COMPONENTS OF READINESS OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS TO VISUALIZATION TECHNOLOGIES IMPLEMENTATION INTO THE SUBJECT AND PROFESSIONAL ACTIVITY
DOI:
https://doi.org/10.25128/2415-3605.18.3.10Keywords:
readiness of pre-service teacher, visualization technologies, components of readiness, Science and Mathematics subjects, educational processAbstract
The use of visualization technologies in the process of learning of natural science and mathematical disciplines is a recognized necessity due to a number of objective factors such as the specifics of the objects being studied, the growth of the amount of educational content, changes in the cognitive sphere of the younger generation etc. The article reveals the essence of readiness of pre-service Science and Mathematics teachers to implement visualization technologies in educational practice. The five-component structure of the said readiness is offered, the components are specified, and their interconnection and interdependence is explained. The future teachers’ professional interest in mastering visualization technologies is characterized by the motivational-value component, their awareness of the value of using visual didactic tools and the desire to acquire the skills to create and apply them to their own educational practice; the cognitive component reflects the formed system of knowledge on the pedagogical, psychological, methodological principles of the use of visualization technologies in the educational process; the operational-instrumental component displays the level of practical skills for creating visual content, the ability to rationally select and effectively apply modern high-tech tools to create visual content; the pedagogically expedient use of visual materials in the educational process is characterised by practical activity component, selecting the efficient visualization tools or creating your own, evaluating their effectiveness, adapting them to the specific conditions of the educational process, to solving the set pedagogical tasks; the reflexive-evaluative component reflects the ability to analyze and evaluate their own professional activities in the use of visualization technologies in the educational process, to determine ways and methods of self-improvement in the pedagogical, methodological, technological aspects. The assignment and specification of the structural components of readiness are the basis for substantiation and development of the practical model for the readiness of pre-service science and mathematics teachers to implement visualization technologies in subject and professional activity.
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