Створення культурно-освітнього середовища як умова формування готовності майбутніх учителів до розвитку культурної компетентності здобувачів початкової освіти

The article considers the issue of the development of artistic educational competence, which is relevant due to the educational reform the New Ukrainian school, and the introduction of the State Standard of Primary Education, that led to the changes not only in the approaches to teaching in primary education, but also in the professional training of future primary school teachers. On the basis of analysis of academic and pedagogical literary sources, the authors of the article present the meaning of the notions «competence», «cultural competence» and «artistic competence», and specify the essence of the concepts «cultural competence of primary school students» and «artistic educational competence of the future primary school teachers». The components of artistic educational competence (artistic and pedagogical knowledge; artistic and pedagogical skills and abilities; values and attitudes; experience of creative activity; professional and pedagogical abilities and personal qualities) are distinguished and characterized. The artistic educational competence of the future primary school teachers is defined as a combination of these components and the ability to apply them in practical/professional activities. The ways of formation of artistic educational competence of the future primary school teachers are given. It is determined that the artistic educational competence of the future primary school teachers is shaped during the students’ mastering educational components (academic disciplines, term papers, internships) in higher education institutions. It is noted that self-education and self-development are important factors in the development of the artistic educational competence, which ensures the readiness of future primary school teachers to develop the cultural competence of primary school students. Keywords: competence, cultural competence, students of primary education, artistic competence, artistic educational competence, artistic education, future primary school teachers.

The demand for future primary school teachers who possess not only essential, in-depth knowledge of fundamental and professional topics, along with pedagogical and psychological culture, is increasing on an ongoing basis. A potential specialist's personal characteristics should improve as a result of receiving a high-quality education, which have a beneficial effect on his professional activities. As a result, one of today's most serious challenges is the development of emotional stability in future primary school teachers. The proposed study analyzed the issue and related theories of the formation of emotional stability in future primary school teachers theoretically, and identified number of structural components of future primary school teachers' emotional stability formation and assessment levels of emotional stability of future teachers. The article used a combination of qualitative and quantitative research methods. Emotional Stability Level questions were used to assess the emotional stability of future primary school teachers at a local university. Following that, emotional stability-building techniques consisting of 4 blocks were incorporated into the educational process for future primary school teachers, and the results were discussed. 37 potential undergraduate and graduate students were involved into the research process. The results of the synthesized findings of the study showed the effectiveness of the strategies for developing the emotional stability of future primary school teachers while self- regulation and future teacher's ability to regulate his/her emotional stability is crucial component of teaching process. The recommendations and implications for future research in the related topic are presented.

The concept of the New Ukrainian School is aimed at organizing effective inclusive education for students, in particular younger students with special educational needs, and their cooperation with healthy peers. The paper aims to theoretically justify and experimentally verify psycho-pedagogical conditions for teaching future primary school teachers how to interact with students’ parents in inclusive practice. The experimental group (EG) involved 203 respondents and the control group (CG) 215 respondents, as well as 12 university teachers, 36 primary school teachers and 115 students’ parents of students with/without special educational needs. The psycho-pedagogical conditions are determined as follows: developing future primary school teachers’ motivational, values-based and responsible attitude to acquiring knowledge, abilities and skills needed for the interaction with students’ parents in inclusive practice; using the opportunities of an educational environment in higher education institutions to develop future primary school teachers’ certain competencies by improving and integrating the content of professional and specialized academic courses, applying innovative and traditional technologies of teaching and learning; focusing academic training and teaching placement towards improving the experience of future primary school teachers in interacting with students’ parents in inclusive practice). The paper employs some author’s methodologies (adapted to Raven’s (1991) socio-pedagogical methodologies): surveys, interviews, student questionnaires, tests, assignments. The ratio between the levels of future primary school teachers’ readiness to interact with students’ parents in inclusive learning is the following: the experimental group – a high level 45.32%, an average level 41.87%, a low level 12.81%; the control group a high level 16.74%, an average level 36.75%, a low level 41.51%. The obtained results indicate some dynamic positive changes in the levels of EG respondents’ readiness under the influence of the proposed psycho-pedagogical conditions.

