STAGED TRAINING OF TEACHERS FOR EDUCATIONAL WORK IN ELEMENTARY SCHOOLS: FROM BACHELOR’S TO MASTER’S DEGREE

Abstract

This article provides a comprehensive analysis of the characteristics of training future elementary school teachers for educational work within a multi-level education system (using Rivne State Humanitarian University as an example). The relevance of the study stems from the transformation of the content of teacher education in the context of implementing the New Ukrainian School concept, which emphasizes the role of the teacher as an educator, organizer of the educational environment, and bearer of value orientations. It is argued that preparation for educational work is systematic in nature and must ensure continuity between the bachelor’s and master’s levels.

Based on an analysis of scientific sources, the essence of the concepts “educational work in primary school” and “teacher’s educational competence” has been clarified, and the structure of a future teacher’s readiness for educational activities has been defined, which includes motivational-value, cognitive, activity-based, and reflective components. A content analysis was conducted of the syllabi for academic disciplines that ensure the formation of the educational component of training, taking into account competencies, program learning outcomes, and forms of assessment.

It has been established that at the bachelor’s level, the educational component is systematically implemented through 12 academic disciplines aimed at preparing future teachers for educational activities, three of which are part of the required component (“Theory and Methods of Education,” “Preventive Education and Upbringing,” “Pedagogical Skills”) and provide the basic theoretical and methodological foundation, while the 9 disciplines of the elective component expand and deepen the content of training, ensuring variability and orientation toward various areas of educational work. It has been established that at the master’s level, the educational component takes on an integrative, innovation-oriented, and professionally creative character and is implemented through five disciplines of the elective component (“Gender Approach in Education and Upbringing,” “Innovative Technologies in Extracurricular Education and Upbringing,” “Technologies of Psychological and Pedagogical Support for Teachers and Children in Crisis Situations,” “Pedagogy of Partnership in School-Family Education,” “Technologies of Extracurricular Work in Higher Education Institutions”), the content of which is aimed at deepening professional experience, developing analytical, planning, and reflective skills, as well as the ability to engage in innovative educational activities.