Integrating Modern Information Technologies in Training Future Primary School Teachers

Abstract

Introduction: Against the backdrop of a large-scale upgrade of the education system, the development of professional competence of primary school teachers is gaining a special role. The concept of development of the New Ukrainian School (NUS) determines new requirements for teachers in terms of compliance with current standards in the field of education.

Objectives: The study involved a combined approach to analyzing the current role of information technology in education. The article belongs to the category of descriptive research, assimilating a review of case studies and analysis of secondary information data.

Methods: At varius vel pharetra vel turpis nunc eget lorem. Feugiat scelerisque varius morbi enim nunc. Cras semper auctor neque vitae tempus quam pellentesque nec. Faucibus purus in massa tempor nec feugiat nisl. Congue nisi vitae suscipit tellus mauris a. Est sit amet facilisis magna etiam tempor. Dictum varius duis at consectetur. Purus semper eget duis at tellus at urna. Ipsum consequat nisl vel pretium. Viverra maecenas accumsan lacus vel facilisis volutpat est. Bibendum arcu vitae elementum curabitur vitae nunc sed. Nisl tincidunt eget nullam non nisi est. Ac turpis egestas integer eget aliquet nibh praesent.

Results: The study examines aspects of the integration of modern methodological and pedagogical tools based on digital transformation, which include, in particular, interactive teaching methods and elements of information and communication technologies. It has been found that innovative digital solutions actively contribute to the development of the key competencies of a modern teacher – creativity, critical thinking, communication and social competence. It is substantiated that a significant function in the system of professional training of primary school teachers is currently assigned to the formation of competencies in inclusive education. The study found that modern graduates of higher pedagogical institutions have traditional competencies, while requiring additional tutoring at the initial stage of their professional activity, as well as more attention to the formation of digital skills in the process of professional training.

Conclusions: A number of practical recommendations are proposed to optimize the system of professional education of future primary school teachers in order to improve the quality of their training and the successful implementation of the NUS development concept.