MECHANISMS FOR IMPROVING PROFESSIONAL-METHODICAL COMPETENCE OF FUTURE PRIMARY TEACHERS

Аннотация

An education system based on innovation and creativity is an effective means of implementingsocial development. Assessing the impact of factors on the development of creativity in future primary teachers, improving the methodological system of organizing educational activities based on creativity, anddeveloping pedagogical technologies basedoncreativity are becoming increasingly relevant. Keywords: creative, creativity, professional creative competence, innovative approach, quality of education, creative thinking, creation, implementation of innovations, creativity, creative ability, result of constructiveoriginal thinking, principles ofcreativity development In the world, creative technologies for developing professional methodological competence of future primary school teachers in teaching literacy have been implemented in the educational process. Based on the competency-based approach, systematic work is being carried out to implement innovative areas of competitive personnel training, variable forms of teaching, and mechanisms fordeveloping professional pedagogical training of future primary school teachers. In higher educational institutions around the world, scientific research is being conducted to ensure the quality of professional methodological training of primary school teachers, modeling and designing the educational process, improving professional training, and developing professional qualities and competencies. In this regard, attention is paid to scientific research on teaching the native language and preparing future primary school teachers for the profession based on international qualification requirements, improving the quality of education to an international level, conducting diagnostics of the level of development of literacy skills, establishing modular education, activating social communication, and determining the professionalism ofprimary school teachers. In our republic, legal and regulatory frameworks have been created for developing the professional and methodological competence of future primary school teachers, organizing the educational process in primary schools using information technology tools, developing competent specialists and professional competence, and training competitivepersonnel. “Further improvement of the continuous education system, increasing the opportunities for quality educational services, and continuing the policy of training highly qualified personnel in accordance with the modern needs of the labor market” were identified as an important priority task. As a result, the pedagogical opportunities for improving the professional and pedagogical activities offuture primary school teachers onthe basis ofacompetent approach and pedagogical https://ijmri.de/index.php/jmsi volume 4,issue6,2025 258 technologies are expanding. In the current period, significant changes have occurred in primary education. In the 17thcentury, there were not enough educational institutions in Europe, and the level of education was low. In 1642, the “Gothic School Charter” was written, which became the basis for the programs of primary schools inGermany. In accordance with it, education was planned in lower, middle and higher schools. The first two taught catechism (a short statement of the Christian faith in the form of questions and answers), the native language, arithmetic and church singing, and in the senior class they added the study ofcustoms, natural history and local geography. In the lower class, children were accepted from the age of 5, they studied until they passed the exams, but not more than 14 years old. But there were not enough professional teachers in the schools. Only at the end of the 17th century was teacher training organized in France at the Seminary ofSaint Charles, which was not to exceed 20-30teachers per year.Jan Amos Comenius adopted the school as "the upbringing of young people in the virtues of kindness", and neglect of education and upbringing tasks were strictly punished. Jan Amos Comenius sought to create a separatecurriculum foreach class. He enriched it with methodological manuals for teachers, for example, he created the book "The World of Sensible Things in Pictures", which corresponded to the main principle of primary school teaching - theprincipleofdemonstration. Jan Amos Comenius's requirement to conduct classes in his native language was also of fundamental importance for that time. The specificity of the work of a future primary school teacherrequires attention to theconcepts of"educational activity" and "education". Education is "expressed in and based on active gnostic (knowledge-related) activity" in order to "master certain knowledge, skills, abilities, forms ofbehavior and types of activity". Teaching and learning activities are interpreted in a narrow sense as a leading type of activity characteristic of junior school age. The control and assessment used by the teacher are not only a means of stimulating the student's learning activi