In the dissertation, on the basis of the analysis of the source base and educational practice, a comprehensive study of the theoretical and methodological foundations of the training of informatics teachers in higher education institutions of Poland during the second half of the 20th century – the beginning of 21st century The specifics of this process are revealed through the lens of: socio-pedagogical and psychological-pedagogical factors within the limits of philosophical (general scientific), specifically scientific and technological research concepts; the importance of foreign experience in the organization of computer science teacher training in the development of higher education in Ukraine; regulatory framework that ensures the effectiveness of these processes. The author's periodization of the development of the theory and practice of the training of informatics teachers in the Polish higher education institutions of the studied period, which consists of three sub-periods, is substantiated: the first sub-period – the end of the 1950s–1969; the second subperiod – 1970–2006; the third sub-period – 2007–2022. Based on the analysis of their content, the author's schemes of the methodical system of computer science teacher training in Polish higher education institutions were systematized and developed. The multivariate and gradation of computer science teacher training in Poland is characterized, taking into account the period of study, standards of professional training, content of study programs, degree of higher education.
The study contains a thorough analysis of the curricula of the higher education institutions of Poland, which made it possible to establish: 1) the study of the disciplines of professional and practical training of informatics teachers in the higher education institutions of Poland that are more in demand on the European labor market; 2) variability and gradation in the study of academic disciplines;
3) planning more hours of programming course study; 4) learning English at the B2 level; 5) students create and present their own projects; 6) the obligation to write a thesis; 7) the introduction of various types of practices and the possibility of internships abroad.
It was established that the methodological system of computer science teacher training includes the following components: study of the disciplines of blocks A and B, mastering the disciplines of basic education, passing pedagogical practice and defending the project (diploma thesis). It is also possible to acquire the profession of computer science teacher in the post-graduate education system, after completing the studies, graduates of post-graduate education can work by profession in primary, basic schools and lyceums in Poland.
According to the results of the analysis of the forms, methods and means of training informatics teachers in higher education institutions of Poland in the studied period, it was established that in the first sub-period of the formation and development of the theory and practice of training informatics teachers, the forms, methods and means that characterized "book learning", which involved elementary presentation of ready-made knowledge. In the second subperiod, such forms of education became relevant as: 1) program blocks (modules), integrated courses based on the similarity of disciplines; 2) trainings or courses, the study of which ended with the receipt of a certificate confirming the acquired qualifications;
3) forms, methods and means of education, oriented, first of all, to the student, namely: traditional (lecture, discussion, demonstration of actions, conversation) and complex (method of practical training) and others. In the third sub-period of the theory and practice of computer science teacher training, innovative forms, methods and means and technologies become particularly relevant: problem-based, electronic and distance learning, tutoring, mobile technologies and virtual learning environments, graphic tablets and Web 2.0 technologies, gamification elements and crowdsourcing mechanisms. Characteristic is the introduction of updated content of regulatory and legal support of these processes, which were extrapolation of European Union documents.
According to the results of the scientific search, it was established that the control of the quality of education and the quality of the training of informatics teachers in the Higher Education Institutions of Poland was ensured by the monitoring introduced and later carried out by the Polish Accreditation Commission. In turn, the evaluation of the effectiveness of scientific activity in the Higher Education Institutions of Poland is carried out by the Committee for the Evaluation of Scientific Units.
