The Importance of Interdisciplinary Psychology and Pedagogy Seminars in the Training of Primary School Teachers

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.

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.

The research has been aimed at identifying the theoretical bases of improvement of quality of methodical preparation of future primary school teachers to conduct lessons of language and literature educational branch in the conditions of educational environment of the New Ukrainian School. On the basis of a thorough analysis of scientific positions, the author has presented the definition of "vocational training of primary school teachers". It has been determined that an important component of the professional training is the methodical preparation of primary school teachers in higher educational institutions for teaching various educational fields of elementary school (linguistic, literary, mathematical, natural, etc.). It has been found that the result of professional and methodological training is formed professional and methodological competence. The author of the article has considered the sense of the conceptions of professional and methodical competence. Attention has been paid at the peculiarities of methodological training in the field of language and literary education. The results of the monitoring of the vocational and methodological readiness of the students of the fourth year of Mukachevo State University to conduct a personally oriented lesson of the Ukrainian language in the conditions of the innovative educational environment of New Ukrainian School have been presented. We have substantiated the need to improve the process of methodological training (language and literary educational field) of future primary school teachers during the study at higher educational establishment. Critical reflection on the views of scientists, analysis of the content of educational and professional training program 013 Primary education, generalization of survey methods have allowed the author to determine the purpose and to consider the tendencies of improving the methodological training of future primary school teachers to conduct lessons of language and literary educational field in the conditions of educational environment og the New Ukrainian School.

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”.

Introduction. The education system is involved in the process of digital transformation. On the one hand, it is the object of transformation itself, and on the other hand, it has to train personnel for the digital economy. Pedagogical universities solve the problem of training future teachers in the fields of improving their own ICT competence and lesson design in a digital educational environment, as well as the use of digital educational resources. The analysis of pedagogical education programs shows that the training of future primary school teachers in the field of ICT and the development of their digital literacy is carried out systematically. However, in our opinion, teacher training in the field of lesson planning methodology in the digital educational environment is carried out at an insufficient level. The aim of the research is to identify the level of training of future primary school teachers to lesson planning in the digital educational environment. Materials and methods. Theoretical part of the research used the method of analyzing literary sources to substantiate the relevance and identify the current state of the problem of training future primary school teacher to use digital educational resources. During the practical part of the work, we used V. G. Katashev's method “Determination of professional learning motivation”, pedagogical testing, content analysis, mathematical methods, including Spearman's rank correlation method. The study involved 81 full-time 2nd and 4th year students of the faculty of training of primary school teachers of South Ural State Humanitarian-Pedagogical University (Russia, Chelyabinsk). KEYWORDS Results. The components of the future primary school teacher's training for lesson planning in the digital educational environment are identified: motivational, cognitive and activity components. The main groups of difficulties of future primary school teachers in lesson planning in the digital educational environment are identified: technical, psychological, pedagogical, didactic, methodological. Generalization of the results of the research of future primary school teachers' training for lesson planning in the digital environment allows us to state the insufficient level in 3.7% of students, threshold – in 19.8%, optimal – in 54.3%, advanced – in 22.2%. Conclusion. The important aspects of training students – future primary school teachers to lesson planning in the digital educational environment include: 1) determination of the stages of its formation in the course of pedagogical education (preparatory, basic, and final); 2) determination of the content of students' activities based on the specifics of their difficulties identified as a result of analyzing the technological maps of lessons reflecting the use of digital educational resources; 3) development and implementation of practice-oriented educational products that help to improve the level of training of future primary school teachers to use digital educational resources during lessons.

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 highlights the problems related to the training of the primary school teachers in their interconnected educational and foreign language professional activities. It is stated that training of future primary school teachers cannot consist only in teaching isolated subject content, but it should be carried out on the basis of the formation of several types of competencies, such as: psychological and pedagogical, major subject-centred, methodology-oriented. The combination of these competencies will lead future teachers to their readiness to teach schoolchildren any of the curriculum subjects. The aim of the work is to substantiate the possibility of developing the readiness of primary school teachers for integrated teaching educational and foreign language speech activities using the example of teaching Fine Arts in English. An attempt to substantiate this action is supposed to be based on the laws of dialectics, namely: the law of unity and diversity of the world, the law of unity and struggle of opposites, the law of the transition of quantitative changes to qualitative ones, the law of the negation of negation, which are considered the main driving forces for the development of nature, society and intelligence. The research methods are as follows: theoretical – the analysis of pedagogical, psychological, didactic literature on the research problem, which allows further theoretical substantiation of the expediency of the training intended for the future Primary School teachers for integrated teaching educational and foreign language speech activities. Taking into account the results of the work, we came to the conclusion that it can be considered dialectically legitimate for the future Primary School teachers to integrate teaching an educational course in a foreign language, during which primary schoolers obtain knowledge and develop skills in their major subject, as well as foreign language knowledge, skills and abilities, allowing both to learn the basic discipline by means of a foreign language, and to conduct educational activities at the lesson by means of a foreign language. Keywords: integrated education, training of Primary School teachers, educational and foreign language speech activities.

