Smolyak V. Preparation of future primary school teachers for the use of personal learning environment in professional activities

Based on the analysis of psychological and pedagogical literature on the subject of study, the concept «organizational and pedagogical conditions» is defined as an interconnected set of specially created circumstances (forms, methods, and means of teaching) that will ensure the purposefulness and effectiveness of the process of preparing future primary school teachers to use personal learning environments in professional activities. In the context of our study such organizational and pedagogical conditions we consider: updating the content of the information and communication component of the educational program; interiorization of updated content with innovative pedagogical, information and game technologies; creation in the pedagogical college of an educational environment that maximally reproduces the best achievements of modern primary school; stimulating students to autonomous and permanent increasing of personal learning environment. The readiness of the future primary school teacher to use a personal learning environment is defined as a stable integrated personality trait of a student majoring in 013 Primary Education (short cycle), which determines his optimal motivational-value, cognitive and operational status at the start of professional activity in terms of effective use of network architecture tools that will fully meet their own research, educational and image needs, as well as cognitive and educational needs of pupils, as well as provide feedback to parents and other stakeholders. The structure of the future teachers’ readiness to use a personal learning environment in professional activities is determined and identified by motivational, cognitive, activity, and personal interrelated components which have certain content and criteria. The considered readiness of the future primary school teacher according to the relevant criteria and indicators can be formed at a low, medium, or high level. The structural-functional model of preparation of future primary school teachers for the use of personal learning environment in professional activities is theoretically is developed and substantiated. The developed model is structured as a unity of the following components: target (contains the purpose and objectives of the model); content-procedural (represents the main structural components (content, forms, methods, and means) implementation), main methodological approaches, and organizational-pedagogical conditions); evaluation-diagnostic (includes the criteria and levels of readiness, the final result). It has been experimentally proved that the implementation of the developed structural-functional model has had a positive effect on the process of training future primary school teachers for the use of a personal learning environment. According to the results of the control stage of the pedagogical experiment, it was determined that the indicators of all components and the general level of readiness of future primary school teachers to use the personal learning environment of the experimental group have changed significantly. The conducted diagnostic measures showed that the amount of future primary school teachers who reached a high level of research readiness in the experimental group is 63%, which is twice as much as in the control group 29%.