The criteria approach to determining the stage of future primary school teacher’s readiness to innovational foreign languages learning technologies usage.

Abstract

The analysis of the future primary school teacher’s readiness to innovational foreign languages learning technologies usage on the basis of criteria approach is carried out in the article. The main notions of the research are characterized: «primary school teacher`s readiness for future professional activity», «readiness to innovational foreign languages learning technologies usage». Cognitive-innovative, motivational-adaptative, activity-operating criteria of future primary school teacher`s readiness to innovational foreign languages learning technologies usage are identified. The indications of the cognitive-innovative component of the future primary school teacher’s readiness are completeness, integrity and consistency of acquired knowledge. The integration of which plays an important role in this context. The indications of the motivational-adaptative component are the level of motives awareness of readiness to innovational foreign languages learning technologies usage in professional activities, the individual and professional needs to forming this readiness. The indications of activity-operating criteria are flexibility and autonomy in educational process organization and future primary school teacher`s focus on new products creation starting from the system of exercises with innovational foreign languages learning technologies usage to offering the own author's foreign languages learning technologies. According to the defined criteria and indicators to such kind of activity the stages of above-mentioned formed readiness of future specialists are characterized, specifically: high, sufficient, and insufficient. In addition, the peculiarities of different stages of future primary school teachers’ readiness to innovational foreign languages learning technologies usage are considered in the article.