Methodology for Diagnosing the Level of STEM Competency Formation in Future Computer Science Teachers in the Process of Professional Training

Abstract

Abstract. The article substantiates a methodology for diagnosing the level of STEM competencies formation in future computer science teachers in the process of professional training, aimed at ensuring objective assessment of STEM-oriented learning outcomes and improving the quality of teacher education. The study was conducted within the framework of the author’s doctoral research devoted to the formation of STEM competencies in future computer science teachers. A comprehensive approach was applied, including analysis of scientific sources, generalization of contemporary approaches to assessing teachers’ professional readiness, structural and functional modeling of STEM competency components, and the design of a system for their measurement. The component structure of STEM competency of a future computer science teacher is defined as an integrative construct combining cognitive, activity-practical, engineering-design, digital-technological, integrative-analytical, and motivational-value characteristics of professional readiness. On this basis, a criterion-indicator framework for diagnosis and a level-based model of STEM competency formation were developed, enabling comprehensive assessment of professional training outcomes. A set of diagnostic methods and tools is proposed to identify knowledge-based, practical, project-technological, and reflective manifestations of competence. The potential of the developed methodology for use in higher education institutions is substantiated, particularly for monitoring the level of preparedness of future computer science teachers and improving the content of professional training. The implementation of the proposed approach will contribute to increasing the objectivity of assessment, developing students’ professional reflection, and ensuring their readiness to implement STEM approaches in school education. Prospects for further research are related to the experimental validation of the developed methodology and its implementation in the system of teacher education.