Исследование мотивационного, креативного, коммуникативного и организационного компонентов готовности будущих педагогов к использованию инновационных технологий

Introduction. The authors investigate the problem of future educators’ readiness to use innovative technologies in the preschool education system. The purpose of the article is to identify and describe the components of future educators’ readiness to use innovative technologies in the preschool education system, as well as to evaluate the development of motivational, creative, communicative and organizational components of perspective educators’ readiness to use innovative technologies in the preschool education system. Materials and Methods. The study followed the system-activity approach. Within the framework of the methodology of the system-activity approach, the following methods were used: analysis of regulatory legal documents and scholarly literature, systematization and generalization of research data, studying activities of the participants of the educational process and vocational placements, etc. Empirical data were collected using questionnaires developed by the authors and methods of psychological and educational research. Methods of mathematical statistics and visualization of obtained results were used for data processing. The research was conducted at the Northern (Arctic) Federal University named after M.V. Lomonosov in Arkhangelsk (the Russian Federation). The research sample consisted of 2nd, 3rd, 4th, and 5th year full-time and part-time undergraduate students (n = 212) pursuing degree programmes in “Preschool education and psychology”, and "Preschool and primary education" at the Higher School of Pedagogy, Psychology and Physical Education. Results. The authors clarified the concept of future educators’ readiness to use innovative technologies in the preschool education system, identified and described the leading components of their readiness to use innovative technologies. Data analysis allowed to propose methods of measuring motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Moreover, the authors evaluated the development of motivational, creative, communicative and organizational components of the future educators’ readiness to use innovative technologies in the preschool education system. As a part of the research, the need for purposeful formation of educators’ readiness to use innovative technologies has been proved. Conclusions. The article summarizes the conclusions about the need to develop motivational, creative, communicative and organizational components of future educators’ readiness to use innovative technologies in the preschool education system. Empirical data on the level of the studied components are summarized.