This article examines the issue of forming autopedagogic competence in future primary school teachers, highlighting the significance of lifelong learning in the context of educational modernization. Special emphasis is placed on fostering teacher professionalism and self-education, which are among the key objectives of Kazakhstan’s national education development strategy. The study explores the psychological and pedagogical foundations of self-directed learning, identifying essential components of pedagogical competence and the need for continuous professional growth. Methodology and Methods. The study employed a combination of theoretical and analytical methods, including literature review and comparative analysis of contemporary pedagogical research. A qualitative assessment was conducted to evaluate current approaches to the development of autopedagogic competence, with a particular focus on teacher education practices in higher education institutions. Results. The research findings indicate that one of the primary indicators of successfully developed autopedagogic competence is the future teacher’s awareness and readiness for independent professional development. Although various studies have addressed professional development more broadly, key aspects remain insufficiently explored – particularly those relating to the personalization of teacher training, the integration of self-education strategies in university curricula, and the articulation of clear indicators of pedagogical competence specific to the primary school context. Scientific novelty. This study contributes to the theoretical understanding of autopedagogic competence by identifying its core components and the factors influencing its development. It reveals significant gaps in teacher training programs regarding the support of self-directed learning, thus offering a new perspective on how universities can structure teacher education to promote lifelong professional growth. Practical significance. The findings offer evidence-based guidance for higher education institutions aiming to prepare competitive and competent primary school teachers. By emphasizing self-education, self-reflection, and continuous development, the study supports the design of teacher training programs that align with modern educational demands and foster meaningful, sustained professional engagement.

The article aims to justify the formation of criteria and indicators of social-pedagogical competence of the future teachers of primary school of inclusive comprehensive school and to determine its level of development. The objectives are to determine the status of the development problems of professional competence of teachers in inclusive education; essence and structural components of social-pedagogical competence of future primary school teacher of inclusive comprehensive school; criteria, indicators and levels of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools. The education system in Ukraine is gradually transition to inclusive education. Inclusive comprehensive school is being created. It requires a highly qualified primary school teacher who co-teaches regulatory children and children with disability. The article is grounded the necessity of social-pedagogical competence of future teachers of primary school of inclusive comprehensive schools. The essence of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools is defined. The structural components of social-pedagogical competence are characterized. Scientific papers on the issue of formation of competence of experts in various fields are analyzed. The pronunciation for selection and justification criteria and parameters of formation of professional competence is overviewed. The group of the criteria suggested by various scientists from the evaluation of the formation of professional competence of specialists in different fields is considered. The criteria and parameters of evaluating the levels of social-pedagogical competence of future teachers of primary school in inclusive comprehensive schools are selected on the base of the analysis of modern achievements of scientists. Future prospects of research is in developing of a method of diagnosing the levels of social-pedagogical competence of future primary school teacher in inclusive comprehensive school.

The article considers the peculiarities of pedagogical practice by future primary school teachers in terms of distance learning. We characterize pedagogical practice as an original form of education in the process of professional and pedagogical training in higher education, which is aimed at learning the laws and principles of professional activity, mastering the methods of its organization, and thus training future teachers as a professionally competent specialist. We outline the professional and pedagogical training of future primary school teachers for pedagogical practice as a purposeful process focused on the formation of the competence of future primary school teachers to perform professional pedagogical functions in the New Ukrainian School. The purpose, tasks and content of pedagogical practice are revealed, the peculiarities of the organization of distance learning at Pavlo Tychyna Uman State Pedagogical University and the peculiarities of conducting practices during circumstances that make it impossible for students-interns to visit general secondary education are analysed. The article proves that pedagogical practice is the initial stage of practical preparation of students for professional activity, which lays the foundations of practical skills, knowledge of laws and principles of professional activity, mastering the methods of its organization, and thus training future teachers as a professionally competent specialist. We consider educational IT-projects that can be used by students for the purpose of analysis of lessons and educational activities, give recommendations to students-interns on passing pedagogical practice in the conditions of distance learning.

