The system of methodological tools of forming the readiness of future teachers for the integrated teaching of primary schoolchildren

Abstract

Relevance. Globalization highlights the need for quality integrated education in Kazakhstan's secondary schools. Developing effective methods to prepare future teachers for an integrated approach is crucial for improving education and ensuring students' future competitiveness. Purpose. The purpose of the article is to justify the need to implement a system of methodical means of forming the readiness of future teachers in universities of Kazakhstan as a guarantee of their ability to use integrative education of younger schoolchildren. Methodology. The methodological approach of the research is based on: empirical methods: survey, experiment and methods of mathematical statistics; theoretical methods, processing of final indicators of formation of readiness of education seekers for integrated training. Results. The content of the concepts �integration in education� and �readiness of future teachers for integrated education of younger schoolchildren� was defined; its features and peculiarities are revealed, the methodology of forming the readiness of future teachers for integrated learning in the context of their professional training is developed and implemented. During an experimental study at Pavlodar Pedagogical University named after A. Margulan, a methodological toolkit was developed to increase the readiness of future teachers for integrated education of junior high school students during professional training, namely: implementation of components and criteria of readiness with selected methods of their formation. Prospective directions for improving the methodology of forming the readiness of future teachers for the integrated education of younger schoolchildren through the formation of the components of the readiness of education seekers to carry out such activities have been determined. Conclusions. The study demonstrated that implementing a system of methodical tools in teacher training programs significantly improved future teachers' readiness to use integrated learning approaches in primary education, highlighting the need for updated training methods in Kazakhstan's educational institutions. Keywords: integrated education in primary school; training of future primary school teacher; integration of scientific knowledge; primary school; professional training