GAME TECHNOLOGIES IN THE FORMATION OF READINESS FOR PROFESSIONAL ACTIVITY OF UNIVERSITY TEACHERS

Actual scientific researches and issues analysis. The problem of using game technologies in higher education institutions is studied in the scientific literature by L. Varzatska, I. Vachkov, N. Holovko, O. Zhukova, N. Kravets, E. Lytvynenko, M. Marko, I. Romaniuk, H. Topchii, H. Shchukina. Game-based learning technologies in education in Ukraine are the subject of attention of such scholars as N. Bibik, L. Vashchenko, O. Marynovska, O. Zimnia, O. Lokshyna, O. Ovcharuk. The study of psychological and pedagogical works (Y. Babansky, I. Beleniuk, L. Kondrashova, etc.) showed that scientists pay due attention to the problem of introducing game technologies into the educational process of higher education institutions. However, modern research lacks a substantiation of the problem of game technologies in the professional field. The research objective innovative forms of educational work of higher education institutions using the example of game learning technologies, theoretically justifying the possibilities and feasibility of using game learning technologies in the professional training of future teachers in higher education institutions. The statement of basic materials. The article considers the issues of introducing innovative technologies into the educational process of higher education institutions using the example of game technologies. Game learning technologies are a special teaching method that involves mastering educational material and educational content, forms the interaction of the teacher and the student through the game, and also helps to find and obtain the desired goal, that is, to achieve a certain result. Game technologies are declared as a modifying innovation. Teaching technologies of this type is associated with the use of a learning model based on the activity of subjects of the educational process. The methodological component of the teacher's activity in implementing game technologies is highlighted, based on the tasks of methodological work, didactic principles, learning functions, and forms of organization of the educational process.