Keywords
programming; visual approach
algorithmic thinking
graphical interfaces
code visualization
block-based environments
professional education
How to Cite
Abstract
The article addresses the pressing issue of preparing future informatics teachers to teach the fundamentals of programming amid rapid changes in the digital sphere and rising demands for the quality of school informatics education. The focus is placed on the visual approach as an effective means of overcoming challenges related to cognitive complexity, low student motivation, and
insufficient readiness for learning programming. The study analyzes scientific sources that confirm the feasibility of integrating visualizations, graphical interfaces, and programming environments into informatics teacher training, particularly in developing algorithmic thinking and fostering professional reflection. The purpose of the research was to determine the impact of visual learning tools on the formation of key competencies, motivation, and readiness of students to learn programming. The study
employed methods of theoretical literature analysis, examination of current educational programs, and systematization of visual tools that possess didactic value in teacher training. As a result, the most common difficulties faced by students in mastering programming were identified, along with the types of visualizations that help overcome them. The findings show that visual tools (such as Python graphical libraries, block-based environments, and code simulators) enhance comprehension of programming
logic, foster the development of algorithmic thinking, and increase learning motivation. The article substantiates the feasibility of integrating such tools into the structure of informatics teacher education through modules and practical sessions within courses such as Methods of Teaching Informatics and Fundamentals of Programming. The visual approach is interpreted not as an auxiliary technique but as a didactic mechanism that ensures the formation of professional and methodological readiness of
teachers for effective programming instruction in general secondary education institutions.
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