Primary Teacher Training Research Articles

Theoretical analysis of the application of the technological-creative approach in the training of future teachers of primary grades

In the article, based on the analysis of scientific sources and empirical material, a theoretical analysis of the problem of applying the technological-creative approach in the training of future primary school teachers is carried out. It is substantiated that the application of the technological-creative approach in this training at the theoretical level involves giving creativity to the traditional criteria of the technology of learning and the structure of this process, that is, the creative orientation of all educational procedures on the guaranteed achievement of creative educational goals, diagnostically set creative goals, current and final assessment of creative results etc. Reproducibility, as one of the key criteria for the technology of the educational process, is provided by a clearly understandable description of all actions and materials in the process of forming the readiness of future primary school teachers to use creative learning technologies. However, the most difficult is the process of algorithmization, which is generally incompatible with the essence of the concept of "creativity" of students. A number of problems of the application of the technological and creative approach in the training of future primary school teachers are highlighted: the orientation of the traditional system of this training on reproductive-type training, despite the long-term implementation of the competence approach; lack of development of motivation for creative educational activity of future primary school teachers; teachers' efforts to avoid planning creative tasks; inconsistency at the theoretical level of the essence of definitions of the context of the application of the technological-creative approach in the training of future primary school teachers ("technology" and "methodology"); the prospect and danger of maximum computerization of the educational process in institutions of higher education, which calls into question the need for creativity of future primary school teachers and, in general, the possibility of replacing the position of a teacher. The introduction into practice of training future teachers of primary grades of creative learning technologies requires a deep analysis of the scientific foundations, basic categories of learning technology; adoption of a number of decisions regarding material and financial costs; labor intensive, increasing the teacher's workload; adjustment of the technological and creative approach to the organization of training, which always involves creativity.

Étude des conditions nécessaires pour favoriser l’exercice de la vigilance didactique des formateurs en formation initiale ciblée sur les liens entre apports théoriques et pratiques en classe

This article is based on the definition of teachers' didactic vigilance in order to consider the conditions of the trainer's vigilance in the initial training of primary school teachers assigned to kindergarten. We associate the exercise of a certain vigilance of the trainer with the improvement of the link between theory and practice in the trainees. The exercise of VDT requires particular conditions to grasp the needs of the trainees to this end, we have developed a training scenario that we describe. We analyse the data produced by its implementation.

Особливості організаційно-педагогічних умов формування емоційного інтелекту майбутніх вчителів початкової школи

The article reveals the peculiarities of forming the emotional intelligence of future primary school teachers in view of the new changes in pedagogical education according to the «New Ukrainian School» Concept and the professional standard «Primary school teacher of general secondary education». A review of foreign and Ukrainian scientific research on the features of emotional intelligence as a psychological and pedagogical phenomenon and a component in the professional training of a future teacher is carried out. The article provides a definitional analysis of the concept of «emotional intelligence», and considers the content and structural characteristics of future primary school teachers’ emotional intelligence as a necessary component of a teacher’s professional competence. The organisational and pedagogical conditions for the formation of emotional intelligence in accordance with the peculiarities of the formation of emotional intelligence in the professional and personal development of the future teacher are presented: the development of emotional intelligence affects the professionalism of the activity and the professionalism of the personality of a future primary school teacher, the formation of pedagogical skills as an indicator of professional success; the projection of the educational environment for the training of a future primary school teacher should provide for emotionally positive influences in the system of components – socio-cultural, spatial-subject, activity, resource, information and communication, axiological; systemic changes in the organisation of primary school teacher training to introduce emotional intelligence content in the components of the pedagogical process for relevant disciplines of the normative and elective cycle, as well as in non-formal education; conceptual introduction of the idea of developing emotional intelligence a professional skill formed within the framework of the educational and professional programme in the speciality 013 «Primary Education». Recommendations are given for the implementation of organisational and pedagogical conditions in the process of training future teachers in order to improve the formation of their emotional intelligence. Keywords: primary school teacher training, emotional intelligence, New Ukrainian School, organisational and pedagogical conditions, emotional competence.