The relevance of the study is conditioned by the increasing requirements for the quality of psychological and specialised training of modern primary school teachers, as well as the need to increase the level of their professional competences in the context of current changes in secondary education. The main purpose of this study is an objective analysis of the features of psychological and pedagogical training of future primary school teachers, carried out to determine the most effective and currently available methods of professional training of future teachers in higher educational institutions. The leading approach in this study was a combination of methods of system analysis of the training of future primary school teachers in the system of higher education and analytical research of modern methods of improving the psychological stability of future teachers and the development of their professional competences. The results of this study indicate the importance of the subject matter, the need to find new opportunities for pedagogical skills and psychological stability of future primary school teachers in the context of trends in the modern education system and in terms of prospects for its further effective development. The results and conclusions of this study are of great practical importance both for the compilers of curricula responsible for the final quality of professional training of future primary school teachers, and for teachers of higher education institutions who conduct classes on pedagogical and psychological training of these professionals and pedagogical university students that have chosen a specialty related to teaching in primary school

The article is devoted to the problem of professional training of future primary school teachers using digital educational technologies on the example of H.S. Skovoroda Kharkiv National Pedagogical University. The purpose of the article is to highlight the peculiarities of distance training of future primary school teachers to preserve and strengthen the physical health of children with special educational needs in inclusive education in the course of studying the discipline "Physical Education with Teaching Methods". To achieve this goal, the conceptual ideas of inclusive education based on the principles of democratization, non-discrimination, consideration of human diversity, effective involvement and inclusion of all participants in the educational process, taking into account their individual needs, capabilities, abilities and interests, and the professional competencies of the future primary school teacher, in particular, inclusive, health-saving and designing needs, which allow to execute the task of preserving and strengthening of the physical health of the children with special educational needs. In order to highlight the peculiarities of professional training of future primary school teachers in a distance format, the experience of teaching the discipline "Physical Culture with Teaching Methods" for students of the first (bachelor's) level of higher education in the specialty 013 "Primary Education with Special Education Methods" was analyzed. The discipline was taught using the educational platform Moodle of H.S. Skovoroda Kharkiv National Pedagogical University and Google applications. It is determined that the execution of the tasks of training future primary school teachers should be carried out both through the analysis, transformation and optimization of the content of theoretical and practical professional training, as well as updating the content of educational programs and curricula, taking into account the realities of today.

The growing significance of digital technologies in society creates a need to train teachers who can use these technologies in the educational process and prepare students for life in the digital world. The aim of this study was to analyse the impact of digital technologies used in professional training of primary school teachers on increasing their professional competence level. The adapted versions of Ferrell & Daniel’s test for Measuring Teacher Career Motivations, the Orshanski’s orientation of future teachers towards humanistic and professional value were used to diagnose the state of development of professional competence. The level of the development of the subject-subjective model of pedagogical communication (modified test based on Sternberg & Williams, Alexander & Winne) and the level of projective skills in primary school teachers were also diagnosed. The students’ performance was assessed based on the results of the examinations. Chi-squared test (χ2) was used for statistical confirmation of the conducted research. Positive dynamics were found in both groups after the formative stage of the experiment. However, the experimental group was noted for greater quantitative and qualitative improvement for the selected criteria. The largest changes were observed for the operational criterion with a difference of 15.40% (against 7.90% in the control group). The cognitive criterion showed the smallest increase: 8.5% in the experimental group compared to 3.4% in the control group. The high general mean showed a difference of 11.22% for the experimental group and 5.1% for the control group. It is also important to note a greater increase in the average indicator at the general level in the experimental group of 52.04% compared to 40.82% in the control group. The differences in the distributions of the control and experimental groups according to the levels of each criterion are statistically reliable and testify to the effectiveness of using digital technologies for the development of professional competence of future primary school teachers. The areas for further research include the analysis of the impact of digital technologies on the development of information literacy skills and critical thinking.

