THE PRESENT-DAYCHALLENGES IN A FUTURE PRIMARY SCHOOL TEACHER’S TRAINING
Authors:   PhD inPedagogy, Associate Professor, Associate Professor of General Pedagogy and Higher School Pedagogy Department,SHEI «Pereiaslav-KhmelnytskyiHryhorii Skovoroda State Pedagogical University», BAHNO Yuliia , SERHIICHUK Olena ,   PhD in History, Associate Professor,  Associate Professor of General Pedagogy and Higher School Pedagogy Department,SHEI «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University»
Published: November 2020

Introduction. Pedagogical universities are faced with the task of traininga teacher of a new genera-tion, ready for the development of a competent student, his or her talents, individual characteristics, and creative potential, which determines the change in the content of teacher education and its implementation. In particular, the problem of a future teacher’s training who is able to independently choose the content of education, design and integrate educational material, create educational projects, use effective educational technologies, design and manage the educational process is becoming rele-vant. The рurpose is to highlight the problems of a future primary school teacher’s training in accordance with the challenges of our time, in particular, integrated teaching that is based on humane and constructive interaction. The methodsof research – problematic, logical and comparative analysis of scientific and pedagogical litera-ture, scientific works of domestic researchers, comparison and generalization of the methodological foundations of psychological and pedagogical literature. Results. In modern conditions, integrated learning has become important, which corresponds to the individual characteristics of children, the development of their abili-ties and talents, based on an integrated approach. In the history of formation and development of the national education system there is considerable experience in the implementation of integrated education. The essence of the integrated approach is, in particular, to create inte-grated courses – subjects that adapt to the study and integrate knowledge of several sciences or kinds of arts; introduction of thematic days, which unite blocks of knowledge in different subjects, topics around one prob-lem in order to enrich the information and emotional per-ception, thinking, feelings of the student. Originality. The scientific novelty of the research re-sults is that for the first time a comparative analysis of the problems of implementation of integrated learning and the readiness of future primary school teachers for its implementation. Conclusions and specific suggestions of the author. In the present-day challenges, the problem of the readiness of future primary education teachers for integrated learn-ing on the basis of humane and constructive dialogue interaction, who is capable of working on the principles of partnership pedagogy, is becoming relevant. That is why in the process of future primary school teachers training for professional activity, higher education institutions must ensure their ability to: acquire, replenish and expand their knowledge about the peculiarities of pedagogical activities in primary school; to analyze the experience and educational practice of primary school in the most developed countries of the world; select an educational material in order to form inter-est in learning children; select and combine optimal forms, methods and means to achieve the goal in the educational process of primary school; provide and evaluate the consequences of the im-plementation of modern pedagogical teaching technolo-gies; be able to manage the educational process in order to prevent learning difficulties and conflict situations, stimulate students’ educational activities.