The article analyses the problem of forming the professional readiness of primary school teachers to work in the context of the New Ukrainian School reform. The relevance of the study is due to large-scale changes in the educational system of Ukraine, which require a new level of training of pedagogical staff capable of implementing a competency-based approach, adapting to modern challenges, including digitalization of education, inclusive approach, formative assessment, distance learning, emotional support for students, etc. The purpose of the study is to identify and theoretically substantiate the structure of primary school teachers’ professional readiness to work in the New Ukrainian School (NUS), taking into account the content of the reform, its philosophy and practical requirements for the teaching profession. The objectives of the study were: to analyse the conceptual foundations of the NUS, to outline the main requirements for the professional activity of primary school teachers, to determine the components of their professional readiness. It is established that such readiness is an integrated formation, which includes existential and value-based professional motivation, intellectual and pedagogical awareness, practical activity in the context of new standards and reflective ability. The essence of each component and its impact on the effectiveness of the implementation of the NUS goals are revealed. The need for holistic teacher training, which includes professional, methodological, innovative, communicative and personal components, is emphasised. The authors believe that the effective implementation of the NUS ideas requires the provision of systematic high-quality teacher training in higher education institutions, updating pedagogical approaches, the use of modern educational technologies and teaching methods, the creation of centers and centers for professional development, the context of the NUS, mentoring, etc. Prospects for further research on this topic: development of a model of a system for preparing primary school teachers for professional activities in the NUS. The results obtained can be used to improve educational programs in the system of training and in-service training of primary school teachers.
Паламар et al. (Fri,) studied this question.