Government Policy Framework Factors for Job Satisfaction among Tutors and Teacher Trainee Performance in Public Teacher Training Colleges in Kenya

Job satisfaction is vital for appropriate organizational behavior. Thus, employee attitudinal response to his or her organization influences job performance. It has been observed that quality passes among teacher trainees in our Public Teacher Training Colleges (PTTCs) in the country have been on the decline. The recent data reveals that out of 12,438 candidates who sat PTE Examinations in 2017, only 5 candidates scored distinctions, 4992 had credit, 886 had passed and 5932 failed. Furthermore, performance among teacher trainees has been noted to be declining since 2014given the ranking as per college means for PTE analysis 2016 results among the top 5 Primary Teachers Training Colleges. The objective of the study was to establish the influence of government policy framework factors on job satisfaction among Tutors on teacher trainee performance. A conceptual framework was used to show the interaction between study variables that influence job satisfaction among tutors and teacher trainee performance. The study established that government policy framework factors of job satisfaction among tutors had an influence on teacher trainee performance, especially the impact of the existence of properly coordinated government policy guidelines on the provision of teaching and learning facilities coupled with other related infrastructures in colleges. This was found to be crucial in motivating tutors at a statistically significant level whereby r= 0.807 at a p-value of 0.05. The findings of this study are recommended to be used by college administrators, the Ministry of Education, the Kenya Institute of Curriculum Development, and TSC to initiate and develop policies that could help improve job satisfaction among tutors in PTTCs for improved teacher trainee performance in the country.

Becoming a Teacher Educator in the Korean Primary School English Teacher Training Context: An Autoethnography on Identity Development

This article aims to explore formation of identity of an English teacher educator in the Korean primary school English teacher training context. Utilizing an autoethnographic approach, the author represents the ways by which his English teacher educator identity becomes a site of an ongoing struggle for various identities with language learning and teaching experiences situated at the meaning negotiation. By investigating multiple resources made relevant in the past 6 years by the author’s participation in the primary school English teacher training program, the current study recognizes that his English teacher educator identities are academic-self, teaching-self, and emotional being. Each identity is influenced by the other, being realized in the teacher training program as a classroom discussant (not a knowledge deliverer) on local and global ELT issues, as a researcher (not a monetary compensation seeker) who wants to bring local teachers’ stories to the broader academic world, and as an emotionally sensitive teacher whose professional development is closely tied to overcoming emotional vulnerability and being encouraged by positive feedback. This study ends with a call for further research and practical implications for teacher educators and teacher education programs.

Perspectivas comparativas de las partes interesadas sobre la educación inclusiva en cuatro regiones de China

The European project INCLUTE (Promoting inclusive education through curriculum development and teacher education in China) European Union (Proyecto Erasmus +) 561.600-EPP-1-2015-CN-EP helps to contribute the demand for highly educated teachers at the primary school level can be tackled, and universities in China can be encouraged to take European standards into consideration. This project is innovative because it focuses on the topic of inclusive education for supporting teacher training for Chinese primary school teachers. The Confucian pedagogical ideal of “learning without discrimination” still predominates among Chinese educators nowadays. However, over the last thirty years, government stakeholders have underscored the need to implement inclusive education policies, following the Western model. Thus, the Chinese educational system has started to implement the “learning in the classroom” policy – a halfway alternative between Confucian traditional pedagogy and the Western notions of inclusive education. Nonetheless, little is known about the Chinese perspectives on, and expectations about, inclusive education. Accordingly, the present study aims to identify the Chinese stakeholders’ perception of inclusive education through a survey, an interview and a focus group out of a sample of 8,412 subjects composed of primary school teachers, government officials and Non-Governmental Organization (NGO) workers from Guanxi, Sichuan, Chongqing and Tibet. The results of this study suggest that Chinese education stakeholders conceptualize inclusive education as a philosophical idea related to new methodological strategies, but that it is not associated with disabilities, education for all or the educational community. The weaknesses and strengths of inclusive education are discussed.

English

The English Language is widely used in nearly all countries around the world, and Tanzania is not an exception. Learning theories such as humanism, cognitivism, constructivism, and behaviourism are applied as a way to achieve the expected aims of English learning and teaching in Tanzania. This study aims to understand the challenges of using behaviourism theory in English language learning and teaching. This will be important for everyone involved in education, particularly English language teaching: Teachers, parents, textbook and/or supplementary book writers, syllabus designers, policymakers, education planners, and other educational stakeholders. This study opts to use a qualitative approach based on case study design to guide the study. The study used two instruments; a documentary review and an interview. The interview involved six primary teachers from different primary schools in Tanzania. The documentary review entailed reading various academic articles that contained information about behaviourism theory in English teaching. The finding indicates that challenges to using behaviourism theory in teaching English can be categorised into learner-based, teacher-based, and environmental-based. Learner-based challenges include such psychological problems as anxiety, which limit the application of key principles of behaviourism theory in teaching English. Teacher-based challenges include the ability of teachers, especially in the application of key principles of behaviourism theory in teaching English to primary school students in Tanzania. In conclusion, among other things, regular in-service training for primary school teachers, curriculum revision, and improvement of teaching and learning will be critical in minimising the challenges of using behaviourism theory in teaching English in Tanzanian primary schools.   Key words: Behaviorism, second language, English teaching.

