READINESS DIAGNOSTICS OF THE FUTURE PRIMARY SCHOOL TEACHERS FOR THE EDUCATIONAL CONTENT DESIGN

Abstract

The article describes the readiness diagnostics of the future primary school teachers to design educational content. The purpose of the article is to define a program for diagnosing the readiness of future primary school teachers to design educational content and demonstrate its results. The components (motivational-orientation, cognitive, operational-activity, and evaluative-reflexive) and criteria for the formation of this readiness are presented. The concepts of future primary school teachers to design educational training and readiness content are revealed. Considerable attention is paid to the methodology of the studied readiness formation diagnostics, which presents methods of questioning, interviewing, testing and activity products analysis. Using the example of testing the motivational-orientation component, the process of readiness formation diagnosing future primary school teachers to design educational content is described in more detail and its results are demonstrated.