Forming Professional Readiness of Future Teachers to Work in Primary Classes within the New Ukrainian School
DOI:
https://doi.org/10.28925/2311-2409.2025.437Abstract
The article analyses the problem of forming the professional readiness of primary school teachers
to work in the context of the New Ukrainian School reform. The relevance of the study is due to large-scale
changes in the educational system of Ukraine, which require a new level of training of pedagogical staff capable
of implementing a competency-based approach, adapting to modern challenges, including digitalization
of education, inclusive approach, formative assessment, distance learning, emotional support for students, etc.
The purpose of the study is to identify and theoretically substantiate the structure of primary school teachers’
professional readiness to work in the New Ukrainian School (NUS), taking into account the content of the reform,
its philosophy and practical requirements for the teaching profession. The objectives of the study were: to analyse
the conceptual foundations of the NUS, to outline the main requirements for the professional activity of primary
school teachers, to determine the components of their professional readiness. It is established that such readiness
is an integrated formation, which includes existential and value-based professional motivation, intellectual and
pedagogical awareness, practical activity in the context of new standards and reflective ability. The essence
of each component and its impact on the effectiveness of the implementation of the NUS goals are revealed.
The need for holistic teacher training, which includes professional, methodological, innovative, communicative
and personal components, is emphasised. The authors believe that the effective implementation of the NUS ideas
requires the provision of systematic high-quality teacher training in higher education institutions, updating pedagogical approaches, the use of modern educational technologies and teaching methods, the creation
of centers and centers for professional development, the context of the NUS, mentoring, etc. Prospects for further
research on this topic: development of a model of a system for preparing primary school teachers for professional
activities in the NUS. The results obtained can be used to improve educational programs in the system of training
and in-service training of primary school teachers.
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References
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