Підготовка майбутніх учителів до формування інформаційно-цифрової компетентності молодших школярів крізь призму компетентнісного підходу

The article is devoted to the problem of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks in the context of reforming the educational system in Ukraine and taking into account global changes in all the spheres of human life, challenges, risks, and threats. The purpose of the article is to highlight the results of the experimental testing of the implementation of a model of a scientific and methodological system for the professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks, which is due to the need to ensure quality primary education without endangering the life and health of all participants in the educational process, taking into account modern educational risks and threats. The implementation of the model involved updating psychological and pedagogical approaches, content, and theoretical and methodological substantiation of the professional training of future primary school teachers for this type of activity. The result of the model implementation is the formation of the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The diagnostic tools for experimental verification of the results of the model implementation are determined. The effectiveness of the implementation of the model of the scientific and methodological system of professional training of future primary school teachers for the organization of a safety-oriented educational environment under conditions of risks, which is presented in the results of the pedagogical experiment and is reflected in a statistically significant decrease in the proportion of future teachers with a low level of readiness to organize a safety-oriented educational environment under conditions of risks compared to the ascertaining stage of the study against the background of a significant increase in the proportion of future teachers with high and middle levels of readiness to organize a safety-oriented educational environment under conditions of risks, is proved.

Розкрито сутність інформаційно-комунікаційної культури вчителя початкових класів. Обґрунтовано модель формування інформаційно-комунікаційної культури як цілісну педагогічну систему поетапної професійної підготовки майбутніх учителів початкових класів, спрямованої на набуття компетентностей, необхідних для ефективної інформатизації освітнього процесу. Цільовий, організаційно-методичний і контрольно-результативний блоки моделі відображають внутрішню організацію та функціонування структурних компонентів інформаційно-комунікаційної культури, аспекти її формування.

This article reveals the peculiarities of the transformation of the vocational training of future primary education specialists. Based on the theoretical and methodological analysis of normative documents, the authors note the importance of the transformation of higher education, in particular, the training of future teachers at both theoretical and practical levels, emphasize the features of innovations in the general education system and present options for training a "new" primary school teacher depending on modern socio-cultural challenges. The problem of the study is to establish a connection between updating the content of general education at the federal level and the system of vocational training of primary school teachers. Therefore, it is possible to assume that the existing modern socio-cultural challenges contribute to the transformation of higher education, in particular the training of primary school teachers. The purpose of the study is a theoretical study of the transformation of the vocational training of primary school teachers, taking into account modern socio-cultural challenges. The method and methodology of the research consists in the study and analysis of scientific psychological and pedagogical publications and the regulatory documents in the field of education of the Russian Federation, as well as summarizing the authors’ experience in training future primary school teachers and systematization of the research materials. Results. The article develops and presents the models of criteria-based assessment in primary school in a common educational space and the transformation of the vocational training of primary school teachers in the context of modern socio-cultural challenges. The features of the formation of new meta-professional competencies of primary school teachers are revealed. The opinions of scientists on the need to develop a set of pedagogical and methodological measures aimed at improving the quality of education in the Russian Federation are summarized and interpreted. The results obtained can be applied in the pedagogical activity of specialists in general, secondary vocational and higher education, as well as of those who are interested in the problems of modern education.

The article presents an analysis of the problem of succession and one’s own managerial and pedagogical experience in its implementation in the training of future primary school teachers in the college-university system. The purpose of the article is to analyze the possibilities and management mechanisms for implementing continuity in the training of future primary school teachers in the college – university system using the example of the experience of the Faculty of Psychology and Pedagogy of the Kuzbass Humanitarian Pedagogical Institute of Kemerovo State University. The methodological basis of the research is the pedagogical principles of continuity in education and lifelong education. Based on the strategic planning method of SWOT–analysis, an assessment of the readiness of an educational organization of higher education to implement continuity in the pedagogical college – university system was carried out. The strengths of the university and objective opportunities available for this process are highlighted, weaknesses and external threats are analyzed. The management mechanisms for the implementation of the principle of continuity at two levels of professional education are considered. In conclusion, it is concluded that the implementation of continuity in the training of future teachers in the college – university system involves the use of management mechanisms representing a sequence of organizational and methodological actions. At the same time, the development of the learning process at the stage of mastering the higher education program is carried out in dialectical connection with the previous level of education and at the same time in accordance with the current goals, objectives, requirements for the training of a modern primary school teacher and conditions.

