METHODOLOGICAL APPROACHES TO ENSURING THE QUALITY OF PROFESSIONAL TRAINING ОF FUTURE PRIMARY SCHOOL TEACHERS
DOI:
https://doi.org/10.28925/2412-124X.2025.14.5Keywords:
quality of education; professional training; methodological approaches; future primary school teachers; quality assurance in higher education.Abstract
The article presents the results of a theoretical analysis of the methodological foundations of teacher training and outlines key methodological approaches to ensuring the quality of professional training of future primary school teachers. The scientific research uses a set of methods (analysis, synthesis, systematization, content analysis, expert interpretation) that ensured the integrity and reliability of the results and made it possible to identify conceptual guidelines and methodological approaches to ensuring the quality of professional training of future specialists. The results of the analysis made it possible to identify a group of universal methodological approaches (systemic, competence-based, activity-based, personality-oriented, axiological, cultural) that form the conceptual basis of most modern scientific research and ensure the integrity of professional training. At the same time, the significant role of specific approaches (synergistic, acmeological, environmental, resource-based, technological, informational, etc.) has been established, which ensure a deeper understanding of individual aspects of pedagogical activity, taking into account the goals and objectives of specific studies. An analytical distinction has been made between a set of methodological approaches – systemic, competency-based, axiological, personality-oriented, activity-based, synergistic, acmeological, environmental and contextual, which form the basis for ensuring the quality of professional training of teaching staff. It is concluded that the integration of universal and specific approaches creates a multi-level system of methodological quality assurance for the professional training of future primary school teachers, capable of adapting to the challenges of modern pedagogical science and educational practice.
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