Моделювання Процесу Підготовки Майбутнього Вчителя Інформатики До Гейміфікації Освітнього Процесу Основної Школи

Relevance : Modern realities demand that teachers possess innovative thinking and the ability to implement new approaches, as well as create and apply new educational technologies, among which gamification holds a prominent place. Objective: To theoretically substantiate a model for preparing future computer science teachers for the gamification of the educational process in middle school. Methods: Modeling – to develop the model for preparing future computer science teachers for the gamification of the educational process in middle school; mathematical statistics – to process the experimentally obtained data. Results: A model for preparing future computer science teachers for the gamification of the educational process in middle school has been developed. The effectiveness of the developed model was verified through a formative stage of an experiment, which involved a step-by-step mechanism for the model's implementation and consisted of three stages (motivational-introductory, implementation, and evaluation-and-adjustment). The author's educational and methodological materials, aimed at organizing and operating a gamified educational environment, were tested. Conclusions: The training of future computer science teachers under study is presented as a holistic process of purposeful interaction between instructors and learners within a gamified educational environment, aimed at improving learners' mastery of the educational material through the application of a game context with the involvement of modern digital technologies. The proposed model delineates several blocks: an objective-oriented block (goal, tasks, scientific approaches, principles), a motivational-needs block (motives, interests, needs), a content-procedural block (content of training, its organizational forms, methods, tools, the gamified educational environment, stages of forming the future computer science teacher's readiness for gamification of the educational process), and a resultative block (criteria, indicators, levels of readiness of the future computer science teacher for gamification of the educational process). The effectiveness of the model's implementation is confirmed by the positive dynamics in the development of the future computer science teacher's readiness for the gamification of the educational process.