DIAGNOSTICS OF THE LEVEL OF TEACHERS' ACADEMIC INTEGRITY CULTURE FORMATION

Academic integrity as one of the most used terms in today’s educational and scientific discourse remains a complex phenomenon regarding the nature of the formation of a sustainable vital need in its everyday implementation.

The purpose of the article is to determine the attitude of students of higher education to the process of maintaining academic integrity during training and to find out the factors that can interfere with the consistency of academic integrity of a future teacher. Creating your own questionnaires and conducting a survey among younger students will allow you to reveal your own attitude to honesty as a universal category and adjust the search for optimal means of implementing academic integrity in educational institutions.

Methodology. The conducted research is based on the combination of provisions of several theoretical and methodological approaches, in particular: competence, axiological, activity. In particular, within the limits of competence during the development of the selective educational component «Basics of academic integrity», general and professional competences suggested in the educational and professional training program of the master’s degree in the specialty 014.01 Secondary education (Ukrainian language and literature) were taken into account. The provisions of the axiological approach are taken into account, since compliance with the principles of academic integrity should become a component of the future teacher’s value-worldview sphere. An active approach is applied, as the effectiveness of the formation of the studied phenomenon is related to the involvement of master’s students in active educational activities, the performance of a number of creative educational tasks.

The scientific novelty of the study is due to a qualitatively new practical approach to the process of diagnosing the level of formation of academic integrity within the course «Basics of academic integrity» by applying the questionnaire method to identify the relationship to the nature of academic integrity and techniques for its implementation.

Conclusions. In the course of the study, effective methods of mastering the phenomenon of academic integrity in the educational process were revealed, the significant influence of the educational environment on the observance of integrity and the formation of a sustainable vital need for its everyday implementation was clarified.