EFFICIENCY OF MEDIA TOOLS USE BY PRIMARY SCHOOL TEACHER AT THE FOREIGN LANGUAGES LESSONS: FROM AWARENESS TO READINESS

The article actualizes the issue of the future primary school teacher’s training for the use of media at foreign language lessons. It is characterized as a dynamic process that confirms a certain readiness of a future specialist to use media in professional activities for the active students’ subject-subject cognitive activity. The result of this training is the future teacher’s readiness to perform the specified activity. The structural components of the future specialist’s readiness for the implementation of the specified type of activity are determined and described by the author. Motivational, cognitive, technological and reflexive components build the structure of the future primary school teacher’s readiness for the use of media at foreign languages lessons. All of them are interdependent and complementarity. The process of formation of structural components of readiness during the future primary school teacher’s professional training is analyzed in the paper. It is considered on the basis of Bloom’s taxonomy (taxonomy of the organization of cognitive personality skills). Diagnostic tools to measure the level of formation of structural components of readiness are also offered. They are criteria, indicators and levels. A personal purposeful criterion, a knowledgeable criterion, a methodical criterion, an evaluative resultant criterion determine the formation of each separate component of the future primary school teacher’s readiness for the use of media at foreign language lessons. The formation of each component of readiness is measured according to the defined indicators that are mentioned by the author. The level of the formation of each component of the future primary school teacher’s readiness for the use of media at foreign language lessons is measured according to the reproductive, sufficient and productive levels.