Organizational-pedagogical conditions for the preparation of future primary school teachers for self-learning

Abstract

Currently, there is a significant increase in interest regarding issues related to self-learning by specialists, which is associated with the spread of new technology, rapid expansion of information, transition to an information society, and use of a competency-based approach in the training and professional development of specialists. This has given relevance to the ideas of ongoing education, lifelong learning, and self-learning, which are expected to occupy a well-deserved place in pedagogical theory and practice. The research reported in this paper was aimed at analyzing some of the key pedagogical conditions for preparation of future primary school teachers for self-learning. The paper explored the conceptual-theoretical foundations of preparing future primary school teachers for self-learning. In the study’s experimental part, the authors attempted to verify the hypothesis that the preparedness of future primary school teachers for self-learning activity can develop positive dynamics when the learning process is organized in a special way and appropriate organizational-pedagogical conditions are created for that. Based on the findings from this study and the results from a pedagogical experiment, the authors identified a set of organizational-pedagogical conditions and formulated a set of practical recommendations regarding the preparation of future primary school teachers for self-learning activity.