Abstract:

Background:
The active development of the cybersecurity industry has led not only to the need to develop specialized software, improve the skills of employees of large companies, but also to the formation of future teachers’ skills and abilities of competent behavior in cyberspace. The analysis of the normative documentation indicates that the problem of training future teachers of mathematics and computer science for teaching schoolchildren the basics of cybersecurity comes to the fore. The article is devoted to the description of a possible way to solve the identified problems. The article presents four levels of formation of knowledge, skills of students of pedagogical areas of training in the field of cybersecurity, means and methods of their achievement, structural components of cybersecurity and the disciplines of the curriculum (bachelor's degree), allowing to master the content of these components, describes the special features of lecture and practical lessons. The purpose of this article is to identify the most effective practices of teaching future teachers and to give guidelines for their improvement.

Methods:
A method of the research can be described as follows. We used a comparative and critical analysis of existing practices of teaching of future teachers to literate behavior in cyberspace. We used the method of creating a conceptual model for preparing future teachers of mathematics and computer science to teach schoolchildren the basics of cybersecurity.

Results:
The conducted research showed that students recognize situations of meeting with a cyberthreat, but they can not make an appropriate decision and give recommendations on behavior in this situation. We have developed and implemented a special model of future teachers training at the University. This model allows to increase the level of formation of skills of cybersecurity future teachers of mathematics and computer science, to prepare them to teach pupils the basics of cybersecurity and to organize continuing education of cybersecurity in the scheme: schoolchildren — students — graduate students — active teachers.

Conclusions:
Today, our approach is implemented on the basis of one University. We believe that it should be expanded by involving more University partners in this project.

Keywords:

A conceptual model, future teachers, lifelong learning, cybersecurity, cyberthreat, levels of readiness.