ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ГОТОВНОСТІ ДО РОБОТИ З БАТЬКАМИ УЧНІВ З ВИКОРИСТАННЯМ КОУЧИНГОВИХ ТЕХНІК

The article presents and theoretically substantiates the criterias, indicators and levels of preparedness of primary school teachers for integrated learning as one of the leading innovative activities on the modernization of the educational system in Ukraine, analyzes different approaches to determining the components and criterias of teachers' readiness for various aspects of activity in the research of domestic and foreign scientists. Based on the analysis, the author states that there is no single approach to determining the criterias of teachers' readiness for professional activity and the tendency of most scholars to choose criterias from the point of view of motivational, personal, cognitive, activity, and reflective structural components. Due to this connection, it is proposed to distinguish axiological-motivational, personality-creative, cognitive-epistemological, operationalactivity and reflexive-evaluation criteria of the readiness of primary school teachers to integrate learning and to characterize their indicators, to identify and adapt their indicators, heuristic-search, and creative-productive levels of professional readiness. The obtained scientific results are organized into a single table "The Criterias, indicators and levels of readiness of primary school teachers for integrated learning", which visualizes the findings of the study and focuses on the certain logic of the proposed components. The author has been provided the prospect of further scientific researches in the creation of diagnostic methods for the effective evaluation of indicators of professional readiness and organization of pedagogical experiment for their implementation in the practice of postgraduate pedagogical education.

The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.

Background and Objectives: Various content-related threats such as provocative content, disinformation, cyberbullying, or sexual and commercial messages might reach children by phone and have a negative effect on their health. Amongst parents who are able to control it, we aimed to assess parental attitudes towards the use of mobile phones among children and control measures taken. Materials and Methods: A total number of 619 parents of primary school children from a middle-sized town in Lithuania participated in this study. Parents anonymously filled out our original questionnaire. Distribution of the respondents was assessed according to control measures taken, threat awareness, and sociodemographic factors. Results: Most of the respondents (79.8%) thought that personal mobile phones might be harmful to children’s health, 99.5% of the parents used at least one control measure. Further, 91.9% of the respondents did not think that children might receive messages from strangers. Respectively, 85.5% and 95.2% of the parents thought that children do not receive offensive or sexual content messages. Many parents (25.5%) helped their children register to social networks. Parents with lower education and parents of younger children had lower awareness of threats (p < 0.05). Fathers, higher educated, single, and unemployed parents indicated application of fewer control measures (p < 0.05). Other sociodemographic factors were not related with threat awareness or control measures taken (p > 0.05). Conclusions: Nearly all parents of primary school children take measures in order to control their children’s usage of mobile phones but most of them underestimate content-related threats brought by mobile phones.

The study is focused on the comparative assessment of elementary school children psychological well-being in the context of traditional school education and homeschooling. The hypothesis of the study was the assumption about the relationship between the level of psychological well-being and the form of education of elementary school children. In a study involving 60 schoolchildren aged 8-9 years (30 – in the homeschooling, 30 – in the school of education) and their parents, the Russian-language version of the “Scale of psychological well-being of children (PWB-c)” for children aged 8-9 years was used; the Dembo–Rubinstein self-esteem study method in the modification of A.V. Prikhozhan, a projective drawing “My family” and a survey of parents of primary school children on the author's questionnaire. The study showed no significant differences between the two groups on all scales of the PWB-c questionnaire. Satisfactory internal consistency of the questionnaire was shown (Cronbach's alpha=0.775). Data on the family drawing, the Dembo–Rubinstein method and the questionnaire for parents show that in families where children are taught at home, family relationships are perceived by children as more favorable and the level of claims of children is more adequate. Parents of children in family education are more focused on finding happiness for their child; parents of children in school are more focused on the academic success of their children. Authors showed prospects of further research of psychological well-being of elementary school children in the conditions of various forms of education. Ways to refine the PWB-c questionnaire and validate it are outlined.

