The structure and models of the formation of the readiness of the future computer science teacher for teaching the technologies of three-dimensional printing of school students
The article describes the results of the research, revealing the structure and models of the formation of the readiness of a future computer science teacher to teach three-dimensional printing technologies for schoolchildren. The necessity of implementing such training at school and training future teachers is substantiated. The article reveals two components of the readiness of a future informatics teacher to teach three-dimensional printing technologies for schoolchildren, which determine the content and process of training a teacher as a specialist in the field of three-dimensional printing, as well as a specialist in the implementation of educational programs involving the study and use of three-dimensional printing technologies. The structure and content of these components of readiness are described, as well as models of the process of formation of each component of readiness - a sequential-return model of the formation of the readiness of a computer science teacher as a specialist in the field of three-dimensional printing and a multi-connected route model of training a computer science teacher as a specialist in the implementation of educational programs involving the study and use technologies of three-dimensional printing. The elements and internal connections between the elements of each model, the conditions for the successful implementation of training within each element, the connection of educational content within the subject area of informatics, as well as with the content of other subject areas of methodological and psychological-pedagogical blocks, aimed at the formation of the studied readiness are substantiated. The possibilities of constructing various trajectories of teaching future teachers of informatics in accordance with the proposed models, the features, advantages and limitations of these trajectories are revealed. The conclusion is made about the applicability of the proposed models to the design of the process of preparing a future computer science teacher for teaching three-dimensional printing technologies for schoolchildren, implemented within the framework of specific educational programs, various requirements and methodological systems of educational organizations that train future teachers.