Training of computer science teachers with a scientific-methodological approach for meaningful teaching

Abstract

This article clarifies the nature and current status of social informatics as a scientific field and a curriculum for informatics in schools. A model for assessing the readiness of future informatics teachers to teach social informatics in schools and the process for developing it has been developed. The target, content, and process components of the methodology for developing the readiness of future informatics teachers to teach social informatics in schools have been identified. The developed methodology for developing the readiness of future informatics teachers to teach social informatics in schools has been tested and its effectiveness substantiated. An analysis of the research topic's scientific rigor was conducted, and psychological, pedagogical, methodological, philosophical, and cultural literature was selected and analyzed. The goals, objectives, and methods of the study were defined, and a hypothesis was formulated. The components and levels of the readiness structure under consideration were identified. A preliminary experiment was conducted to determine the readiness of future computer science teachers to teach social informatics in schools.