Future Primary School Teachers Research Articles

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.

ЄВРОІНТЕГРАЦІЙНИЙ ВИМІР МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ У НАУКОВІЙ СПАДЩИНІ АКАДЕМІКА ОЛЕКСАНДРИ САВЧЕНКО

In her research work, O. Savchenko identified new conceptual foundations of pedagogical education related to its European integration processes: reforming the content of professional training of future teachers in the context of school education innovations and higher education standardization processes; introduction of the humanistic paradigm of education and upbringing of students; design of the individual educational trajectory of the applicants; implementation of a competence-oriented model of education in pedagogical higher education institutions. The scientist emphasized special attention on personally oriented professional education, designing the individual trajectory of professional development of each student during the of his studies. Unfortunately, this leading idea was not sufficiently implemented in practice for a long time. And only in modern conditions do we realize that the transition of university education to a student-centered model is becoming a through line of changes. This is reflected both in the development of educational programs based on the requests of education seekers, and in their more active involvement in the design of their studies, the creation of opportunities for choosing and constructing individual educational trajectories, and the development of a system of independent student evaluation of teachers' activities. In the scientific heritage of O. Savchenko, the problem of the formation of the «ability to learn» in future teachers, which she considered a meta-skill, is highlighted. The scientist claimed that mastery of this skill programs the acquisition of individual experience to become a successful teacher who knows how to prevent overloading of students, rationally use time, calmly and stress-free navigate in various life situations, independently search for sources of information, ways to solve non-standard problems. And in general, the ability to learn, according to O. Savchenko, changes the style of thinking, determines the ability to learn throughout life, creates guidelines for long-term and personally important learning incentives. The analysis of academician O. Savchenko's scientific heritage allows us to state that the scientist actively studied the experience of training future teachers in European countries. She had a unique ability to see better than others the examples of European practices of training future teachers and to submit her own ideas for their implementation in higher education institutions. The works of the famous pedagogue are an example of a successful combination of general theoretical provisions with practice, which testifies to high scientific achievements in the Ukrainian educational space. Key words: professional training of future primary school teachers, academician Oleхandra Savchenko's scientific heritage, European integration dimension, scientific achievements of an outstanding pedagogue.

Educating future primary school teachers to create a communication culture through educational technologies

The purpose of this research is to get the opinions of teacher candidates to train future primary school teachers to create a communication culture through educational technologies. This study was created with the qualitative research method. The study group of the research consists of 40 teacher candidates studying in the primary school teaching department at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result, while the majority of primary school teacher candidates found themselves sufficient in using technology, they found themselves moderately competent in using educational technologies. Primary school teacher candidates stated that programs related to both educational technologies and creating a communication culture should be developed in universities. It is necessary to implement the suggestions of pre-service teachers on improving the communication culture and to organize the education given at universities in this direction.
 Keywords: Communication culture; educational technologies; primary school; teacher candidates.

Формирование умений межличностного взаимодействия как элемента социально-личностной компетенции будущего учителя начальных классов

Рассматривается проблема подготовки будущих учителей начальной школы к взаимодействию с различными социальными институтами. Цель статьи – обратить внимание педагогических вузов на актуальность формирования у будущих педагогов умений межличностного взаимодействия как элемента социально-личностной компетенции. Представлено содержание учебного курса «Основы социально-личностной компетенции учителя начальных классов», его роль в формировании рассматриваемых умений будущих учителей начальных классов. Приводятся результаты промежуточного этапа проведенного авторами исследования. The problem of preparing future primary school teachers for interaction with various social institutions is considered. The purpose of the article is to draw the attention of pedagogical universities to the relevance of the formation of interpersonal interaction skills among future teachers as an element of social and personal competence. The content of the training course “Fundamentals of Social and Personal Competence of a Primary School Teacher”, its role in the formation of the considered skills of future primary school teachers is presented. The results of the intermediate stage of the study conducted by the authors are presented.