The study addresses to the modern praxeological approach of professional training of future primary school teachers on the research results application of modern neuroscience. The essence of praxeology as a science and praxeological approach in pedagogical activity is considered. The expediency of praxeological orientation during the professional training of future primary school teachers is substantiated. Theoretical bases of neurosciences studies in the system of pedagogical education and neuropedagogy formation are also considered. Based on the neuromyths spread, the problem of obtaining neuroscientific knowledge by future teachers in the context of praxeological orientation is actualized, which will significantly help to orient the latter to effective and efficient professional activity. The key structural components of the author’s model of primary school teacher’s training using a praxeological approach in the context of modern neuroscience are proposed and described in the study. The key theoretical provisions of the motivational and target component, organizational and procedural, semantic, operational and technological, diagnostic and effective components of the specified model are generalized. The theoretical provisions of modern neuroscience are detailed, which are the basis of the semantic component of the model. The purpose and tasks of the author’s course “Modern neuroscience in the education system” are determined, which is the basis of the content component of the model of training future primary school teachers. Perspective directions of future scientific studies are outlined - research of biological and neural feedback in educational activity.

The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.

Background: The relevance of the study is caused by the implementation of modern information and communication technologies into the educational process of higher education institutions, that induces the appearance of new kinds and forms of its organization. Purpose: To analyze of the interpretation of the definitions of “distance learning” and “blended learning”; to identify of problems of their use in professional training of future primary school teachers at the V. O. Sukhomlynskyi Mykolaiv National University. Materials and Methods: Theoretical and empirical methods are used in the work: analysis, classification and generalization of the source base of the research; normative documentation regulating the activity of higher education institutions (educational and professional programs, curricula); experience in the educational process organizing; diagnostics of students majoring in 013 Primary education (questionnaires, observations, introspection). Results: The structure and content of “distance learning” and “blended-learning” are disclosed, considers its advantages and its efficiency. The scientific approaches principles mean and forms of organization of the process of distance learning and blended-learning while training of elementary school teachers are investigated. The advantages of using the Moodle platform at the V. O. Sukhomlynskyi Mykolaiv National University are proved. The possibility and expediency of using distance and blended learning in the process of professional training of future primary school teachers is proved. Conclusions: The development of computer and information and communication technologies, the use of distance and blended learning have significantly changed the role and place of teachers and students in the educational process in higher education institutions. Their implementation promotes the formation of professional competence of future primary school teachers.

У статті акцентовано увагу на необхідності оновлення системи ступеневої підготовки майбутніх учителів початкових класів у зв’язку з прийняттям Професійного стандарту “Вчитель початкових класів закладу загальної середньої освіти”. Уточнено сутність поняття “ступенева підготовка майбутніх учителів початкових класів”. Представлено модель ступеневої підготовки майбутніх учителів початкових класів. Визначено трудові функції, якими мають оволодіти фаховий молодший бакалавр, бакалавр та магістр. Наведено приклад врахування професійних компетентностей, визначених у професійному стандарті, у результатах вивчення освітнього компонента “Методика роботи класного керівника”.

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.

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.

In the article, modern models and technologies of group interaction applied in the professional preparation of future primary school teachers, particularly under distance learning conditions, are analysed. The purpose of the study is to systematize and analyse contemporary models of group interaction in the professional training of future primary school teachers; to substantiate a hybrid model of a structured interactive lecture for distance learning; and to identify its advantages and limitations in the context of developing students’ professional and socio-communicative competencies. To achieve this purpose, a comprehensive approach was employed, combining theoretical methods (analysis and synthesis of psychological and pedagogical literature, modeling), empirical methods (observation, analysis of activity outcomes, feedback), as well as normative-analytical and instrumental methods, notably incorporating digital tools and artificial intelligence technologies. The outcome of the study is the development of a hybrid model for a structured lecture with elements of group interaction, based on the principles of positive interdependence, individual accountability, mutual support, the development of social skills, and group reflection. It was determined that such a model stimulates cognitive activity, promotes reflection, and facilitates the development of teamwork skills, while also providing conditions for the formation of students’ professional and sociocommunicative competencies. The practical significance of the study lies in the applicability of the developed model in the training of future primary school teachers in a distance learning format, using CSCL tools (e.g., Padlet, Google Docs, Canva). At the same time, the model’s limitations are outlined: technical difficulties, cognitive overload, and challenges in evaluating the contribution of each participant. The conclusions emphasize the expediency of further enhancing group interaction through the implementation of adaptive group formation algorithms, the advancement of students’ digital literacy, and the integration of analytical tools to monitor interaction effectiveness. Future research prospects include examining the impact of group work forms on the development of pedagogical reflection and the preparedness of future teachers to facilitate the educational process.