핀란드와 한국의 초등 예비교사 다문화교육 프로그램에 관한 비교사례연구

The purpose of the study is to provide implications for multi-cultural education in Korea. So we comparatively analyze how multi-cultural education programs for student teachers are implemented in the teacher training institutions in Finland and South Korea. In order to achieve this purpose, the study collected and analyzed primary and secondary data of each educational institution’s programs by intentionally selecting primary teacher training institutions in two countries. The data from 3 institutions were analyzed according to the criteria based on previous studies. This study is meaningful in that it conducted a comparative analysis considering multi-cultural context and perspective in two countries, and suggested practical and progressive perspective to student teachers program.

Подготовка учителя начальных классов к профессиональной деятельности по развитию математического мышления младших школьников

<p>The article discusses one of the aspects of the training of a teacher of primary general education – the ability to analyze the causes of students' mistakes made by them when mastering mathematical concepts. The special importance in the competence of the primary school teacher of understanding the value of the initial, initial representations of the child as a result of his own mental activity is noted. An overview of the concept of mathematical thinking in the psychological and pedagogical literature is given. The understanding of mathematical thinking as theoretical, carried out on mathematical material, is highlighted. The levels of development of mathematical thinking and its main components – analysis, planning and reflection – are recorded. The modules of the educational program for the training of primary school teachers are described, aimed at developing students' competencies that allow them to adequately assess the manifestations of mathematical thinking in younger schoolchildren on mathematical material traditionally studied in primary school. The sequence of actions aimed at identifying the error pattern is presented. Examples of tasks for students are given, showing ways of developing the educational action of control; determining patterns of mathematical errors.</p>

A Phenomenological Study of Tutors’ Insights on the Meaning of Quality of Education in Selected Primary Teacher Training Colleges (PTTCs) in Uganda

Due to the pressure exerted by competition among educational institutions to achieve funding and legitimacy in public, achieving quality of education has become a major concern for all the stakeholders not only in higher educational institutions but to the PTTCs as well. So, to achieve this, an understanding of what quality is in teacher training colleges such as PTTCs is highly paramount. The major aim of this study was to explore the insights of tutors in PTTCs on the meaning of quality of education. To achieve this, the study employed a phenomenological research design to attain a deep understanding of the concept of quality of education as perceived by the tutors in PTTCs. Data was collected through semi-structured interviews and analyzed through thematic and content analysis. The study unveiled that PTTC tutors perceive the quality of education in the following ways: meeting students' needs and government quality assurance (QA) standards, students performing well in examinations, work culture involving everyone to achieve the needs of the students, compliance with quality standards, and corresponding to the learners’ expectations, meeting criteria in learner support services and the ability to deliver the subject matter to the students. Finally, several recommendations and conclusions were drawn from the study.

Teachers’ understanding of programming and computational thinking in primary education – A critical need for professional development

Programming and computational thinking have (re)gained an increased focus in com­pulsory education worldwide, consequently demanding teachers of various subjects to engage in the teaching and learning of the two. A recent curriculum reform in Norway emphasised the development of students’ computational skills by integrating pro­gramming into four subject domains: mathematics, natural science, music, and arts and crafts. However, these requirements come without a necessary professional develop­ment programme and are based on the presumption that all concerned teachers under­stand the concepts of programming and computational thinking and know how to teach these skills in a sound pedagogical and didactical way. Therefore, this study investigated how teachers understand programming and computational thinking and the relationship between the two concepts. We also investigated the teachers’ approaches to teaching these concepts and their need for further professional development. To address these issues, we conducted semi-structured interviews with eight primary school teachers and thematically analysed the data. Overall, the teachers reported positive attitudes towards the new curriculum and its focus on 21st-century skills, including programming and computational thinking. However, their understanding of these concepts was narrow, focused on only one of the six pertinent subskills: algorithms. Furthermore, the teachers’ teaching approaches were limited. Finally, we observed a variety of professional development processes and practices. The teachers accentuated a critical need for pro­fessional development within these domains. Our findings showed that to fulfil the curricular expectations of developing students’ computational thinking skills, increased training of primary school teachers is needed.

