LEVELS OF READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO USE GAMING TECHNOLOGIES

Abstract

The article is devoted to a comprehensive analysis of the readiness of future primary school teachers to implement gaming technologies. The relevance of the topic is determined by the transformation of the educational environment in accordance with the requirements of the «New Ukrainian School» and the need for specialists capable of effectively combining learning with gaming activities. The purpose of the work is to determine and theoretically substantiate the component structure and levels of readiness of future teachers to apply game technologies in their professional activities. The study aims to develop a theoretical basis for creating a structural and functional model for training students in higher education institutions. Methodology. The work uses theoretical analysis of scientific sources to clarify the essence of professional readiness. A systematic analysis of the regulatory framework, in particular the State Standard of Primary Education and the Concept of NUSH, was carried out, which made it possible to determine the content of the cognitive component. The generalization of scientific positions made it possible to synthesize the author's structure of readiness through the unity of three components. Scientific novelty. A three-component structure of readiness has been substantiated: motivational, cognitive, and operational components. The motivational component covers professional and cognitive motives, love for children, and the desire for self-realization. The cognitive component includes not only a system of knowledge, but also value orientations based on humanistic ideals and the recognition of play as a priority means of child development. The operational component is presented as a set of practical skills for designing, adapting, and reflecting on students' play activities. It has been proven that value orientations act as a semantic core that provides internal motivation for innovation. Conclusions. It has been established that readiness is a holistic system where motivation stimulates cognition, and operational skills ensure the practical implementation of games. The effectiveness of training depends on the integration of these components, which allows the teacher to effectively apply game forms in accordance with the age needs of younger students.