KEY RESULTS OF THE MODERN PRIMARY SCHOOL TEACHER PROFESSIONAL TRAINING AT HIGHER EDUCATIONAL ESTABLISHMENT

The article discusses the issues of improving the system of vocational training of primary school teachers at the present stage of its development in accordance with the requirements of the new normative documents. The analysis of scientific literature allows the author to identify the main disadvantages of the modern system of vocational training of the future primary school teacher, consisting in the prevalence of the gnostic approach, the dominance of the information and explanatory function of teaching to the detriment of the practice-oriented paradigm. According to the author, the search for solutions to this problem should be guided by the final results of the professional training of the future primary school teachers, which are outlined mainly by three personal features of a teacher: professional readiness, professional competence, and professional culture. The article also states that updating the professional training of a future primary school teacher in accordance with the requirements of the New Ukrainian School requires not only a clear definition of the final results of this process, but also definitions of the concepts for the future primary school teacher and their logical subordination in the formation process. The analysis of scientific approaches to the definition of the core concepts of professional training (“professional competence”, “professional culture”, “professional readiness” of the future primary school teacher) has given the author an opportunity to conclude that they are interrelated with the target (all these qualities of the future teacher are determined as a result of professional training) and structural (in most studies, the structure of these concepts in general is reflected in the unity of cognitive, operational and activity, evaluation and motivational components) characteristics, as well as logical chain link, which is realized in the process of vocational training of the future primary school teachers. As a result of the theoretical study of these concepts and their definitions, professional competence is considered by the author as the first personality formation of the future teacher during professional training, professional culture – as a quality that can be acquired by the student only in parallel with the formation of the components of professional competence and on their basis, and the professional readiness in the article serves more integrative personal formation of the future teacher, since it includes both professional competence and professional culture, as well as a conscious personal desire to use them in the practice of primary school based on a deep motivation acquired pedagogical skills, axiological, acmeological thoughts and others. The author considers the prospects of further scientific research in this direction in the study of the professional characteristics of the primary school teacher in the context of its reformation