PHENOMENON OF PROGNOSTIC COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN SCIENTIFIC LITERATURE

Prognostic competence of future primary school teachers is an important component of their professional competence. It includes the teacher's ability to predict possible learning outcomes of students and adjust their work in time. Prognostic competence of a teacher of primary grades of a general secondary education institution is considered as the ability to predict and plan educational process, safe educational environment, as well as the results of children's learning, based on a set of prognostic knowledge, skills and abilities. The prognostic knowledge of future teachers is characterized by their understanding of the specifics of forecasting, the content of forecasting activity, mastering the theoretical foundations of forecasting, determining the stages and actions during forecasting, understanding and concentrating on the correctness of selecting the final and expected result, understanding actions during forecasting, a clear vision of actions and events, etc. We consider the prognostic skills of the future teacher of junior grades as a system of predicting the future result, making corrections and changes on the way to its achievement, the ability to see future circumstances, analyze the received data and information in order to obtain the expected result. The prognostic activity of a future primary school teacher, which is systematically carried out according to a clear algorithm, contributes to the gradual formation of automated prognostic skills. The algorithm for the formation of prognostic competence should include six stages, each of which qualitatively affects the development of the components of the competence of future primary school teachers, such as: (1) familiarization with the theoretical foundations of forecasting, (2) mastering practical methods of forecasting, (3) using forecasting in the educational process, (4) evaluation and analysis of forecasting effectiveness, (5) practical implementation of forecasts in professional activities, (6) constant improvement of the level of competence in the field of forecasting. The process of formation of prognostic competence of future primary school teachers is influenced by various factors: their knowledge of psychology, pedagogy, teaching methods, practical experience of working with elementary school students, as well as the internal motives of the individual, the desire for self-realization, and self-motivation.

Pedagogical system of training future primary school teachers to use innovative technologies: methodological principles

In today's conditions of significant transformations in the social, political, economic and spiritual spheres of public life, the main task is to create a viable education system, its democratization and humanization. This, in turn, is aimed at providing every citizen with opportunities for continuous spiritual self-improvement, creative self-realization, and satisfaction of intellectual and cultural needs of the individual. Society's need for proactive, authoritative, comprehensively educated professionals capable of further development and self-study, spiritual and professional improvement actualizes the social order for the training of teachers of a new generation, capable of applying the latest achievements of pedagogical theory and practice in the process of creative self-realization, building a personal dialogue with students. The new concept of higher education envisages the development of students' ability to learn independently, consciously and responsibly, as well as the creation of the necessary conditions in educational institutions for the development of students' creative abilities, the education of a personality capable of self-development both during higher education and in further professional activities. This is why there is a need for a scientifically based design of training future youth for professional teaching, and why researchers are looking for effective ways to improve the training of specialists in higher education, to create conditions that stimulate students' professional growth. The late twentieth and early twenty-first centuries saw scientific and technological progress and the technologization of not only many industries, but also the cultural and humanitarian fields of knowledge. Today, the term "technology" is also used in the field of education. At the same time, the growing requirements for teacher training require qualitatively new theoretical and methodological approaches to training students that will allow them to master not only the basics of science and professional skills, but also new pedagogical achievements and innovative technologies in a higher education institution. Successful mastery of innovative pedagogical technologies by bachelors and masters will help them to organically engage in pedagogical activities and immediately begin practical application of scientific knowledge at school.

Training Digital Competencies in Future Primary School Teachers: A Systematic Review

Technology proliferated in our daily lives, including in the educational system. To make good use of it, it is so important that teachers have the best training in its use and possibilities. The main objective of this study was to analyze the different methods of training for future primary school teachers and assess the efficacy of the methods. We used SCOPUS, and Web of Science databases to carry out this systematic review and we followed the PRISMA statement. Two authors independently conducted the literature search, and then, they reached a consensus. A total of 13 relevant articles were selected to be analyzed in detail. Our results showed that the training programs carried out improved the digital competencies of students of primary education degrees. Moreover, they improved the knowledge of theoretical content, improved linguistic competence and fostered cooperative work and creativity. In conclusion, we encourage teachers, not only future teachers but also current teachers, to take these types of training programs in order to improve their digital competency, which is a necessity in current society.

Results and Practical Recommendations of Research Work on Physical and Sports Activity of Students of Future Primary School Teachers

This article draws conclusions on the completion of research work related to the physical culture and sports activities of students studying in the profile of primary school teachers, taking into account their specialty, which will in the future instill in students the initial knowledge and skills of physical culture. The conclusions indicate a number of forms of human motor activity with their satisfaction and readiness for the practical implementation of physical culture and sports activities; levels of readiness, their features, transformations and changes in the formation of readiness for physical culture and sports activities are indicated with reflection of theoretical, methodological and motor tasks; several stages in the formation of readiness in the aggregate of necessary and consistent steps that ensure the solution of the goal; pedagogical development of the formation of students’ readiness for physical readiness by a complex of pedagogical conditions; the development of motivational and reflexive components, in achieving the effectiveness of this issue with the achieved indications and satisfaction with training sessions in physical culture, etc. Practical recommendations are given on the set goals of practical physical culture lessons by students at various stages of physical culture and sports activities, taking into account the selected sports identified with the help of questionnaires. It also measures indicators of physical growth, development of physical qualities, body capabilities, special and tactical and technical training in the chosen sport. Comparative analyzes are carried out by the students themselves of their indicators, general and individual programs of physical culture and sports activities are developed for the entire period of study at the university. Students themselves plan and conduct classes on their own, and as a result they achieve those methodological knowledge and skills necessary for physical culture and sports activities.

