Future Primary School Teachers Research Articles

Professional Development of Future Primary School Teachers: Enhancement of Scientific Research Activities

The article outlines the theoretical essence of the “students’ research activity” concept, detailing its content and fundamental methodological principles for application in a higher education institution. Innovative approaches to engaging students in research projects are introduced. The author substantiates the distinctive features and forms of cultivating future primary school teachers’ professional skills through research activities (students’ work as part of national or international grants; scientific societies, workshops, seminars (webinars), leading scientific schools; participation in scientific conferences – online or offline, research competitions, Olympiads, exhibitions, forums; participation in student scientific mobility programs, non-formal education). The importance of involving future professionals in research in the community of a city or region is emphasized, as well as stimulating them with scholarship funds and programs. The findings of the study of the state of this problem in the practice of professional training of students of the Faculty of Pedagogy are presented, including, the outcomes from the survey aimed at identifying the dynamics of the level of interest of future educators in research engagement during their 4 years of study at the university. The emphasis is placed on the importance of individualizing students' research work, increasing their motivation, intellectual culture, critical thinking, and creativity, as well as actively engaging them in national and international scientific events, and focusing on interdisciplinarity in scientific project work.

ФОРМУВАННЯ КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ НЕВИЗНАЧЕНОСТІ

Among the program outcomes of higher education applicants of the first (bachelor) level of specialty 013 Primary education at the Faculty of Psychological and Pedagogical Education and Arts of Berdіansk State Pedagogical University, the ability to critically assess the credibility and reliability of information sources, to comply with legal and ethical requirements regarding the use of information, communication and digital technologies in the course of pedagogical activity in primary school. During the study of the educational component «Fundamentals of academic writing», the following general competence was formed in the students of higher education: Ability to use modern means of information and digital technologies, search and critical analysis of open information sources in the national language, responsible use of them for solving professional tasks and self-development. At the second stage, in our opinion, it was appropriate to study the educational component «Fundamentals of culture and speech technique of the primary school teacher», which aimed to improve the skills of writing academic texts in students of higher education, to form the ability to compose their own statements in different speech styles, to select appropriate situation type of speech; it is advisable to use general language vocabulary, terms, professional vocabulary depending on the communicative task; to observe the basic rules of ethics in communication. At the third stage of the formation of critical thinking of future primary school teachers, which coincided with the passing of industrial practice and the study of selective educational components, the main attention was focused on the ability to analyze any problem, generalize approaches to its solution, make balanced decisions, reflect and on the basis of this, build your own trajectory of professional and personal improvement. Taking into account the peculiarities of the organization of the educational process of training future primary school teachers using distance learning technologies, it was considered necessary to form the critical thinking of the applicants. For this purpose, it was suggested in classes and for independent work to perform practice-oriented tasks, the solution of which requires higher-level thinking; introduction of project technologies; making one's own judgments thanks to the application of certain methods of thinking. A positive impact in conditions of uncertainty is the constant evaluation of results with the use of «students – teacher» feedback during direct communication in classes and on the MOODLE electronic platform, involvement in scientific research. The creation of such an educational environment contributes to the formation in future primary school teachers of the ability to cooperate as the most important condition for critical thinking, to operate with evidence and formulate conclusions, to find and interpret original documents and sources of information, to analyze, argue, and justify conclusions. Keywords: professional training of future primary school teachers, formation of critical thinking of future primary school teachers, educational process in higher education institutions using remote technologies, practice-oriented tasks.

Pedagogical conditions for developing the creativity of future teachers in the process of their professional training

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Болашақ бастауыш сынып мұғалімдерінің жеке білім беру траекториясын жобалау