In the modern dynamic society, quality education and the development of children’s creative abilities are the merits of successful teachers. The modern teacher must have independent learning skills, high motivation and developed research culture skills for effective teaching. The research aims to test the impact of individual student activity – future elementary school teachers, on the development of their research culture. The study was conducted employing various methods, using questionnaires to study the ability of future elementary school teachers to apply creative approaches and conduct pedagogical research in practice. The research participants were 32 teachers with more than 5 years of experience, a PhD degree, and 348 students – future elementary school teachers. Studied the level of motivation as a predictor of the research culture of students adapted and conducted a survey on the questionnaire of creative teaching, as well as self-assessment of students in solving research problems. Before the experiment, most students had low levels of motivation to learn online and self-study, as well as the results of creative teaching in the future, self-evaluation of the possibility of solving research. The introduction of the experimental factor in the learning process – students’ performance of independent assignments for three academic semesters, built on a gradual introduction to research activities, expansion and affirmation of knowledge about the need to find scientific ways to build lessons and learning process in general, the features and process of pedagogical research, had a positive impact on student’s motivation to learn, self-assessment of task capability and creative teaching ability in the bud The final ResCul survey shows students’ knowledge of research culture sufficiently formed. The results obtained apply to students who are studying in the speciality “Pedagogy and Methodology of Elementary Education”.

Summary. School-related health disorders are postural disorders and visual disturbances, and these disorders tend to increase during schooling. One of the reasons for this situation is the lack of awareness of parents about the factors that affect postural disorders, organizational measures to prevent the formation of these pathological conditions. The aim of the study was to determine the awareness of parents of school-age children about the prevention of school-related pathology. Materials and Methods. A survey of 1110 parents of primary school students (first and fifth grades) was conducted on the factors that contribute to the formation of deviations from the musculoskeletal system and visual organs, the organization of the child's workplace when doing homework, visual load. Results. 75 % of surveyed parents of first-graders and 66 % of surveyed parents of fifth-graders whose children have postural disorders agree that posture problems can lead to problems with the learning process. and its illumination. When analyzing the choice of student desks, the number of parents (28% of first-graders and 39% of fifth-graders) who would prefer desks with a flat work surface, as well as parents who are hesitant to answer this question (8 % - parents of first-graders and 26 % - parents of fifth-graders). Against the background of increasing deviations from the musculoskeletal system and visual organs among students from first to fifth grade, take place are unsatisfactory parental awareness of the time of use of gadgets according to age, the optimal distance to the work surface and its lighting, the optimal working position for desk and corrective gymnastics. Conclusions. The obtained data are the basis for the introduction of educational programs for parents and students whose goal is to develop sustainable knowledge and skills to prevent the development of diseases of the musculoskeletal system and visual organs.

As many scholars in different disciplines have highlighted (Lasch, 1979; Lipovetsky, 1983; Giroux, 2004; Pulcini, 2009; Mayo, 2014;), Western societies are experiencing a phase of socioanthropological upheaval driven by the social and economic effects of neoliberalism. The question arises: are these changes affecting the relationship between schools and students’ families? And if so, in what way? This article begins with a brief summary of what we mean when we talk of “socioanthropological change” in this context, before going on to explore the perspectives – in regard to the school-family relationship – of what is an increasingly heterogeneous group, namely the parents of children in primary education. How do the parents of today experience this relationship? What expectations and beliefs inform their conception of it? The (still-ongoing) study described in this article was initiated in large part to address questions such as these. A key phase of the research carried out so far comprised the administration of semi-structured interviews with Italian parents of primary school children. The results discussed here are based on 101 interviews administered in 2017 and 2018 with a total of 103 parents from various towns/provinces in northern Italy (Lombardy, Veneto, Trentino-Alto Adige). The participants (all volunteers) were selected using a snowball sampling method. The study was intended, ultimately, as an examination of experience (Polkinghorne, 1989) in that it sought to achieve a faithful representation of what the participants expressed. We decided this was best served by a naturalistic paradigm and a phenomenological-eidetic approach whereby, in order to apprehend the true qualities of things, the researcher’s personal theories are set aside. The analysed data paints a mixed picture, with a range of different parent “types” who, in one sense or another, are looking for support to allow them to better fulfil their role as a parent.

