STATE OF FUTURE PRIMARY SCHOOL TEACHERS' READINESS FOR THE ARTISTIC AND TEACHING WORK MOTIVATION COMPONENT FORMATION

The purpose of the article is to study the state of future primary school teachers’ readiness for the artistic and teaching work motivational component formation. Methodology. The following methods have been used in the research: scientific literature analysis, abstraction, synthesis, generalization, analytical comprehension of the summative assessment results; diagnostic (private communication, interviews, tests, questionnaires, pedagogical observations, students and teachers’ surveys; students’ performance of creative tasks); statistical: methods of processing the experimental data for the quantitative and qualitative analysis of the results of diagnostic examinations. The scientific novelty of the research. The essence of the «future primary school teachers’ artistic and teaching work» and «future primary school teachers’ readiness for the artistic and teaching work» concepts has been specified; the essence, content, structure of future primary school teachers' readiness for the artistic and teaching work have been concretized; the criteria of future primary school teachers’ readiness for the artistic and teaching work motivational component formation have been developed; the worked out methodology for the criteria estimation of future primary school teachers’ readiness for the artistic and teaching work motivational component formation has been presented in the article. Conclusions. The results of the study have proved that future primary school teachers' readiness for the artistic and teaching work motivational component formation reaches mainly the elementary and reproductive levels. We consider this to be due to the use of traditional methods, the lack of disciplines aimed at training future primary school teachers for the artistic and teaching work, which reduces the level of future teacher’s orientation and motivation and, consequently, his/her readiness for the mentioned type of work. Taking into consideration the lack of hours required in the curriculum to provide a thorough artistic training, it is advisable to introduce such a technique that would provide the future teacher with maximum freedom in choosing his/her own artistic means of conducting the lesson, the realization of natural individual abilities and personal achievements for the desirable professional growth. Thus, it proves the need to introduce innovative approaches to teaching students and improve the curricula of their training in the field of artistic education in order to increase the future teachers’ motivation for the artistic and teaching work. Key words: artistic and teaching work, readiness, primary school teacher, motivational component