TRAINING FUTURE PRIMARY SCHOOL TEACHERS FOR THE TECHNOLOGIZATION OF EDUCATIONAL ACTIVITIES IN THE NEW UKRAINIAN SCHOOL (NUS)

Abstract

 The relevance of the problem highlighted in the article lies in the fact that rapid socio-economic changes in Ukraine and around the world, particularly the large-scale war, have caused changes in the content of educational work with students in general secondary education institutions (GSEI), which requires new approaches to the professional training of future primary school teachers. The aim of the article is to outline the ways of professional training for future educators in relation to the technologization of educational activities in the New Ukrainian School (NUS). Research methods used include theoretical analysis of psychological and pedagogical literature and analysis of practical experience in solving the problem. As a result of the research conducted, the main requirements for the content and key areas of student education in accordance with the Concept of the New Ukrainian School and the State Standard of Primary Education have been highlighted. The article reveals the most important trends in the development of modern educational practice, among which the leading one is the technologization of the educational process. It outlines the content of the concepts of "pedagogical technology," "educational technology," and "technologization of the educational process." In particular, it is noted that the technologization of the educational process in modern domestic and foreign pedagogy is associated with the search for pedagogical approaches that could transform teaching and education into a technological process with guaranteed results. Discrepancies in the views of scholars regarding the use of the term "educational technology" have been revealed. The article focuses on the content of the educator's educational activities. The process of forming future primary school teachers' readiness for innovative educational activities is described. The components of readiness include an adequate level of motivation among educators for innovation in educational activities, a content component that includes the innovative thinking of educators, a creative educational environment, as well as operational (activity-based) and outcome components. The criteria for future educators' readiness for the technologization of the educati