Horbachevska O. Formation of readiness of future teachers of philological specialties for the use of information and communication technologies in their professional activities.

In the dissertation on the basis of the analysis of scientific resources, the main scientific and pedagogical approaches of forming readiness of future philological specialties teachers to use information and communication technologies (ICT) in professional activity are determined; the content of the concept "readiness of future philological specialties teachers for the use of information and communication technologies" is revealed; the necessity of introduction of informational, "cloud technologies" in the process of training is confirmed. The effectiveness of organizational and pedagogical conditions is theoretically substantiated and experimentally verified: use of technical and technological possibilities of the educational environment of the institution for formation of readiness of future teachers of philological specialties to use ICT in professional activity; use of potential of pedagogical practice to provide experience in the use of ICT by future teachers of philological specialties in professional activities. It is created positive motivation for the use of ICT by future philology teachers, technical and technological support of the educational process. Diagnostics of the level of preparedness for the use of ICT in professional activities is realized. Statistical processing of the data obtained at all stages of the experimental study allows us to draw statistically reliable conclusions about the effectiveness of organizational and pedagogical conditions and the model of the problem under study. The results of the experiment in the control and experimental groups indicate positive assessment of the developed organizational and pedagogical conditions for the training. The analysis of comparing the levels of readiness for the use of information and communication technologies among students varies considerably, since at the beginning and at the end of the experiment showed the dynamics of increasing the level of readiness of students of experimental groups.