The criteria of readiness of future preschool teachers to apply interactive pedagogical technologies in professional activity and their indicators are specified: motivational and target (social: motivated socialization in educational space, communicative competences, professional goals and interest in pedagogical activity, interest in interaction and application of interactive pedagogical technologies in the educational process of educational institutions; educational: the need for professional skills of applying interactive pedagogical technologies in professional activity, the need for motivation to effectively apply the acquired skills, professional growth and self-development; professional: professional motivation for self-education, self-improvement and pedagogical goals of applying interactive pedagogical technologies in practical activities with preschoolers); cognitive (theoretical and scientific knowledge aimed at the development of mental processes and cognitive relationships, didactic-technological, psychological-pedagogical and methodological readiness; practical professional knowledge that involves students' awareness of the use of interactive technologies and characterizes the professional self-development of future teachers of preschool institutions); technological and activity (ability to apply interactive pedagogical technologies, ability to show creativity in the choice and application of interactive pedagogical technologies). Based on the defined criteria and their indicators, the levels of readiness of future preschool teachers to apply interactive pedagogical technologies in professional activity are characterized: high, medium and low.
The diagnosis of readiness of future preschool teachers to apply interactive pedagogical technologies in professional activity was performed, which included the analysis of the state of their training and the observational experiment.
To develop a model and substantiate the pedagogical conditions of forming the readiness of future preschool teachers to apply interactive pedagogical technologies in professional activity, the observational experiment was conducted, the results of which demonstrated a mostly low level of readiness to use interactive pedagogical technologies. The reasons for the low level of readiness to apply interactive pedagogical technologies are revealed, which include: unformed motives for choosing a future profession and for proper attitude to its acquisition; weak orientation of future teachers in obtaining knowledge, values and features of pedagogical specialty, lack of theoretical, practical, professionally significant knowledge, skills and abilities of future preschool teachers during the educational process with preschool children, negative attitude and personal barriers to the application of interactive pedagogical technologies in professional activity.
The model of forming the readiness of future preschool teachers to apply interactive pedagogical technologies in professional activity is developed and tested, which covers such blocks and their components: methodological and target (purpose, tasks, approaches, principles), semantic and procedural (stages, maintenance, forms, methods, technologies), estimative and productive (diagnostic tools, criteria, indicators, levels and results).
The pedagogical conditions of forming the readiness of future preschool teachers to apply interactive pedagogical technologies in professional activity are defined and realized: activization and interaction of teachers and students and introduction of the system of self-education in the process of professional training of future preschool teachers; creation of the necessary innovative, informational, material and technical base to ensure the connection of theory and practice; formation of readiness in combination with pedagogical practice and professional activity.
The effectiveness of pedagogical conditions was proved by the results of the formative experiment: the number of students with a high level of readiness to apply interactive pedagogical technologies in professional activity in the experimental group increased, while in the control group the similar indicator did not increase significantly.
