METHODICAL TRAINING OF FUTURE TEACHERS OF COMPUTER SCIENCE AS A CURRENT PEDAGOGICAL PROBLEM

Abstract

Here is described the methodical training of future teachers of computer science in universities as a current pedagogical problem. Relevance and expedience of methodical training of future teachers of computer science improvement as a part of the continuous professional becoming and process of working with methodical knowledges, methodical skills formation, enlargement of professional and individual habits is developed. The attention is focused on certain types of methodical training, especially on the educational, methodical, and scientific students’ activity combination, who learn 014 Secondary education (Computer science).

It has been determined that future teachers should be oriented to the present and the future, they should be trained how to respond flexibly and carefully to changes in professional activity, predict methodological tasks, which will be formed because of the dynamic development of computer science as a fundamental science and as a school subject. The basis of such prospects is: formation of students' basic knowledge of computer science, methods of teaching computer science, psychology and pedagogy; development of students' readiness for continuous comprehensive self-developmentand self-improvementin the profession and related fields of knowledge; developing the ability of future teachers to organize the educational process independently in the institutions of general secondary education in accordance with the profiles of studying the school course of informatics, to analyze the learning outcomes, to make professional decisions and be responsible for them. We consider the methodological training of future computer science teachers as: stage and result of professional formation; a system that integrates other components of vocational education; the process of mastering methodological knowledge and skills, the process of development of professionally significant personal qualities, aimed at improving the quality of higher pedagogical education.