"MECHANISMS FOR ENHANCING THE PROFESSIONAL-METHODOLOGICAL COMPETENCE OF PROSPECTIVE PRIMARY SCHOOL TEACHERS"

Аннотация

An innovation-and creativity-based education system serves as an effective means of fostering societal development. Assessing theimpact offactors that contribute tothe development ofcreativity in prospective primary school teachers, improvingthemethodological system for organizing creativity-oriented educational activities,and designing pedagogical technologies grounded increativity have become pressing issues. Keywords: creative, creativity, professional creative competence, innovative approach, quality of education, creative thinking, creation, implementation of innovations, art, artistry, outcome of creativeability, constructive original thinking, principles ofcreativity development. In theglobal context,creative technologies aimed at developing theprofessional-methodological competence ofprospective primary school teachers inliteracy instruction have beenintegrated intotheeducational process. Systematicwork is being carried out onimplementinginnovative directions fortraining competitivespecialists based ona competency-based approach, applying diverse forms of teaching, and introducingmechanisms for developing theprofessional pedagogical preparation offutureprimary school teachers intopractice. In higher education institutions worldwide, scientific research is being conducted to ensure the quality of professional-methodological training of primary school teachers, to model and design the educational process, to improve professional training, and to develop professional qualities and competencies. In this regard, attention is being paid to teaching the mother tongue and providing vocational preparation for prospective primary school teachers in accordance with international qualification standards, elevating the quality of education to an international level, diagnosing the level of literacy skills development, introducing modular education, enhancing social communication skills, and identifying theprofessionalism ofprimary school teachers. In our country, the legal and regulatory framework has been created for developing the professional-methodological competence of prospective primary school teachers, organizing the educational process in primary schools through the use of information technologies, and training competitive specialists by developing professional competencies. https://ijmri.de/index.php/jmsi volume 4,issue7,2025 190 The task of "further improving the system of continuous education, expanding the availability of quality educational services, and continuing the policy of training highly qualified personnel in accordance with themodern needs of thelabormarket" has been identified as a keypriority. As aresult, thepedagogical possibilitiesfor improvingthe professional-pedagogical activities of futureprimary school teachers based ona competency-based approach and modern pedagogical technologies have expanded. At present, significant changes haveoccurred inprimary education. In the 17thcentury, there were insufficient educational institutions inEurope, and thelevel of education was low. In 1642, the“Gotha SchoolRegulations,” which became thebasis for thecurriculaof primary schools in Germany, were developed. Accordingtothese regulations, education was structured into lower, middle, and upper levels. Thefirst two focused onteaching catechism (abrief statement ofthe Christian faith inquestion- and-answer form), themothertongue, arithmetic, and church hymns; in theupper level, customs studies,natural history, and local geography were added. Children were admitted to lower classes from the age of five and studied until they passed their examinations, but not beyond the age of fourteen. However, there was a shortage of professional teachers in schools. Only at the end of the 17th century in France was the training of teachers organized at the Saint Charles Seminary, which was intended to produce no more than 20–30 teachers annually. John Amos Comenius regarded the school as a place where "youth are nurtured in the virtues of kindness." Negligence toward teaching and disregard for educational duties were strictly punished. For each class, Comenius sought to design tailored instruction. He enriched teacher preparation with methodological guides, such as his book The Visible World in Pictures, which corresponded to the primary principle of teaching in primary school—the principle of visual instruction. Comenius’s insistence on conducting lessons in the mother tongue was also of fundamental importance for that era. The specific nature of a prospective primary school teacher’s activity requires close attention to theconcepts of“learning activity”and “education.” Education is expressed in and based upon “active gnostic (cognitive) activity” with the aim of “acquiring specific knowledge, skills,competences, behavioral patterns, and types ofactivities.” In a narrow sense, teaching and learning activities are interpreted as the leading type of activity characteristic of early school age. The control and asses