MODEL AND MODELING IN THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF PRIMARY SCHOOL TEACHERS IN THE CONTEMPORARY EDUCATIONAL ENVIRONMENT

Abstract

The article reveals the theoretical and methodological foundations of applying a model and the modeling process in the formation of professional competencies of a primary school teacher in the context of a modern educational environment. The essence of the concepts of “model” and “modeling” is analyzed, and their content is within the framework of the New Ukrainian School concept. It is determined that, in the history of pedagogy at various stages of social development, different models of education have existed. Among the most widespread are the model of education as a state departmental organization; the developmental and traditional models of education; the rationalistic model of education; and the phenomenological and non-institutional models of education. A structural and functional model for the formation of professional competencies of a primary school teacher in contemporary conditions is presented, encompassing the goal-and-content block, the organizational-and-technological block, and the diagnostic-and-resultative block. The study employs a set of theoretical and empirical methods, including analysis and synthesis of scholarly sources, modeling, and generalization of pedagogical experience, which made it possible to substantiate the logic of the model’s construction and to determine the pedagogical conditions for its effective implementation. The scientific novelty lies in clarifying the content of the modeling process as an integral tool for forming the professional competencies of a primary school teacher in a modern educational environment. The practical significance of the obtained results lies in the possibility of using the proposed model in the system of training future primary school teachers, in the professional development of teaching staff, and in the development of innovative educational programs in accordance with the ideas of the New Ukrainian School. The research findings can be used in the training of future primary school teachers, in the professional development of teaching staff, and in the development of innovative educational programs in accordance with contemporary requirements.