Professional Training of Computer Science Teachers in the Context of Implementing the New Concept of the Informatics Educational Field

Abstract

Abstract. The article substantiates the theoretical and methodological foundations of professional training of computer science teachers in the context of implementing the new concept of the informatics educational field. The study aims to define the structural characteristics of teachers’ professional readiness to work in a digital educational environment and to outline the directions for modernizing teacher education in accordance with contemporary national and international requirements. A комплекс of theoretical and analytical methods was applied, including the analysis of regulatory documents and scholarly sources on the development of informatics education, generalization of national and international experience in professional development of computer science teachers, comparative analysis of teacher training models, and system-structural modeling of teachers’ professional readiness. The theoretical synthesis made it possible to interpret teacher preparation as a multi-level adaptive system integrating competence-based, research-oriented, and technological approaches. The structure of professional readiness of computer science teachers to implement the new concept of the informatics educational field is substantiated. It includes motivational-value, cognitive, technological-methodological, adaptive-reflective, and research components. It is proven that the effectiveness of teachers’ professional activity depends not only on subject knowledge but also on the development of digital, methodological, and innovative competencies, as well as on the ability to integrate computational thinking and artificial intelligence technologies into the educational process. It is demonstrated that the implementation of the new concept of the informatics educational field necessitates a shift from traditional subject-oriented teacher training models to adaptive professional development models aimed at forming integrated professional readiness for work under conditions of digital transformation in education. The practical significance of the research lies in the possibility of applying the proposed structure of professional readiness in designing educational programs for computer science teachers, developing criteria for assessing professional learning outcomes, and improving the content of teacher education. Further research prospects are associated with the development of diagnostic tools for assessing the levels of professional readiness components and with the experimental verification of pedagogical conditions for their formation.