Ensuring the reform of today's primary school provides for a certain removal of restrictions in pedagogical activity, providing teachers with freedom in interpreting educational programs, using forms and methods of working with younger students. This requires from elementary school teachers not only deep knowledge, possession of a set of relevant professional skills and abilities, but also an orientation towards pedagogical creativity, towards the needs of the student in the educational process, an understanding of their own responsibility for the results obtained, the ability to act effectively in conditions of academic freedom and decentralization of the school. In modern conditions of education reform, the relevance of the problem under study is explained by a number of factors. Therefore, we consider the solution of certain social and educational problems to be an important component of the activity of a primary school teacher.
The article deals with the process of preparing a competent physical education teacher, who is competitive in the labour market, can easily navigate in related fields of work and is ready for the continuing professional development and social and professional mobility. The research aims to theoretically justify and experimentally verify the effectiveness of implementing the designed model of stage-by-stage preparation of future physical education teachers to solve typical professional tasks. It is planned to use the integrated and interdisciplinary tasks to prepare future teachers to perform basic functions during pedagogy classes, as well as certain methods of physical education and teaching practice, to introduce an integrated specialized course, titled "Technologies for Solving Typical Professional Tasks of Future Physical Education Teachers" to develop skills for solving stereotypical, diagnostic and heuristic professional tasks in interactive types of professional activity. The control and experimental groups (150 respondents each) were formed based on the survey of teacher students regarding their intentions and desire to participate in the experiment. The effectiveness is proved by the significant qualitative difference between the results of both EG and CG: the percentage of the EG students with a high level of readiness to solve typical professional tasks has increased by 33.7% compared to the CG. Both quantitative and qualitative interpretation of the obtained results proves the effectiveness of implementing the experimentally justified content of professional activity in professional training of future physical education teachers in higher education institutions in Ukraine.
It was found that the concept of modernization of Ukrainian education, especially primary education in the reform "New Ukrainian School", puts forward new social requirements for school education, requires the introduction of innovative learning technologies in the educational process, the basis of which is ultramodern teaching methodology, progressive didactic tools, psychological and neuro-pedagogical theories.
Justified the use of innovative technologies as a means of forming professional competence, which is associated with a rejection of stereotypes in education, goes beyond existing standards of education and personal development of the student; creates new standards for personal, creative, individual focus of the teacher, allows the application of new neuro-pedagogical technologies.
The most effective innovative methods of teaching and professional development of teachers of junior classes of the New Ukrainian school, created taking into account the achievements of neuro-pedagogy are highlighted, namely: game, problem-oriented, team-oriented, project-based methods, the portfolio method, information and communication technologies.
Activation of cognitive activity of students, taking into account their individual neuro-didactic characteristics affecting the degree of their involvement in the educational process was investigated.
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