Жоғары және жоғары оқу орнынан кейінгі білім беру жүйесіндегі жаһандық өзгерістер қоғамдағы ғылым мен мәдениеттегі және тұтастай алғанда постиндустриалды тенденциялардың талаптарына сәйкес келетін оқу процесін ұйымдастырудың жаңа тәсілдерін ұсынады. Сондықтан жоғары оқу орындары білім алушылар үшін білім беру процесінде өзін-өзі тәрбиелеуді, дербестікті және өзін-өзі анықтауды таңдау үшін қажетті жағдайлар жасауға үлкен мән береді. Мұндай жағдайларды жасау кәсіптік білім берудің жеке траекторияларын іске асыру кезінде мүмкін болады. Болашақ бастауыш сынып мұғалімдерінің жоғары кәсібилігі тек кәсіби дайындық деңгейіне ғана емес, сонымен қатар білім алушылардың жеке ерекшеліктерін ескере отырып, өздерінің кәсіби және жеке қажеттіліктері мен мүдделерін қанағаттандыру мүмкіндігін қаншалықты үйрететініне байланысты. Ғылыми-педагогикалық әдебиеттерді талдау, практика нәтижелері білім алушылардың білім берудің жеке траекторияларын әзірлеу және іске асыру ұйымдық, құқықтық және ақпараттық тұрғыдан жеткіліксіз қамтамасыз етілгенін көрсетеді. Білім алушылар білім беру траекторияларын таңдауда және іске асыруда белгілі бір қиындықтарға тап болады. Білім алушылардың жеке білім беру траекториясы өзінің зияткерлік және жеке әлеуетін іске асыру жолы ретінде; білім беру мүдделері мен қажеттіліктерін еркін таңдау және қанағаттандыру құралы ретінде; дамудың жоғары деңгейіне қол жеткізу мүмкіндігі ретінде айқындалады. Зерттеу барысында жоғары және жоғары оқу орнынан кейінгі білім алушылардың жеке білім траекториясын тиімділікпен құрылуына тікелей байланысты екендігі ескеріліп, болашақ бастауыш сынып мұғалімдерінің жеке білім траекторияларын педагогикалық жобалаудың жетекші тенденциялары (даралау; субъективтіліктің жоғарылауы; сызықтық емес; ұтқырлық; полифурационизм) анықталды.

Modern guidelines for training future specialists of the socionomic sphere in the development of vitality and life creativity

The relevance of the problem under study is caused by the need to clarify modern guidelines for training in the development of future specialists’ vitality and life creativity in the socionomic sphere in general, and social educators and primary school teachers in particular. This training is aimed at strengthening and replenishing the vital resources and potentials of future specialists under difficult conditions of the existing wartime. It has been found that a person is able to withstand life's troubles, showing "resilience" as an opportunity to positively adapt to difficult situations, quickly recover, maintain a state of calm and well-being, that is, vitality. At the same time, it was found that a person is also able to show "hardiness," as an ability that allows not only to show vitality, but also to understand that danger is the beginning of new changes in life and it should be perceived as an incentive for the development of personal capabilities, but not as a threat. The analysis of the problem under focus indicates the possibility of increasing the proportion of resources and potentials of an individual in five essential, interrelated spheres. The allocation of the component composition was based both on the scientists’ theoretical heritage in the educational sphere, and on the author's personal long-term experience in the training of future social educators and teachers in pedagogical activity. Among the significant spheres of civil society, influencing the formation and development of vitality and life creativity of future specialists, there are the ones as follows: personal, social, cultural, physical and spiritual. In the process of profession-oriented training, future social educators and primary school teachers are offered to study certain topics aimed at forming awareness of the development of vitality and competence in the development of life creativity of both specialists and students. Theoretical and practical analyses of the problem under study showed the need for further study in the context of developing a holistic system of awareness formation, both awareness of their resources and potentials, and competence, as the ability of future specialists in the socionomic sphere to develop their own vitality and life creativity and the ones of their students.

Knowledge of Trainee Teachers about the New Water Culture: A Comparative Study between Two Spanish Cities

Education is the main tool society has for transforming cultural habits and making them more sustainable. This work entails a comparative study in the sphere of initial teacher training regarding the knowledge of future educators on the New Water Culture (NWC). An ad-hoc questionnaire was administered to a sample of 1387 future primary and secondary school teachers studying in Granada (N = 942) and Melilla (N = 455), both Spanish cities with diverse education and water conditions. The results indicate that the trainee teachers in Granada display knowledge more in line with the NWC. However, there are contents where the results are inverted due to the media impact regarding water in Melilla. Furthermore, it is confirmed that both groups lack correct training that allows them to transfer appropriate knowledge effectively and thus create new behaviours in future generations in a visible and permanent way.

