THE DIDACTIC ASPECT OF PROFESSIONAL AND PRACTICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF MODERN EDUCATIONAL REFORMS

Abstract

The article highlights the didactic aspect of professional and practical training for future primary school teachers in the context of modern educational reforms. It examines current issues in the reform of higher pedagogical education, the regulatory framework governing the professional and practical training of future educators, the balance between theoretical and applied components, the professional mobility of graduates, and the consideration of their employment prospects. It is established that the concept of professional and practical teacher training is interpreted by scholars from the perspective of a specialist’s integrative ability to perform their job functions. The professional and practical training of primary school teachers is considered, on the one hand, as a holistic process characterized by dynamism, systematic planning, specialized organization, and continuity, and on the other hand, as a system of organizational and pedagogical measures that determine the developmental trajectory and effectiveness of an educational institution. Attention is focused on aligning the key competencies of primary education students with those of general secondary education teachers. It is determined that the key competencies of teachers involve the integration of general and professional components, detailed in the Professional Standard “Teacher of General Secondary Education Institutions”, and are manifested through knowledge, skills, communication, responsibility, and autonomy. A correlation has been identified—the development of competencies in teachers is crucial for shaping the competencies of primary education students. It is emphasized that enhancing the effectiveness of professional training for future primary school teachers is facilitated by adapting its content to the New Ukrainian School (NUS) environment, utilizing up-to-date teaching and methodological tools, prioritizing practical components, and considering career advancement prospects.