КОМПОНЕНТИ СТРУКТУРИ ПІДГОТОВЛЕНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ВИЩОЇ ШКОЛИ ДО ПРОЕКТУВАННЯ ДИДАКТИЧНИХ СИСТЕМ

According to the author, the professional preparedness of future high school teachers for the didactic systems design occupies a leading position in the master's hierarchy as a teacher. The author asserts that the masters as a future teacher must know their case perfectly, apply the most effective methods and ways of teaching and designing didactic systems. Three main components are distinguished in the structure of the preparedness of high school teachers for the design of didactic systems: active, cognitive and personal. Active component is a system of pedagogical skills, grouped into several groups: organizational, communicative, didactic, cognitive, and design. The cognitive component is a combination of scientific and theoretical knowledge about pedagogical activity in general and the design of didactic systems in particular. The level of development of the cognitive component is determined by the completeness, depth, and systematic knowledge of didactic systems design. The cognitive component consists of two blocks of knowledge: 1) knowledge of pedagogy, methodological knowledge and knowledge of adjacent humanities disciplines; 2) special knowledge of the discipline of teaching and related disciplines. The personal component determines the formation of such important qualities and properties as the future teacher of higher education, such as creativity, initiative, co-operation, self-confidence, propensity for self-examination, ability to improvise, prediction, initiative, critical and innovative reflection and prediction of the results of its activities, creative imagination, as well as professionally significant qualities.

It is concluded that the proposed model allows to determine the content of the main components in the investigated structure (to diagnose) and ways of its evaluation (how to diagnose). Such a hypothetical idea about the structure of the preparedness of future high school teachers to the design of didactic systems will purposefully influence the growth of its levels, objectively measure changes using methods of mathematical statistics.