The research of the teachers’ readiness for educational activities focused on the training of learners in the international researches PISA

The research problem and the rationale for its relevance. The research problem: Research problem: How ready are Russian teachers to shape students' functional literacy and prepare them to participate in PISA. Urgency of an issue is defined through the need to prepare the learners to life, contemporary society challenges, develop a functional and competent personality, demonstrate the successful results of Russia participation in the Programme for International Student Assessment - PISA (in the Programme the functional literacy of 14-15-year learners is assessed), assess the shortage of teachers in the context of the problem; present scientific arguments for the readiness structure and teachers’ readiness assessment for development of the learners functional literacy. The goal of research is assessment of teachers' readiness for educational activities aimed at preparing students for the PISA international studies. Methodology. Theoretical framework for the study is consideration of the readiness as an attitude. The teachers’ readiness for educational activity focused on the training of the learners in the international researches PISA was analyzed through three components: information (knowledge about the programme PISA and its results - 2018; knowledge of the true level of development of the learners functional literacy the teacher works with) activity (having the pedagogical technology that is allowed to develop the functional literacy of the learners; ability to understand the functional literacy tasks; the readiness of the teacher for fulfilment of the task concerning the development of the functional literacy of the learners during the scheduled and extra curriculum activities; the readiness for professional cooperation and training) and affective (value attitudes to the task of the functional literacy development of the learners; satisfaction of the pedagogical activity). The questionnaire includes 54 questions and 2 units: general unit (6 questions: educational establishment, age, time in employment, gender, educational district, subject); components of readiness unit - 48 questions. It is possible to transfer into points 45 questions. Mathematical statistics techniques were used: Cronbach's alpha, Spearman's rank correlation coefficient, k-means clustering, z-score. Results: on the basis of the readiness levels 4 groups of teachers (N = 3742) were distinguished and described. 1 group - low level of information and affective components, middle level of activity component (27,7%). 2 group - low level of all 3 components of the readiness (10,4%). 3 group - middle level of information component, low level of affective and activity components (27,2%). 4 group - high level of all 3 components of the readiness (34,6%). It is determinated that high level of the readiness in this sample is characterized components. Information component: rather superficial knowledge about PISA without understanding the idea of functional literacy and its role in the modern life of a man; teachers’ knowledge about the level of the functional literacy of their learners and the results of the school and regional monitoring. Activity component: the use of different pedagogical technologies for the functional literacy development (topped the technology of the critical thinking development, semantic reading, developmental teaching); refresher course for development of the functional literacy was taken; tasks and exercises on the functional literacy development were introduced in the scheduled and extra curriculum activities; use of different (individual, group and frontal) forms; the study of methodical literature and seek advice from more experienced colleagues; ability to do PISA tasks right; difficulty in PISA tasks differentiation as well as creative (research, search, creative) learning and cognitive tasks. Affective component: satisfaction with work; assessment of functional literacy as a significant quality for any modern man; claim responsibility for the fulfilment of the task concerning the development of the functional literacy of the learners; assessment of the task as a realistic one; consider the school work in the development of the functional literacy of the learners as system and coherent.