Introduction. The article examines the problem of forming professional identity and motivation among students in the process of mastering the discipline “Educational practice (research work (obtaining primary skills in research work))”. The current stage of professional training of future teachers is focused on mastering the methods of integrating educational subjects for organizing developmental research activities, which is reflected in the “Core of Higher Pedagogical Education.” The purpose of the article is to substantiate the way of formation of professional identity and motivation of future teachers in the process of educational practice (research work (obtaining primary research skills)”. Materials and Methods. Theoretical and methodological analysis, a method of diagnostic analysis, including a questionnaire of professional identity of students (U. S. Rodygina), diagnosing the internal position of students in relation to their future profession, the components of which are the characteristics of the professional identity of students “Emotional attitude” and “ Conscious activity"; a methodology for determining motivation for vocational training (V.G. Katashev), which allows one to study and analyze the level of motivation of students in the context of their vocational education; methods of mathematical statistics. Results. Testing students – future primary school teachers in the process of educational practice to obtain primary skills in research work allowed us to conclude that the motivation of future primary school teachers is normal. As a result of the study, it was revealed that according to the questionnaire “Professional Identity of Students” (U. S. Rodygina), the highest average score was noted on the scale “positive emotions associated with meeting a person’s needs in the profession”, the lowest average score corresponds to the scale “position of a student’s passive attitude” to the acquired profession”. The results obtained from the diagnostic “Methodology for determining motivation for vocational training” showed that the highest average score corresponds to the normal level of motivation, the lowest – to the average level of motivation. Discussion and Conclusions. The obtained results of the study substantiate the relevance of the problem of forming professional identity and motivation among students of the faculty of primary school teacher training in the process of educational practice. The educational practice carried out at the faculty plays a key role in the formation of students’ primary research skills. The peculiarities of the implementation of this type of practice is that the process of training future teachers consists of three modules: methodological foundations of scientific knowledge; methods of psychological and pedagogical research; registration of the results of scientific work. Each module is aimed at achieving the goal of practice: obtaining primary research skills in organizing and conducting psychological and pedagogical research in education, processing and presenting its results. The module tasks are aimed at students performing a number of practical actions: studying the fundamentals of the scientific method; choosing a topic and research question; literature review; data collection and analysis; interpretation of results; writing a scientific article or report; preparing a presentation; public speaking practice; cooperation with the scientific supervisor; publication and feedback. The authors emphasize the effectiveness of the tasks used in the process of developing students’ research skills.

The study aims to determine the effectiveness of individualised teaching methods for developing future primary school teachers' professional flexibility. The authors have developed individualised learning mechanisms that provide for the development of language competence, as well as mathematical, interdisciplinary and innovative competence. It has been determined that the most significant impact on the development of professional flexibility, in the opinion of teachers and students, was made by language and interdisciplinary competence, which contributed to the clarity of their thoughts. The study results showed the achievement of a high level of information assimilation by future teachers after training (0.74). It was found that individualised learning mechanisms contributed to the formation of developmental individualisation (23%) and creative thinking (22%) in the first place. The work's practical significance is finding effective mechanisms for forming professional flexibility for future primary school teachers.

Developing professional flexibility in teachers is essential for ensuring quality education in the future. The study aims to determine the effectiveness of individualised teaching methods for developing future primary school teachers' professional flexibility. The goal was achieved through analysis methods, calculating the coefficient of variation, the coefficient of knowledge assessment, and the J. Phillips coefficient. The authors have developed individualised learning mechanisms that provide for the development of language competence, as well as mathematical, interdisciplinary and innovative competence. It has been determined that the most significant impact on the development of professional flexibility, in the opinion of teachers and students, was made by language and interdisciplinary competence, which contributed to the clarity of their thoughts. The study results showed the achievement of a high level of information assimilation by future teachers after training (0.74). It was found that individualised learning mechanisms contributed to the formation of developmental individualisation (23%) and creative thinking (22%) in the first place. This contributed to a deeper study of educational topics and the formation of mechanisms for developing lessons for primary school students. The work's practical significance is finding effective mechanisms for forming professional flexibility for future primary school teachers.

Constructive skills help younger pupils to perceive and evaluate the harmony in life, nature, art, understand and create beauty in the surrounding reality and be creative. Therefore, it is crucial to train primary school teachers to develop constructive skills in younger pupils to reinforce their creative development. The paper aims to theoretically justify and experimentally verify the content, forms and methods of effective training of future primary school teachers for developing constructive skills in younger pupils. The students were divided into two groups, namely control group (CG –132 respondents) and experimental group (EG – 137 respondents). It presents the author’s educational and methodical complex, which reveals the content of such training and the use of effective forms for organizing the educational process in higher education institutions. It analyzes the levels of readiness of future teachers to develop constructive skills in younger pupils based on questionnaires, interviews, expert assessment, self-assessment, grading of teachers’ personal and professionally essential qualities, tests, observations and methods for assessing creative thinking and motivation towards learning in younger pupils. The results obtained from the formative stage of the pedagogical experiment in the experimental group (EG) show that a mean value of a low level of future primary school teachers’ readiness to develop constructive skills in younger pupils has decreased by 30.6%; a mean value of a sufficient level has increased by 14.9%; a mean value of a high level has decreased by 15.6%. At the same time, the corresponding values in the control group (CG) have not changed significantly. The results of the experimental work prove the expediency of introducing the author’s model in the training of future primary school teachers.