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

The objectives of this article are, first, to assess the self-awareness that future primary school teachers have on their role in integrating international students into school and society; second, to determine the importance they give to multiculturalism and multilingualism to develop the communicative competence of their international students. This work is an extension of previous research, started in 2019, with the overall objective of analyzing the sustainability of education systems regarding their current cultural and linguistic diversity. The research question is whether future primary teachers know both assessed aspects. The main problem lies in the initial training in the national language. Its initial design contemplated a context where all students were native speakers. However, the percentage of students with different cultural and linguistic backgrounds has continued to increase. Therefore, communicative competence is crucial for their academic and social inclusion. Through quantitative methodology, the future primary education teachers participated in a survey that addressed these issues. The results demonstrated that training in this aspect makes them aware of their role as mediators and social agents for inclusion. According to the findings, revising initial teacher training in didactics of the language is crucial.

Preparation of future primary school teachers for the implementation of professional activities with students for whom Russian is not their native language

Preparation of future primary school teachers for the implementation of professional activities with students for whom Russian is not their native language

THE PROBLEM OF READINESS OF FUTURE TEACHERS TO IMPLEMENT A SAFE EDUCATIONAL ENVIRONMENT FOR YOUNGER SCHOOL STUDENTS UNDER THE CONDITIONS OF THE STATE OF WAR

The article highlights the need to train future teachers to create safe conditions for the educational process in educational institutions. It was established that security during the stay of all participants in the educational process in the educational institution provides for their maximum security, comfort during their stay on the territory and in the premises of general secondary education institutions, should ensure the preservation of their health and life in the conditions of martial law and post-war reconstruction. With the use of problematic and typological approaches to determine relevant aspects in the scientific research of domestic scientists, the necessity of supplementing the training of future teachers for a modern primary school with knowledge, abilities and skills of designing and implementing a safe educational environment of the school in the conditions of martial law has been determined. It is proven that the creation of a safe educational environment for students depends mainly on teachers, who are subject to certain requirements regarding their professional and pedagogical training, peculiarities of perception of the learning process, students and themselves, ways of communication, interaction and behavior. Based on the fact that all participants in the educational process today need psychological help and support, the relevance of students acquiring knowledge of a psychological nature from training in the use of psychological and pedagogical technologies to provide psychological help to those participants in the educational process who experienced psychological trauma in wartime is substantiated. A specific feature of the creation of a safe educational environment by future primary school teachers is that they will work with children of primary school age, who are particularly vulnerable in the conditions of martial law and need psychological and pedagogical help and support more than anyone else. The coordinated work of scientific and pedagogical workers of higher education institutions, the quality of mastering and organization of professional and pedagogical training are determined by the factors that determine the state of preparedness of future teachers for the design and implementation of a safe educational environment for younger schoolchildren in the conditions of martial law. The necessity of forming the students' need for knowledge, value orientations, the formation of a civic position, and activities to ensure the participants of the educational process is substantiated.

Future Primary Teachers’ Knowledge about the Perimeter and Area of a Rectangle

What is the quality of the mathematics knowledge of our pupils and our students – future teachers? Do they know how to apply such knowledge in real situations? Can they explain the concepts and procedures or do they just practice and automate the procedures without reasoning? These questions are often asked in the context of teaching mathematics and the education of future teachers. Considering the irreplaceable role of elementary (primary) schoolteachers in the process of teaching and learning mathematics, we set the goal of the research: to check the quality of our future primary school teachers’ knowledge of the perimeter and area of a rectangle. Teachers’ mathematical content knowledge must primarily be conceptual knowledge rather than procedural knowledge. The test results showed that the conceptual knowledge of future teachers is weaker than the procedural knowledge. Due to the obtained results and the role of textbooks as a basic learning resource, we have decided to also present the results of an analysis of the types of tasks related to the perimeter and area of a rectangle in elementary school textbooks.

