Training of Primary School Specialists Taking Into Account Up-to-Date Opportunities for Self-Improvement

Abstract

The purpose of the research is to analyze the training of primary school specialists taking into account the up-to-date opportunities for self-improvement at the stage of university training and at the early stage of professional activity (the first 3-5 years after starting work at school). In order to obtain empirical data, a diversified diagnostic model has been developed, within which a questionnaire has been conducted and a method of presenting a portfolio of professional self-improvement has been applied. The research based on the tactics of self-reflection of graduates has showed a high level of formation of professional selfimprovement, which is partly due to the selection criteria of respondents. Comparison of the results with the data of the studied group of respondents – primary school teachers with teaching experience ≥5 years allowed assessing the dynamics of professional self-improvement at the stages of pre-service and in-service training, as well as identifying promising areas of professional self-improvement, which should be emphasized during the university training of future primary school teachers.