The article is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.

This paper introduces an exploratory empirical qualitative study that has been carried out with two diverse groups of future primary school teachers (before vs after the attendance of a course on didactics of mathematics). The study uses an educational tool called Concept Cartoons accompanied by a set of six indicative questions as a means of collecting data on pedagogical content knowledge (PCK) in mathematics. In particular, the study focuses on future teachers’ written responses to virtual pupils’ opinions in a virtual classroom situation related to the algorithm of written addition of natural numbers. The findings reveal ten different code categories of displays of PCK related to knowledge of pupils (three categories), knowledge of tasks (one category) and knowledge of instruction (six categories), some of them related to strong PCK, others to weak PCK. According to the findings, all the categories related to knowledge of pupils occurred in the post-didactic group only, all the categories that appeared only in the pre-didactic group are connected to weak PCK, and all the categories that occurred only in the post-didactic group are connected to strong PCK.

The pedagogical conditions of formation of innovative competence of the future primary school teacher are investigated, in particular increase of level of motivation to mastering innovative competence by the future primary school teacher in pedagogical college; the focus of the content of training on the acquisition by the future primary school teacher of innovative competence; integral combination of traditional teaching methods with innovative ones, aimed at intensifying modeling of professional situations on the basis of innovative-activity approach. In the course of the research the author notes that certain pedagogical conditions provide a comprehensive mastery of knowledge and methods of practical activities that ensure successful activities, motivate to master innovative technologies and promote self-realization in modern society of professionals. It was proved that future primary school teachers received a thorough knowledge of innovative teaching methods and technologies; their ability to innovate in the educational process of primary school has increased in the vast majority, they have learned to successfully apply modern strategies in working with primary school students; they were interested in the possibilities of applying innovative technologies; they began to demonstrate the desire for professional self-improvement, the ability to develop innovative skills and make non-standard innovative decisions, the ability to organize their own innovative activities; increased the level of technological readiness for innovation. It is concluded that the pedagogical conditions developed by us contribute to the effective formation of innovative competence of the future primary school teacher.

The modern educational paradigm focuses on the formation of students not only subject knowledge, but also key competencies such as critical thinking, teamwork, creativity, and problem-solving skills. In this regard, in this paper, project activity is considered as an effective tool for the development of these competencies. Future primary school teachers should not only be aware of project activities, but also be able to effectively organize and support them. The purpose of the study is to analyze the pedagogical conditions that ensure effective support for the project activities of future primary school teachers. To achieve the purpose of the work, theoretical (analysis, synthesis, comparison), empirical (observation, questionnaire, conversation) methods were used to identify methodological approaches and concepts that were developed within the framework of this topic. The works devoted to pedagogical support and project activities of future teachers are also analyzed and the influence of project activities on the development of personal qualities of future primary school teachers is substantiated. The study found that effective pedagogical support should be comprehensive, including teaching project management methods, developing future teachers’ communication and presentation skills, creating a supportive educational environment and a regular feedback system.

The article deals with the problem of formation of methodological and mathematical competence of future primary school teachers. The article reveals the essence of the concepts “competence”, “methodological competence”, “methodological-mathematical competence”. The characteristics of methodological and mathematical competence of primary school teachers’ formation is highlighted. Authors investigate the educational components that provide the formation of methodological-mathematical competence of future primary school teachers of the institution of general secondary education, according to the curriculum of the first (bachelor) level of higher education in the specialty 013 “Primary Education” in the field of study 01 “Education / Pedagogy”. The article describes the ways the methodological-mathematical training of future primary school teachers. The methodical and mathematical training of future primary school teachers is a process of forming methodical and mathematical competence, and the result is the acquisition by future teachers of professionally oriented mathematical knowledge, abilities and skills for successfully solving professional tasks in the process of teaching mathematics to younger schoolchildren in primary school. In the methodological-mathematical training of the future primary school teacher, learning technologies that model the content of future professional activities and help to include students in the educational process through the creation of problem-professional situations, role-playing games, debates and discussions, the use of interactive learning technologies, provide an opportunity students themselves to develop tasks of a problematic nature for independent work, the content of educational projects, lapbooks, etc. An important issue remains the integration of methodological and mathematical disciplines in the process of training future primary school teachers in institutions of higher education in the specialty 013 «Elementary Education», because the effective formation of professional methodological and mathematical competence of the teacher depends on its implementation.