ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ІНФОРМАТИКИ ДО ГЕЙМІФІКАЦІЇ НАВЧАННЯ: СУТНІСТЬ ТА СТРУКТУРА

The article reveals the problems and disadvantages associated with the insufficient provision of secondary education institutions with trained teachers capable of implementing a gamified approach to teaching and learning, the limited educational and methodological tools, and the educators' insufficient knowledge of relevant technologies. It is noted that future and practicing computer science teachers recognize the relevance and need for gamification of the educational process of primary school, which actualizes the need for additional training of students for this type of activity and the development of appropriate scientifically based methodological support. Based on the analysis of research on the problems of preparing a future computer science teacher for professional activity and the requirements for their training, it is concluded that the readiness of a computer science teacher for gamification of the educational process can be defined as a component of their information and digital competence. The definition of the concept of "readiness of a future computer science teacher for gamification of the educational process" is formulated as a holistic internal personal formation of a graduate of a higher education institution, which is based on the acquired knowledge, formed skills and abilities, methods of activity, acquired experience and personal qualities that ensure their ability to organize educational processes using game elements, game techniques, game practices and special motivational mechanisms within the framework of a gamified educational environment in order to obtain high-quality learning results. In the structure of the readiness of a future computer science teacher for gamification of the educational process, through the analysis and comparison of relevant studies, a number of components have been identified, namely: motivational, cognitive, activity, personal. Their essence and interrelationship have been characterized. In order to analyze the formation of the studied readiness in higher education applicants, criteria (need-based, informational, activity-based, reflective), corresponding indicators and the levels of readiness of future computer science teachers for gamification of the educational process (initial, average, sufficient, high) were determined.