COMPETENCY-BASED AND INNOVATIVE APPROACHES TO THE TRAINING OF PRESERVICE PRIMARY SCHOOL TEACHERS IN A GLOBALIZED EDUCATIONAL ENVIRONMENT

Abstract

The article addresses the relevant issues of training preservice primary school teachers in the context of a globalized educational space through the lens of competency-based and innovative approaches. The impact of digitalization, globalization processes, and contemporary socio-cultural challenges on the transformation of the teacher’s professional role is analyzed. The necessity of integrating digital tools into the system of professional training of future teachers is substantiated as a key factor in enhancing its effectiveness and alignment with current educational trends.

Purpose of the article. The purpose of the study is to provide a theoretical justification for the integration of digital tools into the training system of preservice primary school teachers for the implementation of competency-based and innovative approaches in a globalized educational environment, as well as to identify effective ways of developing their professional readiness to work in modern socio-cultural and technological conditions.

Methodology. The research is based on a complex use of general scientific and specialized methods, including analysis, synthesis, generalization, and systematization of scientific sources on the research problem; comparative analysis of international educational practices; and a structural-functional approach to studying the process of professional training of future teachers. The methodological framework is grounded in competency-based, systemic, activity-oriented, and innovative approaches, ensuring a comprehensive understanding of the studied phenomenon.

Scientific novelty. The scientific novelty of the study is in clarifying the essence and content of integrating digital tools into the professional training of preservice primary school teachers within the framework of the competency-based approach; in substantiating the role of innovative pedagogical technologies as a means of developing professional readiness; and in identifying current directions for improving teacher training in the context of globalization and digital transformation of education.

Conclusions. It is established that effective training of preservice primary school teachers in a globalized educational space requires the systematic integration of digital tools, a focus on the development of key competencies, and the implementation of innovative approaches to organizing the educational process. The combination of traditional and digital learning forms contributes to the development of professional mobility, critical thinking, and readiness for lifelong learning. It is substantiated that the modernization of teacher education should be carried out in accordance with international quality standards and the needs of contemporary society, which will ensure the training of competitive specialists capable of effective performance in conditions of rapid change.