Content and Structure of Future Primary School Teachers' Readiness to use Facilitative Technology

Abstract

The purpose of the article is to clarify the essence and outline the content and structure of future primary school teachers' readiness to use facilitation technology. The paper uses general scientific research methods - analysis, synthesis, deduction and induction. The results analyze the essence of the concept of readiness in the context of various approaches, on the basis of which we have defined the readiness of future primary school teachers to use facilitation technology in the educational process as a set of general pedagogical knowledge and skills; the ability to assess their own level of professional training and work on self-improvement; effectively use the capabilities of modern technology in the process of teaching, upbringing and personality development of primary schoolchildren. Four interconnected structural components of future primary school teachers' readiness to use facilitation technology are substantiated and distinguished: motivational, content, operational, and reflective, and a detailed description of each of them is given. It has been found that all components are in a dynamic relationship both during the applicant's studies at the university and during his/her further pedagogical activity. In accordance with the identified components of readiness, the criteria (motivational, cognitive, practical, effective), indicators and levels (low, medium, sufficient, high) for determining the readiness of future primary school teachers to use facilitation technology in the New Ukrainian School are highlighted. The conclusions emphasize the importance of the aspect of readiness for pedagogical activity. The components, criteria, indicators and levels of readiness of future primary school teachers to use facilitation technology are presented, which allow for current diagnostics, generalization of the results obtained in the process of professional training of future primary school teachers in higher education institutions.