Analysis of the readiness of primary school teachers for the development of the basics of engineering thinking in children

The article is devoted to one of the most important and little-studied aspects of the problem of developing the foundations of engineering thinking in younger schoolchildren - the professional readiness of teachers to implement this task. The paper offers the author's definition of the readiness of primary school teachers to develop the basics of engineering thinking in children, and reveals the content of its components. Based on a survey of 82 primary school teachers, the levels of development of the cognitive, motivational, and operational components of the readiness of primary school teachers to develop the basics of engineering thinking in children were revealed. The uneven profile of the readiness of primary school teachers to develop the basics of engineering thinking has been established: the motivational component is most pronounced (above average level), to a lesser extent the cognitive component (below average level).