FORMATION OF COGNITIVE INDEPENDENCE OF FUTURE TEACHERS OF TECHNOLOGIES IN THE PROCESS OF DISTANCE EDUCATION

Abstract

The article substantiates the conditions and levels of formation of cognitive independence of future Technologies teachers in the process of distance learning. The authors propose to determine the cognitive independence of future Technologies teachers to apply a set of original diagnostic methods that will contribute to identifying the level of development of these skills of the future Technologies teacher. So, the main conditions for the development of cognitive independence of students are as follows: 1. Formation of students` motivation, self-reflection, as well as the ability to set the goal of independent activity. 2. The use of different types of tasks, the solution of which will contribute to the development of cognitive independence and critical thinking of students. 3. The use of active and interactive methods in the educational process, which contribute to the development of cognitive independence. Didactically balanced organization of independent work of future Technologies teachers contributes to the development of their cognitive independence. It is important to create and widely use specially structured training manuals for distance learning, which provide theoretical information with examples of solving practical problems, systems of exercises for independent work, tests and questions for self-control, options for individual research tasks of various levels of complexity. Working with information support on platforms for distance learning helps future Technologies teachers to learn educational material at their own pace, to show cognitive activity and independence, to exercise self-control of the learning process and results. It is appropriate to use the technique of unfinished activities, solving alternative problems, methodical technique of using different methods of solving tasks and comparing alternatives. Criteria were also developed and the levels of formation of cognitive independence of future Technologies teachers in the distance learning process were characterized.

The following levels of cognitive independence of future technology teachers in the process of studying informatics were highlighted.

The purpose of the study is to theoretically substantiate the essence of cognitive independence of future technology teachers and to develop criteria and levels of formation of cognitive independence of future technology teachers in the process of distance learning.

The research methodology includes general psychological concepts of an individual's life path, provisions on the relationship and interrelationship of natural and social factors of personality development and its own activity, research on psychological mechanisms of self-regulation of behavior.

Research methods are observation of students' activity in classes and during assignments; analysis of the quality and quantity of students' independent initiatives while studying computer science remotely; assessment of students' independence in solving tasks and implementation of computer science projects, studying the level and quality of independent research and practical tasks.

The scientific novelty consists in the primary substantiated pedagogical conditions for the formation of cognitive independence of future technology teachers, the criteria, indicators and levels of formation of cognitive independence of future technology teachers in the process of distance learning have been developed for the first time.

Conclusions. Criteria, indicators and levels of formation of cognitive independence of future technology teachers in the process of distance learning have been developed.