The analysis of training a future primary school teacher for the formation of environmental culture of primary school children revealed certain drawbacks: in the professional training of students of higher educational establishments, namely to theory and methods of ecological education studying is paid little attention; among the forms of organization of the educational process are dominated traditional ones (lectures and practical classes) of a reproductive nature; the potential of ecology as an integrated science has not been used; the resource of psychological and pedagogical subjects for environmental training of primary school teachers is not fully involved. All this creates a significant gap between the achievements of science and practice of environmental education in the direction of preparing future primary school teachers for the formation of environmental culture of primary school children. The article is devoted to the search for effective pedagogical conditions for training future primary school teachers for the formation of ecological culture of pupils.
 The literature on this problem is analyzed, which allows us to conclude that the opinions of scientists are marked by a contradiction about what conditions should be created to ensure the greatest efficiency of the educational process. In general, they determine the pedagogical conditions depending on the direction of their research, in particular: environmental training of future teachers; environmental training of future primary school teachers; formation of the teacher's readiness to intensify the educational process in primary school; development of ecological culture (pupils, future teachers); formation of pupils' caring attitude to nature, a sense of responsibility of pupils. We attach the following meaning to the essence of the concept «pedagogical conditions of preparation of the future primary school teacher for formation of ecological culture of pupils»: it is purposeful and objective possibilities of educational process and the factors and circumstances providing the corresponding process in unity of traditional and innovative approaches. The following pedagogical condition is defined: the organization of the educational process by means of interrelation of theoretical and practical training on the basis of introduction of new educational technologies.

The article is devoted to the study of theoretical and practical aspects of the organization of future teachers professional training to work with children with special educational needs. It is noted that the professional training of specialists in this context is studied by various specialists: psychologists and teachers, physicians and sociologists, demographers and philosophers. It is shown that children with special educational needs require an individual approach in the organization of inclusive education in general secondary education, which provides a special organization of the educational process in higher education in the context of training future professionals. Attention is focused on the problems of professional training of future primary school teachers: insufficient development of theoretical approaches to ensure the system of professional training; imperfect professional training of primary school teachers to work in inclusive education; insufficient level of competence of research and teaching staff in higher education; lack of systematic vision of the problem of inclusion and ways to solve it in different educational structures, etc. It is stated that professional training requires the mandatory formation of the readiness of future teachers to work in inclusive education. Recommendations for the formation of professional readiness are characterized, in particular: to ensure full access of higher education seekers and teachers-practitioners to innovative tools of pedagogical activity; to develop and implement educational courses of prolonged action; to involve applicants for higher pedagogical education and teachers-practitioners in conducting research on the search for and development of effective technologies and methods in the context of inclusive education; develop clear action programs for the professional development of primary school teachers, etc. Keywords: professional training; children with special educational needs; future teachers; inclusive education, professional readiness.

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 контексті актуальних вимог до професійної підготовки майбутніх учителів початкових класів Нової української школи зростає роль професійної лінгвістичної підготовки вчителя початкових класів. Мета статті – висвітлити сутність методу проєкту, описати види проєктів, етапи роботи над проєктом та можливості застосування його під час формування правописної компетентності студентів закладів вищої педагогічної освіти. Для реалізації мети були використані такі методи дослідження: теоретичні (аналіз і синтез під час опрацювання лінгвістичної, педагогічної та методичної літератури з досліджуваної проблеми; теоретичне осмислення й узагальнення досвіду викладачів-філологів і власного досвіду роботи для визначення стану роботи над формуванням правописної компетентності майбутніх учителів початкової школи; емпіричні (спостереження й аналіз занять з дисципліни «Практикум з українського правопису» для студентів спеціальності «Початкова освіта»). У статті розкрито різнотлумачення поняття, описано значення проєктної діяльності у процесі формування ключових і предметних компетентностей фахівців. У науковій розвідці проаналізовано найбільш поширені класифікації освітніх проєктів, охарактеризовано структуру методу проєкту в працях відомих українських педагогів і лінгводидактів, закцентовано увагу на оцінюванні рівня виконання проєкту студентами, укладено алгоритм роботи над проєктом для студентів, запропоновано зразок проєкту. У результаті аналізу проблеми дійшли до висновку про те, що в умовах модернізації вищої освіти, оновленні її змісту та структури особливої актуальності набувають нові форми й методи навчання, зокрема метод проєкту, який сприяє формуванню у студентів умінь і навичок самостійно здобувати знання, вміння застосовувати отримані правописні знання у конкретних комунікативних ситуаціях.

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.