Keyword: «readiness for educational activity»

The relevance of studying the issue of modeling is determined by the increasing attention to this method in pedagogical science, as well as its significant potential for resolving pedagogical problems. Due to its versatility and wide range of capabilities, modeling enables the study of all aspects of the educational process, allowing us to represent its fundamental features through generalized formalized models. An analysis of the scientific literature revealed a lack of research devoted to a comprehensive study of pedagogical models for developing student teachers' readiness for educational activities. The aim of this study was to identify the type and implemented functions of pedagogical models for developing student teachers' readiness for educational activities. The study used general logical methods of cognition: analysis of scientific literature, synthesis, comparison, modeling, generalization, classification, as well as content analysis of dissertations related to the issues raised. The study materials included two doctoral and 11 candidate dissertations, which presented models for preparing student teachers for educational activities. It was found that the model for developing readiness for educational activities was best represented schematically, in logical-linguistic form. This allows for the understanding of not only the concept's content but also the logic of its implementation stages and the main components of this system. Furthermore, it is better to use a structural-functional or conceptual model to reflect the process of developing readiness for educational activities. The study also identified the functions performed by each model and identified the shortcomings of the models considered. The practical significance of the study lies in its analysis of existing pedagogical models for preparing student teachers for educational activities, identifying the functions performed, and classifying them. The obtained results create the preconditions for an in-depth analysis of the content, structure, and functions of these models, contributing to the formation of a holistic understanding of modeling the process of preparing student teachers for educational activities. The identified shortcomings allow for the adjustment of existing approaches and the improvement of the effectiveness of the modeling process.