Readiness to participate in media education of schoolchildren as an indicator of media and information competence of modern teachers

The study is devoted to the problem of developing media and information competence in future teachers, considered in connection with their professional competence and readiness to participate in media education of schoolchildren. The aim of the study was to identify the level of development of such readiness in future teachers and teachers with professional experience from 1 year to 30 years. The main research method was a questionnaire. The survey involved 126 graduates of pedagogical universities (in the areas of training teachers of Russian language and literature, history and law, history and geography) and 126 teachers (history, geography, Russian language and literature) with different lengths of professional experience: from 1 to 5 years (42 teachers), from 10 to 15 years (42 teachers) and from 25 to 30 years (42 teachers). While there is a conviction in the need for media education of schoolchildren, a low level of readiness of both future and working teachers for personal participation in it has been revealed: lack of motivation to use elements of media education in lessons, low awareness of the possibilities of new social media in increasing the effectiveness of the educational process, a tendency to shift responsibility for the results of media education of schoolchildren to parents, school administration and computer science teachers, a distorted idea of the process of media education and its main goals. Based on the survey results, it is concluded that one of the indicators of media and information competence of a teacher is his readiness to participate in media education of schoolchildren, which must be taken into account when developing and implementing professional training programs for future teachers.