THE ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR ENSURING CONTINUITY OF PROFESSIONAL TRAINING OF FUTURE PRIMARY GRADES TEACHERS’ IN THE «COLLEGE-UNIVERSITY» SYSTEM

Abstract

The author of the article has examined the interpretation of the concept of «organizational and pedagogical conditions», separated their separate groups. The organizational and pedagogical conditions for ensuring continuity in the professional training of future primary school teachers in the «college-university» system have been defined and substantiated, namely: the implementation of a praxeological approach to the organization of the educational process in the «college-university» system; usage of interactive learning technologies in the training of future primary school teachers; ensuring continuity in the «college-university» system when training future primary school teachers. The basis of the justification of the first condition has been the opinion that in order to ensure the implementation of praxeological principles, it is necessary to ensure: clarity, specificity, interest, accessibility, reality of the educational goal not only for the teacher, but also for students; sufficient usage of time for solving tasks and carrying out substantive actions by students; the complexity of the tasks, which corresponds to the scope of the immediate development of future specialists; activity intensity; adequacy of methods, means and organizational forms of training to the setting goals; the usage of various forms of independent work, their gradual complication; creating a favorable atmosphere during training. The basis for choosing the second condition was the fact that interactive teaching methods allow solving the following tasks in a complex: to form students' interest in the discipline being studied; to increase the effectiveness of the process of understanding, assimilation and creative application of knowledge; to develop intellectual independence; to teach to respect the opinion of other team members, to show tolerance to any point of view; develop leadership skills. The third condition was chosen because the main factor in ensuring continuity is the creation of successive connections and pedagogical systems of an educational institution or bordering educational institutions. Thus, the main meaning of the example is that when transitioning from one stage to another, the main components and methods of organization are preserved in the education system, while the connections between the past, present and future are preserved. These connections ensure the combination of new forms of organization and methods with the old ones.