Abstract
Abstract. The article analyzes the trends in the change of key competencies required by the labor market. It is stated that these changes determine the new competencies that must be formed in the pupils of the school, which in turn changes the requirements for the competencies of the teacher. The directions of economic reforms of the Ukrainian school are studied and it is shown that these reforms will lead to an increase in the requirements for primary school teachers and increase the level of control over his activities from communities, whose funds will be used to finance educational institutions of each community. Therefore, as a priority area of reforming the Ukrainian school, a systematic approach to the training of future teachers was proposed, details of the reassessment of the components of this approach, the content of components and outlined new requirements for the components of primary school teacher competence. It is proved that the psychological and pedagogical principles of primary school teacher training and acquisition of professional competence are a set of interconnected components of the educational process, which form the need for improvement and interest in the profession; stimulate the education of the individual. Not only the importance of knowledge and skills, but also the qualities that will ensure an effective pedagogical process; form a proper self-assessment of the teacher and his objective assessment of students. Negative factors that may reduce the effectiveness of complex psychological and pedagogical principles of future teacher training have also been studied. It is stated that the key prerequisite for these principles should be the formation of a teacher as a person who loves children, enjoys communication and friendship with them, is able to share their joys and sorrows, and does not forget how she was a child. The system of methodical approaches of teacher training is considered and it is specified that it should aim at formation at the future teacher of aspiration of innovative pedagogical work as a basis of its self-realization. The structure of methodical approaches in modern conditions is estimated and its transience is indicated. That is, methodological approaches are only tools in the work of a teacher, and the constant search for pedagogical innovations for the desire to improve will allow him to choose the right tools from the set offered to him. The results of the study and the developed proposals will increase the effectiveness of reforming the New Ukrainian school. Keywords: competencies, system approach, education reform, professional training, future primary school teachers. JEL Classification M53 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 20.
Highlights
The present requires new skills and new personality qualities from the citizens of the XXI century: initiative, creativity, ability to understand challenges and solve qualitatively new problems, critically evaluate significant information flows, have their own emotions and so on
An urgent problem in this task is that primary school teachers lack psychological and pedagogical training to form effective cooperation with students, which makes it difficult to move from formalized work of the old school to the implementation of cooperation based on trust and understanding in accordance with the ideology of the New Ukrainian school
Assessing the work of these scientists, it should be recognized that the problem of professional training of primary school teachers in the context of the ideas of New Ukrainian School (NUS) in its various aspects is insufficiently studied, which requires further work in this direction
Summary
The present requires new skills and new personality qualities from the citizens of the XXI century: initiative, creativity, ability to understand challenges and solve qualitatively new problems, critically evaluate significant information flows, have their own emotions and so on. Assessing the work of these scientists, it should be recognized that the problem of professional training of primary school teachers in the context of the ideas of NUS in its various aspects is insufficiently studied, which requires further work in this direction. The importance of this task led to the choice of purpose, tasks and direction of scientific work, the results of which are presented in this article. Subventions from the state budget for the needs of NUS began in 2018 and the analysis shows their divergence by region in specific terms by more than 15%, which indicates the presence of unequal conditions in which both students and teachers are placed
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