Assessment of future primary school teachers' development of creative competence: A case study

The aim of this study is to assess future primary school teachers' learning outcomes, their achievement goals, support for the development of their creative competence and the appropriate methodological and technological processes that take place. The data was analyzed using a mixed research approach. The participants of the study are 160 students from Abai University and Auezov University (Kazakhstan). The results showed that students found their university education mostly uncreative indicating the need to determine a new and effective way to form students' creative competence. The research findings suggest that special training improved the creative capacity of the aspiring participants in the study and had an effect on the experimental group. The findings of this study have implications for policy to transform higher education, further research as well as methodological and technological approaches for the assessment of primary school teachers' development of creative competencies in Kazakhstan.

Особенности подготовки учителей начальных классов к преподаванию литературного чтения по системе развивающего обучения

<p>The article considers peculiarities of preparation of bachelors, future teachers of primary school, to teaching literature according to the system of developing education. Reading attitudes of students were identified that interfere with the competent analysis of literary texts and the competent teaching of literature. This is the setting to read the “morality” of the work as a variant of the naive-realistic reader’s setting, the setting to find the only correct interpretation of the work, the absence of the set to read the author’s point of view, the low level of readiness for independent reflection on the motives and character of the book’s heroes. It was revealed that these attitudes complicate the understanding of epic texts to a greater extent, while the understanding of a lyrical work is at a higher level. The article discusses the forms of work within the framework of studying the methodology of primary literary education, primarily related to the formation of an attitude towards teaching literature as a subject of the aesthetic cycle.</p>

Проектирование средств оценки компетенций воспитательного модуля у будущих педагогов начального общего образования

<p>The article presents a solution to the problem of designing means for assessing professional competencies in future teachers of primary general education according to the module of educational activities of the Core of Higher Pedagogical Education. The authors substantiate the process of designing assessment tools by teachers on the basis of competency-based and modular approaches to the content of teacher education based on the conceptual approaches presented in the studies of A.A. Verbitsky, A.V. Khutorsky, N.N. Narbekov, M.A. Bezborodova, O.A. Kozyreva, A.V. Novikov. Information-analytical, planning-prognostic, organizational-executive, control-diagnostic, regulatory-corrective stages of designing evaluation tools are presented. The content and planned results of the teacher’s activity are revealed in the course of designing evaluation tools for the psychological and pedagogical training of bachelors students in the profile “Primary education”. The prospects of the study are to determine the levels of formation of the competencies of the module of educational activity in future primary school teachers based on the creation of competency-oriented professional tasks.</p>

THE WAYS OF THE FUTURE PRIMARY SCHOOL TEACHERS’ ECOLOGICAL COMPETENCE FORMATION

The article reveals the ways of the future primary school teachers’ ecological competence formation. The theoretical analysis of the normative documents of Ukraine, psychological, pedagogical and methodological literature, the curricula for primary school and curricula for the primary school teachers’ training revealed the main directions of a complex approach to the ecological competence formation. Much attention in the article is focused on the methodological aspect of the future teachers’ training in the process of teaching such disciplines as “Ecology” and “Educational Practice (Field)”. It is shown that in the process of the teacher’s ecological competence formation it is necessary to use traditional and non-traditional forms of conducting classes – binary and integrated lectures, trainings, excursions, to involve students in ecological actions and nature conservation activities. The survey revealed that the use of such methodological approaches not only forms the future primary school teacher’s ecological competence, but also promotes his professional self-development and growth.

STRUCTURE OF FOREIGN LANGUAGE STRATEGIC COMPETENCE OF FUTURE PRIMARY TEACHERS

The article is devoted to highlighting the theoretical prerequisites for the formation of foreign language strategic competence of future primary school teachers. The definition of the term "strategic competence" is provided, its component composition is analyzed, and the purpose of training is determined. The purpose of the article is to highlight the structure of formation of foreign language strategic competence of future primary school teachers. In today's requirements for the foreign language training of students the role of the ability to obtain information from different sources, to absorb, supplement and evaluate it, to apply different ways of cognitive and creative activity is increasing. CEFR (2018) identifies strategic competence as a key element to form communicative competence. The methodological basis of the article is psychological, pedagogical and methodical theories and provisions that reveal conceptual approaches to the researched issues. The scientific novelty consists in determining the structural elements of strategic competence as the basis for the formation of foreign language strategic competence of future primary school teachers. The prospects for further scientific research should be the use of the identified elements of strategic competence as the basis for the formation of future primary school teachers' foreign language educational and strategic competence in the educational process to build a model of appropriate learning.

