STRUCTURAL - FUNCTIONAL MODEL FOR DEVELOPING THE READINESS OF FUTURE ELEMENTARY SCHOOL TEACHERS FOR WORK IN SECONDARY SCHOOLS

Abstract

The article addresses the problem of forming the readiness of future primary school teachers for professional activity in general secondary education institutions. The fundamental theoretical principles of professional training are substantiated, and a structural-functional model is developed, which reflects the interrelation of target, theoretical, content, procedural-technological, digital-technological, and result-evaluative blocks in shaping the readiness of future primary school teachers for their profession. The main components of future teachers' readiness are identified, including motivational-value, cognitive, activity-operational, digital-competence, and reflective components. The pedagogical conditions for the effective implementation of the model are specified, and the stages of its introduction into the educational process of higher education institutions are proposed. The purpose of the study is to theoretically substantiate and develop a structural-functional model for forming the readiness of future primary school teachers for professional activity in general secondary education institutions and to experimentally verify its effectiveness. The research methods include analysis and generalization of scientific sources, systematization, and modeling. The results of the study consist in the development of a structural-functional model for forming the readiness of future teachers for professional activity, with the identification of its structural components and pedagogical conditions for its implementation in the training of students. It has been experimentally confirmed that the implementation of the model contributes to increasing the level of students' professional readiness across all defined components. The conclusions indicate that the proposed model is an effective tool for improving the professional training of future primary school teachers. Its implementation ensures a holistic formation of readiness for pedagogical activity and can be applied in the educational process of higher education institutions. Prospects for further research include expanding the practical aspects of the model's application and its adaptation to modern educational conditions.