The article presents the results of a theoretical analysis of the methodological foundations of teacher training and outlines key methodological approaches to ensuring the quality of professional training of future primary school teachers. The scientific research uses a set of methods (analysis, synthesis, systematization, content analysis, expert interpretation) that ensured the integrity and reliability of the results and made it possible to identify conceptual guidelines and methodological approaches to ensuring the quality of professional training of future specialists. The results of the analysis made it possible to identify a group of universal methodological approaches (systemic, competence-based, activity-based, personality-oriented, axiological, cultural) that form the conceptual basis of most modern scientific research and ensure the integrity of professional training. At the same time, the significant role of specific approaches (synergistic, acmeological, environmental, resource-based, technological, informational, etc.) has been established, which ensure a deeper understanding of individual aspects of pedagogical activity, taking into account the goals and objectives of specific studies. An analytical distinction has been made between a set of methodological approaches – systemic, competency-based, axiological, personality-oriented, activity-based, synergistic, acmeological, environmental and contextual, which form the basis for ensuring the quality of professional training of teaching staff. It is concluded that the integration of universal and specific approaches creates a multi-level system of methodological quality assurance for the professional training of future primary school teachers, capable of adapting to the challenges of modern pedagogical science and educational practice.

The article analyzes the reasons and results of the first experience of mass work of Ukrainian educational institutions in the remote mode, which showed that in general it was possible to change and adapt them for full functioning. The prospects for the development of distance learning technologies have been determined that provide people with access to education without restrictions on age, gender, social status, health status and in emergencies, which increases the mobility of society. It was revealed that the problem of professional training of future teachers for the organization of the distance educational process in primary school requires special attention, since children of primary school age are characterized by a low level of independence in organizing their own educational and cognitive activities, a weak arbitrariness of attention, and a high need for personal contact with a teacher. This determines the special specifics of the teacher's activities. A summary is presented and the effectiveness of the selective course «Distance education in primary school» aimed at the formation of professional competence of future teachers, in particular its component, ensuring the readiness to implement the educational process in primary school in the format of distance learning or blended learning, is experimentally proved. Students have the opportunity to explore the essence of distance learning in primary school; understand the specifics of communication between teachers and students, parents, administration during distance learning, work with children with special educational needs in such conditions; to study methodical recommendations on the organization of online classes; define technical, ergonomic and ethical criteria for quality video conferencing; to master the experience of working with various services for the organization of video communication; master the general principles of organizing the distance learning process with the help of Google Classroom; to get acquainted with high-quality Ukrainian-language video resources for visualization of educational material of the lesson, services for conducting online testing of students, conveniences of interactive online boards. Key words: training of future primary school teachers, distance educational process in primary school, digitalization of society, digital pedagogy, technologies for distance learning, selective discipline.

The article studies the characteristics of teacher training for primary school teachers in the information educational environment in higher education institutions (HEIs). It shows that Ukraine’s integration into European and world educational space as a prerequisite for determining effective areas in its development is a strong motive to study the systems of teacher training for primary school teachers, reflect on their positive experience, clarify trends and prospects of their development and discover ways to solve the existing issues in teacher education. The article considers the current state of teacher training for primary school teachers in view of applying information technologies in HEIs. Considering teacher training for primary school teachers as the large-scale nationwide objective, the article analyzes this aspect in those Ukrainian HEIs whose activities are related to this particular area. IT is also essential and necessary to study the experience of individual scholars and practitioners implementing the achievements of informatization in their activities. The detailed study of teacher training for primary school teachers has made it possible to reveal significant shortcomings in this process. The findings prove that HEIs do not create favourable organizational conditions for future primary schools teachers to develop their innovative professional and personal qualities. These include the following: competitiveness; motivation towards lifelong learning and continuing professional development; knowledge about appropriate ways of personal development; creative and IT skills.

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.