Knowledge about the sustainable development goals of future early childhood education and primary school teachers

Universities are a context where actions are being taken to develop sustainable skills that will allow the achievement of the SDGs, with sustainability being incorporated into campus management and curriculum. Consequently, this study analyzes the level of SDG knowledge and perception of future early childhood education and primary school teachers. The aim is to give visibility to the impact of university curricula on their training. A quantitative methodology is chosen that uses a questionnaire which collects both sociodemographic information and other information specifically linked to the SDGs (knowledge level, training contexts and the need to incorporate the SDGs into the study plans of the degrees). The analysis of the results has been carried out using the Excel program. The most notable results are the lack of training and knowledge in terms of SDGs, as well as doubts regarding the incorporation of the SDGs into the undergraduate curriculum. For this reason, it is concluded that current education curricula are not meeting their objectives of promoting knowledge and practical application of the SDGs in future teachers. Consequently, it is necessary to revise the curricula so that they promote sustainability from theory and practice, promote training in teaching about the SDGs among university professors and promote spaces among future teachers where good SDG practices in compulsory education are shared.

БОЛОЧОК БАШТАЛГЫЧ КЛАССТЫН МУГАЛИМИНИН КӨП МАДАНИЯТТУУЛУККА ТАРБИЯЛАНЫШЫНДАГЫ ПЕДАГОГИКАЛЫК ЭКСПЕРИМЕНТТИН ЖЫЙЫНТЫКТАРЫ

The article deals with the issue of multicultural education of primary school teachers. Also, we all know that the process of organizing the education of future teachers of multiculturalism in universities includes the introduction of future teachers to the system of scientific knowledge about national traditions and values associated with humanity as a whole, the development of consciousness, the formation of multicultural education. In the course of the study, the components (cognitive, motivational, activity and evaluative-value), criteria and their high, medium and low levels of multicultural education of future primary school teachers were determined. Pedagogical are defined in the article in accordance with the goal set in the scientific study to test the effectiveness of conditions, theoretical model and methodology was informed about the pedagogical experiment.The results obtained during the pedagogical experiment proved the effectiveness of the theoretical model and pedagogical conditions for educating future primary school teachers to multiculturalism through the traditions of the Kyrgyz and Uzbek peoples.

THE PROBLEM OF PSYCHOLOGICAL SUPPORT OF STUDENTS OF PEDAGOGICAL SPECIALTIES IN THE PREPARATION AND PASSING OF A DEMONSTRATION EXAM ACCORDING TO WORLDSKILLS STANDARDS RUSSIA

Currently, a demonstration exam is being introduced into the educational standards of secondary vocational education as one of the forms of final state certification, taking into account the requirements of the competence approach. The demonstration exam has great potential in assessing the professional training of future primary school teachers. However, the organization and conduct of a demonstration exam affects the increase in exam stress and the growth of exam anxiety among students.
 Exam stress is a situation that leads to negative physiological and psychological manifestations; a test situation for a student that requires increased self-control, activation of communicative and intellectual and other resources. Exam anxiety can negatively affect students’ learning outcomes and lead to disappointment in the profession. Therefore, it is important to organize psychological support of students in preparation for the demonstration exam.
 This article describes a study in which the level of anxiety (Spielberger-Khanin Anxiety Scale) and psychological stress (Psychological Stress Scale) of students were diagnosed at all stages of the organization of psychological support. This work included three areas: psychological education, training work with a group of students with the highest rates of anxiety and stress, and individual psychological counseling. The scientific data obtained from the results of the questionnaire and psychological diagnostics (using methods of mathematical statistics) showed that the most effective direction of work is to conduct group training sessions.

БОЛОЧОК БАШТАЛГЫЧ МЕКТЕПТИН МУГАЛИМДЕРИН ТЕКСТТYY МАСЕЛЕЛЕРДИ ЧЫГАРУУДА МОДЕЛДЕШТИРYYГӨ YЙРӨТYY

The article deals with the problems of teaching the solution of text problems for younger schoolchildren in the preparation of future primary school teachers. The results of a survey of students, which was conducted in order to find out about the problem of modeling when solving text problems, are presented. Based on the results, we saw that students are able to solve problems associated with processes, but it was noted that they have difficulties in choosing an auxiliary model and solving it. The results were analyzed and reviewed using methodological techniques with auxiliary models of the work of solving text problems. Also, in the preparation of future primary school teachers, diagnostic work was carried out among students of different groups and the results were derived. Examples were given of the use of auxiliary models with the help of which solutions to text problems were shown. Thus, summing up, it was revealed that auxiliary models allow you to correctly find ways to solve text problems and develop general methodological logical thinking skills.

