PREPARING FUTURE PRIMARY SCHOOL TEACHERS OF THE NEW GENERATION FOR TEACHING IN THE NEW SCHOOL SYSTEM

Abstract

The article substantiates and practically reveals the peculiarities of professional training of future primary school teachers of the new generation for pedagogical activity in the conditions of the New Ukrainian School. The content and forms of training of higher education seekers are theoretically substantiated and practically analysed, and the components of their professional readiness are determined. The key requirements of the Professional Standard for Primary School Teachers are analysed. The competencies of future primary school teachers are identified and substantiated: professional and pedagogical, psychological, information and digital, inclusive, emotional and ethical, health-saving, evaluative and analytical, and social. Particular attention is paid to the mastery of practical NUS methods by higher education students: morning meeting technology, integrated learning strategies, gaming technologies (in particular, the LEGO Six Bricks method) and the formative assessment system. The role of digital competence (creating interactive content, managing a digital classroom, gamification of learning) in the professional training of future primary school teachers is considered. The necessity of preparing future specialists to work in an inclusive environment as a strategic component of modern pedagogical education is proven. The knowledge and skills of students for implementing inclusive learning (differentiation and adaptation of material, universal design in learning, teamwork) are identified. Approaches and methods of formative assessment of students (mastering feedback techniques, self-assessment and peer assessment tools, student portfolios, methods of collecting and analysing children's work) have been substantiated. It has been determined that combining dual forms of education with training methods in higher education institutions ensures the development of professionally mobile and competitive specialists. It has been proven that the success of educational reform directly depends on the readiness of teaching staff to work in new realities.