The article examines the Czech experience of future elementary school teachers training for activities in the context of inclusive education. The main models of inclusive education in the world and specifically the Czech Republic are considered. The basic laws concerning the training of teachers, special teachers, assistants are analyzed. The basic teachers’ competences are determined according to the Czech standard of the teacher’s profession quality; the necessary conditions for conferring the qualification of primary and secondary school teachers are defined. The system of higher education in the Czech Republic and the educational programs of leading higher educational institutions for the preparation of primary school teachers and special teachers are considered. The Charles University and the Masaryk University were selected for the research as leading, because these institutions ranked the highest in world rankings. The article acquaints readers with the activity of pedagogical faculties of both universities. The particular attention was paid to the activities of the departments of pedagogy and special pedagogy. The curricula of training teachers, assistant teachers for a work in inclusive education were analyzed. This made it possible to state that bachelor/master’s programs were designed to provide graduates with the necessary knowledge, ethical values and practical skills necessary for constructing a pedagogical career. The contents of the bachelor/master’s program provides an extensive and deep knowledge in the fields of inclusive education, including the theory of special pedagogy, the necessary skills and abilities in providing medical services, knowledge of the behavior of a child with different pathologies or abnormalities. It is found that a theoretical training is given to most of the study time, the courses of in-depth specialization are offered. It is determined that in the process of special teachers’ professional training in the Czech Republic, three main components can be distinguished: general pedagogical, special pedagogical, specialization with a choice in two main types of A and B. The bachelor training is carried out in two models: simultaneous (parallel, integrative) and sequential. During the study, it was emphasized that an adherence to the unified structure of training bachelors/masters of special education for all institutions of higher education in the Czech Republic contributes to improving their theoretical, methodological and practical basis, facilitates the students’ transition from one educational institution to another, an admission to a magistracy in another institution of higher education, gives a few specializations. Consequently, the peculiarities and positive aspects of training specialists for a work in the conditions of inclusive education in the Czech Republic are highlighted in this article as those, that could be used in Ukraine taking into account the peculiarities and traditions of the national high school.

Digital and cloud-oriented technologies gained extremely powerful traction, Big Data and Web technologies are widely used, artificial intelligence is becoming popular as well as the Internet of things, smartphones and other devices have become an integral part of living in civilized society. Prompt digitalization predetermined the situation when learning is conducted spontaneously and informally. In today's realities educational process has to transform quickly and support gaining digital competence by all the participants. It is essential to follow the rules of secure and effective interaction with digital content, form media culture and media information literacy. To overcome challenges that appear in digital era it is necessary to provide high quality preparation of future teachers, that is why our aim was to research and analyze peculiarities of educational process of higher educational institutions of countries which have got significant gains in the field of creation and dissemination of the most modern IT technologies. The article analyzes the educational process of preparation of future elementary school teachers in East Asian countries, namely: South Korea, Japan, China (describes the levels of preparation in the higher education institution (HEI), specifies the peculiarities of the educational program and lists the educational goals that a future elementary teacher should achieve). It provides information on a study initiated and conducted by theThe Republic of Korean Research Foundation and outlines basic ideas for SMART education in understanding South Korean counterparts. Found out how future primary school teachers inThe Republic of Korea are trained in six core subjects with a combination of digital literacy to be taught in junior high. The vector of Japan's higher education reform is presented, which aims at developing conceptually new approaches to the organization of the educational space with a combination of classical pedagogy and IT, as well as information on the certification features of future and current teachers. The article focuses on educational innovations (interaction between IT and education), outlined by President Xi Jinping. The list of qualities that a Chinese teacher should possess in the 21st century is given.

The article outlines the concept of “professional competence of future teachers of elementary school”, analyzes content, structure and the state of professional competence of future teachers of elementary school in higher educational institutions. Taking into account the information above, modern society puts forward special requirements for the teacher’s personality related to those changes taking place in the social sphere and the sphere of education. The implementation of these requirements largely depends on the process of forming the professional competence of future primary school teachers. In order for the teaching staff to be ready for modern professional activities, it is necessary to familiarize future specialists with the features of real pedagogical activity as a whole, with modern requirements to the educational process of the constantly developing school. The teacher’s professional competence is characterized by a rather high level of complexity, tension and intense interpersonal relations. He has to carry out both planned and purposefully organized educational activities, and often make decisions in unpredictable situations of interaction with students, their parents, colleagues. A qualitatively new level of professional competence prepares a future teacher for such an organization of the educational process, during which the student acquires and reproduces social experience, social position, culture of social behavior. Thus, future teachers should become the main driving force behind the revival and the creation of a qualitatively new national education system. In this regard, the main focus should be on the professional training of a new generation of teaching staff, professional qualifications and the social status of the teacher at the level corresponding to his role in society.