DEVELOPMENT OF ICT COMPETENCE OF PRIMARY SCHOOL TEACHERS IN THE PROCESS OF CONTINUOUS EDUCATION

The article examines the problem of formation of informational competence of future primary school teachers in the process of continuous education . On the basis of the methodological provisions of systemic, personal-activity, competence, and acmeological approaches, the essence of the process of formation of information competence of future primary school teachers is revealed, the peculiarities of theoretical and practical training of future teachers are reflected under the conditions of implementation of the model of formation of information competence of future primary school teachers in the process of continuous education. The research defines the essence of the concept of "information competence of the future primary school teacher" as a systemic personality quality that reflects the theoretical and practical ability of the future primary school teacher to use ICT in the process of implementing training methods for students of the first level of comprehensive general secondary education, self-educational activities.

Gamification Elements in the Process of Ukrainian Language Training of Pedagogy Specialists

The article studies the problem of using gamification elements in the process of training future preschool and primary school teachers on the example of the methodology of teaching Ukrainian Language for Professional Purposes. The necessity of improving the methodology of teaching the language to students of different age groups while taking into account the main educational trends and public demand has been substantiated. According to the goal, the essence of the "gamification" concept has been defined regarding the modern education sector. The peculiarities of using gamification, which have a great impact on the effectiveness of teaching students at pedagogical institutions of higher education, have been determined.
 It is emphasized that the growth of the number of game means in the methodology of teaching Ukrainian Language for Professional Purposes is not always directly proportional to the increase of success. Since gamification is impossible without using information and communications technology, consideration of the factor of appropriate technological support is necessary. The age factor manifests itself rather in the information and technological skills and abilities of certain age groups than the effectiveness of completed tasks on the condition of unhindered mastery of the technology. In the process of gamification, the element of novelty has a significant impact, as well as the temporal and motivational dependence of the interest of the performers on the duration or algorithmization of the tasks. The psychological factor is manifested through gender, which substantiates the inefficiency of using gamification with elements of competition or open ranking of results for female audience. In the context of training pedagogy specialists, the process of gamification during the study of a certain discipline has a dual purpose: increasing the motivation and therefore the effectiveness of training, formation of necessary competencies of future teachers; mastering completed gamified tasks as possible ways and means of teaching the Ukrainian language in future professional activity.
 Based on the analysis of the information space of the problem, a system of tasks with gamification elements has been developed and adapted to the content of the Ukrainian Language for Professional Purposes academic discipline.

ТЕОРЕТИЧНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

The article deals with the raising of requirements for the professional training of future primary school teachers. This predetermines qualitatively new theoretical and methodical approaches to the training of students, which will allow them not only to master the basics of science and professional skills and abilities, but also new pedagogical achievements, innovative technologies etc. while studying in higher pedagogical institutions Successful mastering of innovative pedagogical technologies helps bachelors, specialists and masters meaningfully start the process of independent professional activity. The long-term experience of scientists in the training of future primary school teachers gives reason to assert that the solution to the problem of person-oriented education and its productivity is connected with the use of innovative, in particular, interactive technologies in the educational process. Scientific research show that interaction in many ways solves the problem of strengthening and preserving the mental and physical health of students, contributes to increasing the motivation towards educational activities. Interactive technologies in all their diversity are focused on realization of cognitive interests and needs of an individual, therefore special attention is given to organization of the process of effective communication, in which the participants of the interaction process are more mobile, more open and active. Modern higher education should address the principle of multilateral communication, and such its organization promotes the use of appropriate teaching methods. This contributes to the fact that students acquire sufficient knowledge of didactics, professional methods of primary education etc. for the implementation of innovative education of primary schoolchildren. The future scientific search should be the introduction of interactive technologies in the educational process of training future primary school teachers.

ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

Innovative educational trends in the preschool education system require a new type of teacher and make extremely high demands on his professional competence. The article describes current issues of professional training of future specialists in preschool education. The need for professional training of pedagogical staff of preschool education institutions leads to the development of new approaches to technologies and methods of professional training of future specialists. An integral component of the professional training of future educators is the formation of professional qualities. The training of future specialists in preschool education is considered as a multifactorial structure, the main task of which is the acquisition by each student of a personal sense of activity, the formation of professional skills, an ever-growing interest in working with children and their parents, as well as in the development of success in activities. Qualitative training of a preschool teacher includes interdisciplinary and intradisciplinary integration, the implementation of personal-activity and systemic approaches. An analysis of approaches to the organization of the educational process in institutions of higher pedagogical education was made. Professional training of a future specialist in an educational institution is carried out in the pedagogical process and includes the following components analyzed in the article. The basic principles of training future preschool teachers and primary school teachers in the light of the concept of early childhood and preschool education and the concept of the New Ukrainian School define the provisions of the following approaches: humanistic; axiological; interdisciplinary; personally oriented; technological; activity; competent. The training of preschool teachers is characterized by the presence of two methods of integration: horizontal and vertical. The issues of organization of the learning process within the andragogic approach require further consideration.