Аспекти на професионално-практическото обучение на бъдещи начални учители. Проучване чрез метода интервю

The main goal of the article is to study the current state of the organization, implementation, and quality of the practical vocational training of future primary teachers. For this purpose, it presents the opinions and assessment of students studying for the profession of primary teacher in various full-time and part-time Bachelor’s and Master’s degree programmes in pedagogy, of young primary teachers with no more than three years of experience, as well as of primary school principals. The article analyzes the results of a research conducted using the interview method, and it proposes summaries, conclusions, and recommendations regarding the overall organization and optimization of the practical vocational training of students.

Responses to the Socio-Ecological Crisis: Perceptions of In-Service Teacher

The teacher's response to the problem of the socio-ecological crisis becomes important and urgent as an effort to increase teachers' sensitivity, willingness and ability to identify potential and socio-ecological problems that exist in the school environment and the surrounding area.Therefore, this study aims to analyze how teachers participating in in-service teacher training, called Teacher Professional Education (PPG), perceive socio-ecological issues. This study aims to analyze the teacher's perception of the socio-ecological crisis. This study uses a quantitative analysis approach with a survey method. The population in this study were 102 teachers participating in the Teacher Professional Education Program (PPG) primary school teacher training program, with a sample of 96 people. Data collection uses a questionnaire with an electronic google form format. The data analysis technique used descriptive statistics. The research results on teacher perceptions support the inclusion of socio-ecological crisis material in environmental learning in schools and PPG in in-service teacher training positions. In conclusion, although teachers still practice caring and environmentally friendly habits in schools, teachers have paid attention to the importance of critical environmental learning, outdoor learning, collective, and environmental problems in preventing and overcoming socio-ecological. The implication is that teachers are expected to gain many dimensions and critical environmental perspectives in responding to social-ecological problems.

ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ

The article deals with the problem of building health-preserving competences in future primary school teachers. The aims of the article are to study the relationship between general and health-preserving competences during the professional training of future primary school teachers, and determination of the content and essence of health-preserving competence, as well as technologies of its building in terms of higher educational institutions. The research used methods of summarizing and systematizing data on the content and structure of the teacher’s professional competence, and health-preserving competence of the future primary school teacher; as well as methods of interpolation and modelling in determining the content of health-preserving technologies. The role of health-preserving competences in building children’s healthy lifestyle skills is shown. The issues of building the competences are presented in a logical relationship in line with the scheme: competence – professional competence – pedagogical competence – health-preserving competence. The relationship between these competences has been considered, and each of them has been characterized. The ideas of researchers regarding the essence and content of competence have been supported and expanded. Most academics believe that “competence” encompasses the knowledge, skills and abilities, as well as the techniques and methods required for a particular activity. Foreign scholars understand competence as a person’s ability to apply their knowledge in practice, and to have certain experience, which the specialist has acquired as a result of practical activities. Researchers distinguish general and professional competences. General competence is understood as the functional essence of a person’s general culture, while professional competence refers to the professional culture of a specialist, and the content of their professionalism. The main structural components of professional competence have been defined, namely professionally content-based, professionally active, as well as professional and personal ones. It has been emphasized that the effectiveness of building future specialists’ professional competence depends on the applied methodological approaches and principles. It has been established that health-preserving competences are based on the concept of “health”. The concept of “health” in the context of research includes such types as physical, mental, social and spiritual ones. The need for the implementation of health-preserving technologies is confirmed by statistical data. Thus, the share of healthy Ukrainian children is from 4 to 10%. The role of the teacher in building health-preserving competences is defined, as well as their integral personal qualities, the basis for which is knowledge and experience regarding readiness for health-preserving activities in the educational environment. The expediency of application of a system of health-preserving educational technologies, health-improving technologies, and technologies for teaching a healthy lifestyle has been substantiated. The leading role of the use of personally focused, humanistic oriented, innovative and informational pedagogical technologies in building health-preserving competences of the future teacher has been emphasized. It was concluded that this process should be carried out on the basis of the provisions of systemic, activity-based, axiological, integrative, and epistemological methodological approaches.