The article is devoted to the results of a study of the readiness of primary school teachers to work with children of migrants. The presented research was undertaken in order to obtain information on the practical aspects of the work of teachers with children of migrants. Studying the readiness of teachers to work with migrant children in the space of a modern school, identifying and analyzing the range of problems they face in practice, is one of the stages in the development of technology for preparing future teachers to work with migrant children. The methodological idea of the research is the consideration of children of migrants as a special educational category of students, requiring mastery of special methods and technologies of pedagogical activity. The role of the primary school teacher in the process of including children of migrants in Russian society is highlighted. As a method of the study, a questionnaire survey of primary school teachers was used. The area of application of the results is the process of developing a technology for training future primary school teachers in the system of higher professional pedagogical education in order to form their readiness to work with children of migrants. As a result of the study, it was concluded that the current education system does not adequately meet the modern demographic situation in the context of multicultural education. Teachers play a key role in the process of social adaptation of a child from a migrant family, but the problem of forming teachers' readiness to work with children of migrants remains open. The problems and key factors identified as a result of the research in the work of teachers should be reflected in the development of technology for the professional training of primary school teachers to work with migrant children.

The corona virus pandemic has brought online teaching and distance learning to the forefront, which is very different from typical classroom teaching. The aim of this paper was to determine the differences in the perception of the advantages and disadvantages of online teaching between primary school teachers and parents of primary school children. The sample consisted of a total of 1120 respondents, out of which 570 are teachers employed in primary schools (50.9%) and 550 (49.1%) are parents of children attending primary schools in Serbia. A questionnaire was created for the purposes of this research and it was applied in an online form. The results of this research show that the perception of the perceived advantages and disadvantages of online teaching and distance learning from the teachers' and parents' point of view differs significantly, and that teachers have a more intense experience, both in terms of advantages and disadvantages of this type of teaching process. According to both parents and teachers, the most significant disadvantage of online teaching is the lack of direct contact with pupils. From the obtained results it is possible to conclude that a step forward is needed in terms of further development of teacher competencies and resources for new professional challenges, as well as in terms of guiding and empowering parents for a more active role in the process of online education of their children.

The study has focused on the importance of implementing the main provisions of the NUS concept, which produce the educational process based on subject-subject interaction. It has been emphasised that the new paradigm of future primary school teacher training generates new ideas into educational practice based on dialogue, cooperation, co-creation, collective action, respect for each individual, the need to understand another position, etc., which are formed in the process of cooperative learning. Therefore, pedagogical higher educational establishments should provide conditions in the system of professional training for the development of students’ cooperative skills. The purpose of the study is to describe the diagnosis of the readiness of future teachers to improve cooperative skills with the help of interactive technologies in the educational process of primary school. The study applied the following methods: “Value orientations” (M. Rokych) and “Map of research of the motivational component of readiness”, questionnaires, “Map of research of the communicative component of readiness”. The authors have described the results of the study on motivational and value, cognitive, activity and communicative components of the readiness of future primary school teachers to form cooperative skills in younger students. It has been found that applicants for higher education in the second year of study are dominated by the average level of development of cooperative skills on all criteria, which aims to further improve the educational process in the lens of research. It has been emphasised that interactive technologies involve the organisation of cooperative learning, when individual tasks grow into a group, where each member of the group contributes to joint activities. The recommendations have been developed that are useful to take into account when organising the process of cooperative learning in classes at higher educational establishments

The present study was conducted to develop a valid and reliable screening measure e.g scale for assessment of Learning Disabilities. The study is a pilot study for the original tool, which is divided in two phases. In Phase I a culturally relevant item pool was generated through a review of literature and conducting interviews with primary school teachers, parents of primary school children, school counselors and school psychologists, and existing scales of learning disabilities. In phase II, psychometric properties e.g Reliability and Validity of the scale were established on a sample of 30 students and seven constructs of the scale were explored. These seven factors were reading, writing, arithmetic, spatial ability, social functioning which consisted of social cognitions, memory etc, Attention/concentration, and anxiety. The scale demonstrated good internal consistency, as indicated by a respectable Cronbach's alpha coefficient of (α = 0.986) for the total scale. The test-retest reliability analysis for the parent version of the scale yielded an exceptionally high interclass coefficient of 0.999. Similarly, the teacher version of the scale showed good reliability with an interclass coefficient of 0.962, suggesting consistent ratings from teachers over time. The inter-rater reliability analysis revealed a substantial level of agreement between parent and teacher ratings of the child on the Learning Disability Scale, as indicated by a kappa value of 0.860. The study holds useful implications for teachers, parents, school counselors and clinicians.

Feasibility of an online PEACH™ (Parenting, Eating and Activity for Child Health) Lifestyle program for parents of primary school children