ПРОБЛЕМА АКСІОЛОГІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НАУКОВИХ СТУДІЯХ

The article analyzes some aspects of axiologising the professional training of the future primary school teacher, presented in scientific studies. The problem of value orientation of higher pedagogical education, axiologising professional training of the future specialist, formation of his worldview position, value-targeted guidelines conceptualizing pedagogical activity, giving it meaning, integrity, universality and uniqueness is updated. The scientific discourse supports the opinion that the process of value formation of a future teacher at the stage of professional and pedagogical training involves a purposeful, systematic movement through cognition, value comprehension and evaluation to the creative transformation of knowledge, the formation of the ability for constant self-development and self-improvement, and the formed value orientations are the basis of formation value attitude of the individual to the future pedagogical activity. Attention is focused on defining the basic values of university education, which act at each stage of professionalization as moral imperatives and are the basis for self-organization and self-development of pedagogical activity, teacher-student interaction. An overview of the scientific ideas of the famous Ukrainian teacher, scientist O. Savchenko regarding values in the professional activity of a teacher, where, based on the idea that values characterize the socially and personally significant meanings of a teacher's professional activity, the addition of the theory and practice of the development of professional values of a teacher by filling new meanings of axiological concepts is emphasized, conclusions are made regarding the system- forming nature values in the activity of the teacher. It is summarized that positive changes in society indirectly depend on similar changes in the system of professional education, humanization of social life and humanization of education - on the axiological basis of the teacher, where the main criterion is his professional training from the standpoint of awareness of the realities of the modern world, axiological priorities as socially and personally significant meanings that actively stimulate the professional and pedagogical training of a modern primary school teacher in the conditions of personally oriented education.

УМОВИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПЕДАГОГІЧНИХ КОЛЕДЖІВ ДО ФОРМУВАННЯ ОСНОВ ФІЗИЧНОЇ КУЛЬТУРИ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

The article substantiates a set of conditions for the training of future teachers of pedagogical colleges for the formation of the basics of physical culture of primary school students. A survey of expert groups was used: applicants, primary school teachers, teachers of the pedagogical college. A number of conditions are distinguished, including organizational and pedagogical, pedagogical and didactic. There are four dominant conditions in each group, which play a decisive role in shaping the readiness of applicants to use physical culture and health technologies in their professional activities. Organizational and pedagogical conditions are proposed (sufficient funding and availability of material and technical base, professional and personal improvement of applicants, state of health of applicants and teachers, rationalization of pedagogical activity); pedagogical conditions (motivation to use physical culture and health technologies in professional activities, integrativeness of the pedagogical education system, dialogic approach to professional training, ability of future primary school teachers to reflective activity); didactic conditions (organizational, substantive, active, psychological, managerial). The essence of each condition of each block is revealed. It is proved that the justified conditions form a dynamic system based on a personal and active approach, which ensures the formation of methodological and theoretical knowledge, professional skills, personal qualities and individual methods of professional training among the applicants, one of the aspects of which is the formation of the readiness of the applicants to use physical culture and health technologies. It has been established that the conditions for training future teachers of pedagogical colleges to form the basics of physical culture of primary school students show the degree of readiness of future primary school teachers to use physical culture and health technologies in their professional activities.

Практика развития креативности будущего учителя начальных классов в современной цифровой образовательной среде с помощью технологии виртуальной реальности

The research paper is focused on revealing the possibilities of developing the creativity of future primary school teachers in e-learning environment with the help of means and technologies of virtual reality. The notion ‘teacher’s creativity’ has been defined in the article and the basics of vocational training of the creativity of future primary school teachers by VR-means within the digitalization of education have been described. In the modern context of training a creative teacher the VR-means and technologies become to be actual and obligatory for teacher’s professional development. The study is novel in that the authors have practiced the VR-technology for developing the creativity of future primary school teachers within their pedagogical training which allowed to define the features of using modern digital means in the process of pedagogical education of future teachers. As a result, the efficiency of using VR-technology in practical realization for developing the creativity of future primary school teachers have been proven.