The dissertation deals with the study of the issues of improving the professional training of future teachers of geography in classical and pedagogical HEIs using interactive technologies. Willingness of future teachers of geography for professional activity, developed with the use of interactive technologies is understood as personal education manifested in the needs, desires, motives for professional activity, and also provides the ability for educational activities with the successful application of interactive technologies in the professional activity of future teachers of geography.
A number of interrelated components of such readiness have been distinguished: motivational-target (positive attitude to the profession, interest in it, knowledge about the features of the use of interactive technologies in professional activity, orientation to the formation of professional competence with the use of interactive technologies) cognitive-content (system of professional knowledge, professional-pedagogical thinking, the availability of knowledge about the possibilities and ways of using interactive technologies in the future professional activity body); operative activity (mastery of methods and techniques of professional pedagogical activity, skill of practical use of the acquired knowledge, skills of application of interactive technologies, use of basic means of interactive technologies for achievement of the purposes of preparation) evaluative-reflexive (ability to reflect professional activity, methods, forms and means of control evaluation activities, formation of the capacity for self-development, introspection, responsibility).
The criteria of formation of future teachers’ readiness for professional activity have been identified and specified: motivational characterizing the system of motives for the use of interactive technologies, the desire to succeed in professional activity with the use of interactive technologies; gnostic – the system of professional knowledge necessary for the effective implementation of educational and professional activities, knowledge of the possibilities of using interactive technologies; activity – characterizes the ability to use interactive technologies to improve professional activity, the ability to solve pedagogical problems with the use of interactive technologies; reflexive – the ability of the subject to perform self-examination in relation to different types and spheres of their own activity, professional activity and social practice. There are four levels of formation of future teachers of geography: low, medium, sufficient and high.
The organizational and pedagogical conditions of forming the readiness of future teachers of geography for professional activity carried out with the use of interactive technologies have been defined and theoretically substantiated: creation of optimal conditions for increasing the motivation of students’ educational activity through the use of interactive technologies; application of interactive technologies for modeling of problematic professional-communicative situations; activation of cognitive activities with the use of interactive technologies.
To implement the first organizational and pedagogical condition, the author’s special course «Interactive Technologies in Modern Education» has been introduced into the educational process, which is part of the variable part of the model developed by us. The content of the course included the study of didactic characteristics of interactive learning, variety of interactive methods, tools and technologies of learning, features of the organization of control in the system of interactive learning. To implement the second organizational and pedagogical condition, the most effective means of interactive technologies for modeling problematic professional and communicative situations have been identified – role-playing games and simulation technologies, case-study projects. The main direction of the third pedagogical condition is based on the formation of skills to apply interactive information and communication technologies in the process of training future geography teachers and creating the information and educational environment that ensures the interaction of subjects.
The substantiated organizational and pedagogical conditions are the basis of the structural-functional model of preparation for the professional activity of future teachers of geography with the use of interactive technologies, which consists of four interconnected blocks: conceptual-purpose (purpose, tasks), substantive (invariant and variation components of content), organizational (organizational-pedagogical conditions, methods, forms, means of interactive technologies), diagnostic-productive (components, criteria, levels of professional readiness formation, result).