Effectiveness of the Pedagogical System of Training Future Primary School Teachers to Use Innovative Technologies: Research Results

The purpose of the article is to theoretically substantiate the peculiarities of forming the readiness of future primary school teachers to use innovative technologies. Among the research methods used, the following were decisive: analysis, generalization, experiment, questionnaires, expert evaluation, and observation. Results. In today's conditions, the driving force in the field of education is the use of innovative pedagogical technologies of learning and education, which satisfy the didactic requirements for ensuring the educational process. The training of a new generation of primary school teachers, who are able to depart from traditional forms and methods of working with students and at the same time perceive and extrapolate new pedagogical experience, new technologies, forms and methods of work in their professional activities, is aimed at realizing the need to create a positive educational environment by activating intellectual and sensory and emotional resources of each student. That is why there is a need to use appropriate pedagogical technologies in professional education. This, in turn, actualizes the need to include appropriate content in the subject-methodical training of future primary school teachers, requires rethinking and searching for new organizational forms and methods of training that would improve its quality and effectiveness, expand and deepen the content of professional training. This is due to the latest trends in the development of social, interstate, and cultural relations in the field of professional and pedagogical training of specialists and is the subject of special attention of the state, which is reflected in the main documents that determine the priorities of the educational policy of Ukraine: the laws of Ukraine «On Education», «On Higher Education» , «On the national informatization program», state programs «Information and communication technologies in education and science» for 2006-2010, Concept of implementation of state policy in the field of general secondary education reform «New Ukrainian school» for the period until 2029, Concept of media implementation of education in Ukraine (2010), Strategy for the development of the information society in Ukraine (2013), etc. So, the result of professional training of future teachers is the readiness to use pedagogical technologies in professional activities, which is determined by the actual problem of pedagogical science and practice. Conclusions. The author formulates general conclusions and recommendations for the implementation of theoretical and practical results of the study in the educational process of pedagogical universities, and identifies prospects for further research in the field of the problem under study.

Training of future primary school teachers for using innovative technologies

The article deals with the problem of developing the ability of future primary school teachers to innovative activity. The purpose of the article is based on self-reflection of the experience of training future teachers of primary education for the implementation of pedagogical innovations to substantiate some constructive ways of formative influence on the process of developing their business reputation in the outlined plane. Results. In the context of the analysis of the approaches that have developed in modern pedagogical science, not only the realities of today regarding the uniqueness of the student of higher education, European integration processes and the multifunctionality of education as a field are considered, but also the latest ideas about the purely innovative content of the teacher's professional activity. The scientific status of the concept of «creative thinking» among relatives (such as «independent thinking») has been clarified. The nature of the attitude of future primary school teachers to the innovative vector of the professional activity of a modern teacher is specified. The expediency of the process of training students for the implementation of innovative professional activities as a system, in which the system-forming value is given to the development of a positive and active attitude of future primary school teachers to pedagogical innovations, to the awareness at the level of conviction of their unsurpassed significance in the conditions of the «tuning fork market of European integration educational transformations, has been proven. Conclusions. As a result of the self-reflection of the experience of formation of innovative competence among students of higher education, the constructiveness of the student’s free choice educational discipline «Innovative technologies of teaching educational branches in primary school» was ascertained. This approach has been tested at the Izmail State University of Humanities and proves the essentiality of its compensatory value and motivation for spreading it in university practice. The author concluded that the active involvement of teachers in innovative activities requires appropriate scientific and pedagogical support; the educational process of higher education institutions is an important factor in stimulating both the interest of students in the latest technologies and the improvement of their professional culture regarding the implementation of innovative activities. The author added that self-reflection of the experience developed in the above-described perspective convinces of the urgent need to consider the scientific and practical support for the development of innovative competence among students as a pedagogical system.