Storytelling in EFL primary education: Defining a sociocritical and participatory model with pre-service teachers

This study explores the challenges faced by 25 future primary school teachers of English as a foreign language (EFL) when designing a storytelling session aimed at promoting young learners’ linguistic competence—the norm in the practice of EFL storytelling—, while simultaneously activating their higher order thinking skills and raising their awareness of social justice issues. Data collection instruments included student reflective journals and recordings of the instructional sessions. The main difficulties the trainees encountered on developing this multi-faceted approach with the well-known fairy tale Little Red Riding Hood included designing tasks to successfully enhance the children's participation, encourage their critical thinking, and specifically target content related to social justice. The challenges reported in this study led to the definition of a comprehensible set of guidelines which teachers interested in conducting EFL storytelling from this expanded perspective might usefully employ with younger learners.

Psychological Barriers and Resources of the Future Primary School Teachers’ Professional Success: The Cognitive Aspect

Aim. The article represents the results of research into the success of the students who are preparing themselves for teaching activity in the nearest future while obtaining their professional education. The aim of this research is to examine the notion of professional success, with the focus on the cognitive component of this process through the prism of purpose in life. Methods. In accordance with a developed theoretical model of the professional success achieved by a person, empirical research was carried out on a sample of the future primary school teachers with the focus on the cognitive component. To realise the purpose and objectives of the paper, a set of tests (the Test of the Life-Sense Orientations; the Purpose-in-Life Test (PIL); and a questionnaire of early childhood decisions, etc. were used as diagnostic tools to find out the correlation between components of professional success. Statistical correlation was analysed with the use of Pearson’s correlation coefficient. Results. The results of the correlation analysis between the indicators of personal readiness for change and the scenarios show a reversed two-way correlation between the indicators of the Confidence scale and the attributes “Don’t be, don’t be alive”, “Don’t be yourself”, “Be excellent”; between the metrics of the “Passion” scale and the “Don’t grow up”, “Don’t be yourself”. Conclusion. It was found that meaningful orientations of the future primary school teachers and scenario settings like “Do Not Get Close, Don’t Love, Don’t Feel, Be Perfect, Try, function as psychological barriers to achieving professional success.

Training of future primary school teachers to preserve and strengthen the physical health of students with special educational needs in distance learning

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.

ПОЛІЛОГ У СИСТЕМІ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПОЧАТКОВОЇ ОСВІТИ

The social demand of the Ukrainian society at the present stage is determined that the specialist in the education field should be prepared for the effective performance of their professional functions and full participation in all spheres of life of a multicultural society, which involves the study of the problem on the development of the polylogical communication ability of future teachers. This skill is a necessary reason for successful socialization, full involvement in future professional activities, including the contacts in the international professional spheres. The publication enlightens the importance of polylogue implementation as a form of speech activity (native and foreign), which combines the components of dialogic and monologic speeches during the educational process organization in the higher educational establishment, necessary for the moulding general and professional competencies of the future primary school teacher, respectively to the requirements of legal acts: the Law of Ukraine "On Education", the professional standard for the professions "Teacher of primary classes of a general secondary education institution", "Teacher of primary education (with a diploma of a junior specialist)", State Standard of Primary Education. The work focuses on the usage of the polylogue in the process of implementing the communicative-activity approach in the system of training specialists in primary education field by means of interactive teaching methods, in particular, the debate game, discussion and the project method. The authors substantiate the didactic potential of the polylogue as a synthetic form of speech activities, regarding the achieving the main goal of future teachers’ language learning (native and foreign), which involves effective communication in oral and written language forms, the use of language for the purpose of intercultural communication in the dialogue of cultures and civilizations of the modern world. It has been proven on the basis of the analysis and generalization of the experience of teachers of verbal disciplines in the Municipal Higher Educational Institution “Lutsk Pedagogical College”, in regard to the use of interactive educational technologies, the effectiveness of the project method, educational debate game, in the system of forming general and professional pedagogical competences, primarily native and foreign language communicative competence while teaching students of higher educational institutions in Ukraine.

ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ДІЄВОСТІ СТРУКТУРНО-ФУНКЦІОНАЛЬНОЇ МОДЕЛІ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПРОЄКТУВАННЯ НАВЧАЛЬНОГО СЕРЕДОВИЩА

In the professional standard for the profession «Primary school teacher of a general secondary education institution», one of the main labor functions is «participation in the organization of a safe and healthy educational environment», which implies the ability formation to design cells for teaching, educating and developing students. Significant changes must be made in the process and content of the training of primary school teachers who are capable of designing a learning environment according to the modern Ukrainian school requirements. The article describes diagnostic tools for assessing the formation component levels of the future primary school teachers readiness to design the learning environment according to personal, content-procedural and evaluative-regulatory criteria: determining personality orientation vectors according to B. Bass; analysis of goods activity; motivational essay; short orientation test according to E. Vanderlik; self-assessment scale of meta-cognitive behavior according to D. Lacoste; creative thinking test according to S. Mednik; determination of the reflectivity level; methodology for determining the emotional intelligence level according to N. Hall; methodology for the volitional self-regulation research according to E. Eidman An experimental data analysis showed qualitative changes at the low and medium levels of the future primary school teachers readiness formation to design the learning environment, which is due to a decrease in the number of applicants for higher education in these categories during the pedagogical experiment in the CG (by 6,97% and 6,33%, respectively) and EG (by 13,92% and 17,73% respectively). Sufficient and creative formation levels of this readiness also demonstrated positive qualitative changes: an increase in the number of applicants for higher education in the CG (by 10,13% and 3,17%, respectively) and the EG (by 22,16% and 9,49%, respectively). The obtained results are confirmed using mathematical statistics methods, particularly, Pearson's criterion calculation = 11,2 and Student's t-test t=8,4. In all respects, there were statistically significant changes in the formation level of the future primary school teachers’ readiness to design the learning environment, which is the basis for asserting the high effectiveness of the developed structural and functional model, particularly, the proposed organizational and pedagogical conditions, forms, methods and means. Key words: readiness, experimental research, diagnostics, model, elementary school, teacher.

INCREASING THE INTEREST OF FUTURE PRIMARY SCHOOL TEACHERS IN PERFORMING INDEPENDENT WORK DURING STUDIES AT INSTITUTIONS OF HIGHER EDUCATION

The insufficient level of awareness of primary school teachers in the field of physical education requires revision and correction of the content of educational and work programs for training students of the relevant specialty and the use of new methodological techniques in their implementation in practice. The purpose of the study was to consider the methods of increasing the interest of future primary school teachers in performing independent work on the subject "Physical culture with teaching methods" through a competency-based approach to the formation of such tasks. Research methods applied: analysis of scientific and methodical literature, survey of education seekers regarding the difficulty and interest in performing the proposed independent tasks, pedagogical experiment, methods of mathematical statistics. 160 higher education students of the Faculty of Primary Education of H.S.Skovoroda KhNPU participated in the study: 82 students made up the control group and 78 - the experimental group. The pedagogical experiment was conducted in the period from September 2021 to April 2023. At the first stage of the research, a survey of applicants was conducted regarding the difficulty and interest in performing independent tasks. The formative experiment consisted of the correction of the educational and work programs of the discipline "Physical culture with teaching methods" in relation to changing the nature of independent tasks from descriptive and ascertaining to creative ones with the mandatory implementation of the obtained products (results) and their introduction into the educational process of students of the I bachelor's level of higher education 4th year of education. After conducting the formative stage of the pedagogical experiment, we once again conducted a survey of students about the complexity of independent tasks and interest in their performance. The change of students' independent work to a creative one with the realization of finished products in practical activities increased the interest of applicants in performing such tasks, despite the fact that, in their opinion, they have become more difficult.