Мистецька освітня компетентність майбутніх учителів початкової школи: сутність, складники, шляхи формування

The article is devoted to the study of the essence and structure of the concepts “educational environment of a higher education institution” and “cultural and educational environment”. Based on the analysis of scientific and pedagogical literature, the author of the article claims that creating a cultural and educational environment within a higher education institution guarantees effective development of future primary school teachers’ readiness to foster pupils’ cultural competence. The establishment of a cultural and educational environment aimed at developing future teachers’ readiness to foster the cultural competence of primary school pupils within a higher education institution is considered in the context of the environmental approach, combined with the culturological approach. The author of the article clarifies the essence of the concept «cultural and educational environment for the development of future teachers’ readiness to foster the cultural competence of primary school pupils». This concept implies a set of factors that ensure future primary school teachers’ cultural and professional development, their continuous improvement and engagement in the cultural, artistic sphere or pedagogical activities, alongside with the acquisition of values, general and professional competences. The structure of the cultural and educational environment aimed at developing future teachers’ readiness to foster pupils’ cultural competence comprises the following components: deep knowledge in the fields of culture and art, material and technical support, educational, methodological, and didactic provision, and the creation of a favourable moral and psychological climate along with a creative artistic atmosphere. Within the context of creating a cultural and educational environment (illustrated by the case of the Faculty of Pedagogical Education of Ivan Franko National University of Lviv), the article describes the activities of the Laboratory of the New Ukrainian School, the Educational Laboratory for Specialists’ Training, the Laboratory of Museum Pedagogy, the Room of Developmental Technologies, and the Creative Workshop. The work of these units is aimed at developing future teachers’ readiness to foster the cultural competence of primary school students. Keywords: readiness of future teachers, cultural competence of primary school pupils, cultural and educational environment, educational environment.

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.

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.

Modern society is focused on the growth of various types of interpersonal interaction, including speech communication, which leads to increased requirements for the quality of appropriate training of future primary school teachers, i.e. improvement of communicative competence, which will ensure their active professional activity in the future. The need to update the content of this process is related to various aspects of primary school modernization: the transition to the implementation of the Concept of a new Ukrainian school, support for its humanization, child-centered ideas; implementation of the principles of competency-based and person-oriented approaches in the education of younger schoolchildren, etc. In the social aspect, the importance of researching the communicative competence of primary school teachers is determined by the lack of speech and especially rhetorical culture, both professional and general (culture of thinking, speech, communication). In the pedagogical aspect, its development is aimed at the formation of productive, creative thinking and is based on the ethical principles of morality, and therefore is an important component of the formation of a harmonious personality as the greatest value in a democratic society. In the pedagogical activity of a teacher, communication is professionally significant, as it accompanies all types of work, and therefore the communicative skills of students of the second (master's) level of higher education are determined by the educational and professional program «Initial Education» of the Berdyansk State Pedagogical University: «To communicate in academic Ukrainian in oral and written forms, use communicative strategies, form students' ability for mutual understanding, interpersonal interaction». As evidenced by the results of the initial survey (according to M. Schneider) to identify professional and personal needs in the formation of communicative competence of future primary school teachers, in general, they respond favorably to the methods and techniques that were used in the classes on «Fundamentals of scientific communication and academic culture». At the same time, it was noted that the greatest difficulties for the master's students were caused by exercises of a practice-oriented nature regarding the prediction of the effectiveness of one's own communicative activity and the analysis of pedagogical speech, as well as the determination of ways of its continuous improvement. Key words: communicative competence, future primary school teachers, communicative competence of primary school teachers, communicative activity of 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 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 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.

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 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 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.

The article substantiates the need for the use of innovative technologies in teaching children’s literature to students majoring in “Primary Education”. The introduction of an integrated course “Native education: children’s literature with studying methods” in the training of future primary school teachers gives them the opportunity to navigate in current trends in children’s literature and model various algorithms of perception and interpretation of the texts. The study analyzes the introduction of interactive technology in literary education, which changes the vector of lectures to dialogic interaction with the student audience, provides a formal update of practical classes using quests and workshops. In accordance with the tasks of the New Ukrainian School and higher education of future primary school teachers, the authors analyze the possibilities of using critical thinking technology, ICT, augmented reality, projects in the system of literary education of the Pedagogical Institute.The importance of acquiring knowledge, skills and abilities to apply AR-applications to interactive editions of fiction by future primary school teachers during their organization of literary reading is substantiated. Tasks with the use of ICT tools have been developed for students. This mainly applies to creation of book trailers and comics based on works of art for children; QR-quests for junior pupils on the texts of fictionsof modern writers; mental maps (Mindmeister resource) based on prose plots; video presentations about writers and their works (resources “PoowToon”, “Prezi”); visualized plan of fictions made with the help of infographics; intellectual game tasks for younger students (LearningApps resource), etc. It was also recognized that the effective type of intellectual activity of students during the study of literature is a project, the result of which is the creation of students’ own literary product (fairy tales, poetry, essays, game content) and its publication in electronic edition.

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 is devoted to the analysis of the role of scientific and research activity as a key component of the training of future primary school and physical education teachers in the context of educational reform in accordance with the concept of the New Ukrainian School (NUS).The importance of interdisciplinary integration in research activities is justified, which forms a comprehensive pedagogical worldview, the development of analytical thinking, and the acquisition of practical skills, which are necessary for effective work in a modern educational environment.urrent trends in pedagogical research and their impact on the training of primary school and physical education teachers was analyzed, in particular through the use of an interdisciplinary approach and competency-based learning.It is proved that involving future teachers in research activities not only broadens

Problem and purpose. The article is devoted to the problem of the formation of ICT competence in future primary school teachers. In the context of global mass communication, the most valuable resource today is the ability to analyze, systematize, and interpret information. Global informatization naturally affects the education process and the main task of the education system is to identify current trends in the development of society and introduce pedagogical technologies into the educational process that form positive experience and reflect modern social changes, leading the educational process into an ordered, controlled system. The aim of the study is to find effective ways of manifesting information activities, building a model that promotes the development of ICT competence in future primary school teachers by means of mathematical cycle disciplines. Methodology. During the study, an analysis of approaches to the creation of educational models was carried out, ways of developing ICT competence of future primary school teachers by means of mathematical cycle disciplines were revealed. The main conceptual idea of the model, contributing to the solution of the didactic problems (epistemological, axiological, praxeological, professional-personal, communicative), is the reflection of mathematics in the information field as an instrument of humanization of the modern information society and personality. The basic aspects of fragmented subject modeling of pedagogical reality is the application of an integrated approach to the conceptual, criteria and quantification of the model. Results. A model for the development of ICT competence of future primary school teachers has been developed. The technological component of the model is disclosed, the criterion component of which is represented by the matrix of conjugation of levels (elementary, sufficient, advanced) and components of ICT competency (epistemological, axiological, praxiological, professional-personal, communicative). Each component is revealed through the prism of knowledge, skills and experience. Conclusion. The developed model for the development of ICT competence of future primary school teachers by means of the mathematical cycle disciplines justifies itself in practice and needs further research and quantitative analysis.