THE CURRENT STATE OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS OF UKRAINE

Abstract

The purpose of the article is to study the current state of professional training of future primary school teachers in pedagogical institutions of higher education. The methodology of the study involved the use of general scientific research methods: methods of theoretical analysis of scientific psychological, pedagogica, and methodological literature in order to review and analyze existing theories, concepts and approaches to solving the problem; comparative analysis in order to compare different aspects of the formulation of theoretical statements; interpretation and generalization of the information obtained in order to analyze and process the data obtained to establish links and patterns, formulate conclusions and generalizations for further usage. The scientific novelty is that using the method of theoretical, comparative analysis of scientific and methodological literature and generalization of information, the analysis of the current state of professional training of future primary school teachers in pedagogical institutions of education of Ukraine in the context of the educational reform "New Ukrainian School" and trends in world development was carried out. Conclusions. The current state of professional training of future primary school teachers in pedagogical institutions of higher education in Ukraine is influenced by the processes of globalization, informatization and democratization of modern society. The entry of the Ukrainian state into the socio-economic, political and educational space of developed European countries implies the definition of the content of educational reforms and approaches to their implementation in accordance with the trends of the global world. Improvement of the system of professional training of future teachers includes such aspects as: advanced development, minimization of educational requirements and further professional development, studentcentered learning and academic freedom, combination of teaching and research; updating the content of education; internationalization; involvement of employers and practitioners; social support and consideration of special educational needs of students; participation of future professionals in shaping the content of education.