's diagnostic apparatus to determine the levels of future computer science teachers’ readiness for professional activities. Conclusions. Criteria and indicators of computer science teachers’ professional readiness allow to cha-racterize the levels of readiness for professional activity. Depending on the degree of computer science teachers’ readiness, there are four levels: factual, operational, analytical-synthetic, and creative.