READINESS OF FUTURE TEACHERS TO REALIZATION ACADEMIC INTEGRITY

Abstract

Academic integrity is a pressing global issue. Its implementation is carried out at the mega level (in the activities of international communities, forums (International Center for Academic Integrity, etc.), macro level (state level), mezo level (regional level), micro level (individual organizations, structural divisions, academic communities, participants in the educational process). The success of implementing the virtues of academic integrity largely depends on the level of readiness of future teachers for this type of activity. We consider this readiness as a complex systemic formation represented by values, motives, knowledge, qualities and skills to implement academic integrity in future professional activities. The structure of such readiness consists of the following components: value-motivational, cognitive, personal, activity. The goal of the work. Based on the results of the analysis of scientific sources, to substantiate the essence and structure of the readiness of future teachers to realization academic integrity in their professional activities. The methodological basis of the research is the regulatory and legislative provision of academic integrity, the work of scientists on this issue, systemic, activity and competence approaches, like methods of analysis, synthesis, generalization and abstraction. The scientific novelty of the research consists in substantiating the essence of the readiness of future teachers to implement academic integrity in professional activity and determining its structural components, namely: valuemotivational, cognitive, personal and activity. Conclusions. According to the results of the study, it was established that academic integrity is an actual problem both in the Ukrainian and the world educational space. Its implementation takes place in the activities of international communities, forums (mega levels); state activities (macro level); with the participation of regions (meso levels); activities of individual organizations, structural divisions, academic communities, participants in the educational process (micro level). We consider the readiness of future teachers to realization the studied phenomenon as a complex system education represented by values, motives, knowledge, qualities and skills to implement academic integrity in future professional activity. The structure of such readiness consists of the following components: value-motivational, cognitive, personal, activity.