The Training of Future Primary School Teachers for Pedagogical Improvisation

The article is devoted to the problem of preparing future primary school teachers for pedagogical improvisation. Based on the analysis of scientific literature, the state of the research issue in pedagogical theory and practice has been determined; the importance of pedagogical improvisation in the professional development of a teacher has been outlined; the views of scientists on the essence and content of pedagogical improvisation have been revealed; types of pedagogical improvisation, such as: target, content, methodological, communicative, have been characterized. The experience of forming the improvisational skills of future primary school teachers in the course of studying the discipline "Pedagogical skills (pedagogical creativity)" has been described. It has been found that pedagogical improvisation is considered an important condition for effective professional activity of a teacher with pedagogical erudition, goal setting, creative thinking, and reflection. It is a necessary component of the educational process and represents an intuitive search for prompt solutions to contradictions between stereotypical and unexpected situations in the educational environment of primary school. It has been established that the formation of future primary school teachers' readiness for pedagogical improvisation is a long process, as it involves not only the mastery of theoretical knowledge that constitutes the cognitive basis for successful pedagogical improvisation, but also the development of complex creative skills. Purposeful preparation of applicants for higher education for pedagogical improvisation should begin in the first year and continue throughout the entire period of study at the university. It has been concluded that the inclusion of applicants in pedagogically oriented activities, the use of active teaching methods based on modeling the educational process of primary school and aimed at practical mastery of pedagogical theory, development of improvisational skills, testifies to the dynamics of future primary school teachers' readiness for pedagogical improvisation.