Training of future teachers through teaching pedagogical technologies

The research paper aims to address the issue of professional training of future primary school teachers, who will ensure quality education based on the new curriculum by developing their professional competencies. In the research work, the results of questionnaires applied to schoolteachers and students of this specialty were compared and analyzed. The analytical analysis considers the theoretical and methodological issues of increasing the quality of education by introducing alternative subjects into the educational program of the specialty in the higher educational institution, to improve the mastery of pedagogical technologies and the ability to use them in the pedagogical process of the teacher in the training of future primary school teachers. Based on this, a model project for training future primary school students is considered. The model substantiates the problems of being guided by didactic requirements of pedagogical processes organized in each primary class.
 Keywords: Specialty, model, pedagogical technologies, quality education, alternative disciplines;

Opportunities for the Formation of University Students’ Digital Competence

The relevance of this article lies in the fact that during the period of the accelerating process of the technological development of society, the active introduction of electronic and distance learning technologies, electronic educational resources, the creation of a digital educational environment, it is necessary to prevent emerging very controversial problems. One of which is the demand for primary school teachers who have the necessary skills to work in a digital educational environment and the urgent need that arises against this background to prepare students and undergraduates for professional activities in accordance with modern educational trends. Thus, the article presents an analysis of the problem of preparing modern undergraduates in the direction “Pedagogical education”, profile “Primary education” for the implementation of their professional activities in the context of creating a unified digital educational environment of elementary school. A study developed on the basis of the methods of K. Zamfir (modified by A. A. Rean), V. I. Andreeva, studies by S. A. Zaitseva, where undergraduates were asked to complete tasks and answer questions related to the organization of a unified digital educational environment in elementary school. The study has made it possible to identify the level of their readiness to use digital technologies in their professional activities that contribute to the creation of a digital educational environment in elementary school. The task of the study was also to identify “gaps” in the process of developing the digital competence of undergraduates and further work to eliminate them, in order to prepare highly qualified specialists with skills that will allow them to independently develop and improve their digital competence and maintain professional mobility. The author of the article offers practical tasks that will improve the level of digital knowledge and skills of undergraduates: knowledge about digital technologies, understanding the possibilities of their use, understanding the essence of the digital transformation of the educational process, the skill of working with information, the ability to work in a unified digital educational environment of elementary school, etc. The research materials can be useful for teachers of universities, secondary vocational education, as well as additional education in organizing the process of professional training of primary school teachers. Keywords: digital transformation of education, digital competence, digital competence, digitalization of the educational process, digital technologies, primary education

Designing Vocabulary Learning Media Through Arts And Crafts For Primary School Teacher Training

Vocabulary in English is a common problem encountered in teaching and learning. This study aims to describe the steps of designing or developing vocabulary learning media using art and crafts. The purpose of this study is to teach primary school teacher training on the third-semester at Achmad Yani University Banjarmasin. This study used classroom action research. This method emphasizes on textbooks, journals and other relevant sources as sources of data and theoretical studies. The variables focused on here include the use of various art and craft activities in vocabulary teaching as independent and the success level of the students to present and participate in their learning English vocabulary.

PREPARATION OF FUTURE PRIMARY TEACHERS FOR THE DEVELOPMENT OF LANGUAGE OF JUNIOR PUPILS WITH GENERAL LANGUAGE

The article highlights the problem of preparing future primary school teachers for the junior schoolchildren’s speech development with general language underdevelopment. The peculiarities of the manifestation of general underdevelopment of language in younger schoolchildren are considered, and the place and peculiarities of the preparation of future primary school teachers for this work are determined. The concept of “general underdevelopment of language” is revealed. The analysis revealed the general underdevelopment of the speech of students of grades 1‒4. It has been established that in three to four years of study, children with general underdevelopment of the language can master the language at a sufficient level and acquire more or less formed language skills (pronunciation, vocabulary).It has been proven that the work on the development of the language activity of such children is carried out more effectively if the primary school teacher joins in solving this problem, since he communicates with them throughout the school day, as well as outside of school hours.The Standard of Higher Education in specialty 013 “Elementary Education” of the first (bachelorʼs) level of higher education, the curriculum for the training of future primary school teachers was analyzed. It was revealed that the training of future primary school teachers is provided by general humanitarian, socio-economic, mathematical, natural science disciplines, as well as general professional and subject training disciplines. Possibilities of training future teachers for the development of language activities of younger schoolchildren, in particular with children who have general language underdevelopment based on the integration approach, have been established. An integrated interdisciplinary program was created to increase the effectiveness of training future primary school teachers for the development of language activities of younger schoolchildren with general language underdevelopment, which involves the integration of methodical, pedagogical,psychological, speech therapy knowledge.We see the prospect of further investigations in the disclosure of the features of the professional activity of a primary school teacher in the development of speech activity of younger schoolchildren with general language underdevelopment.
 Keywords: training, future teacher; primary school; junior schoolchildren; general underdevelopment of language; interdisciplinary; pedagogical activity; inclusive education; institution of general secondary education.