Анотація
The article is devoted to the theoretical exploration of the scientific problem of forming students’ readiness for professional activity by means of digital technologies. Scientific views on the research aspects of the problem of formation of students’readiness for professional activity by means of digital technologies are systematized. The readiness for professional activity of future teachers of mathematics, which is formed by means of digital technologies in the process of learning in institutions of higher education, is considered as the result of specially organized continuous professional training of students, which is understood as activities aimed at changing their motives, knowledge and skills; self-education and self-education. The readiness of future teachers of mathematics for professional activity is manifested in the ways of self-realization, self-affirmation and self-development of the teacher, development of personal, author’s norms of professional activity for effective implementation of pedagogical activity. It is proved that the concept of readiness of a mathematics teacher has a pronounced systemic character, the relationship between the concepts of «professional competence» and «readiness for professional activity» is reflected. The relationship between the competence bases of the teacher’s professional activity and the level of his readiness for professional activity, which is used in the European education system and fixed in the Concept of the new Ukrainian school, is shown. The content of the concept of «readiness for professional activity» has been analyzed, the main components of readiness have been singled out, including the motivational-value, cognitive-active, and personal-reflective component. A set of basic indicators of the components of readiness for professional activity is singled out, in particular: for the motivational-value component: value-orientational, differentiated-psychological; for the cognitive-activity component: subject-theoretical, didactic-methodical, psychologicalpedagogical, information-technological; for the personal-reflective component: personal, creative-initiative, health-preserving. Aspects of the preparation of a mathematics teacher for pedagogical activities in the conditions of digitalization of education are revealed, one of which is the purposeful formation of students’ability to determine the goals and tasks of optimal use of digital technologies in the educational process
Ключові слова
readiness for professional activity; digital learning technologies; mathematics teacher training; professional activity; criteria and levels of readiness for professional activity
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