The structure of teacher readiness for the development of the intellectual and creative potential of younger students in the conditions of the updated content of education

Abstract

The article is dedicated to the results of the development of the basic components of the structure of the future teacher’s readiness for the development of the intellectual and creative potential of the primary school student. The stages of development are revealed, which included both theoretical and methodological analysis of existing approaches, and the results of empirical experience in assessing and observing the motivational component of the readiness of primary school teacher students.

The results of the study of current research by native and foreign authors devoted to structuring and developing approaches to understanding the components of the future teacher to the development of an intellectual and creative junior schoolchild are presented. A critical assessment of the identified approaches to structuring the teacher’s readiness for the development of the intellectual and creative potential of a primary school student is given from the standpoint of the features of pedagogical activity in the conditions of an educational program of updated content in the Republic of Kazakhstan.

The results of the analysis of domestic and foreign studies on approaches to structuring the readiness of a future teacher to develop the intellectual and creative potential of a younger student are presented. The existing scientific and applied approaches are generalized and the leading importance of empirical experience in developing the readiness of a future teacher for the development of the intellectual and creative potential of a younger student in the context of the development of international and Kazakhstani pedagogical science is substantiated. In the course of summarizing the results of analytical work, the authors found that recent studies are based on the position of the integrative nature of the readiness of the future teacher to develop the intellectual and creative potential of the younger student.

The authors disclosed the results of a pedagogical study that revealed that motivation is the most difficult component for the development of a future teacher’s readiness to develop the intellectual and creative potential of elementary school students. The article describes the structure of readiness developed based on the results of the study, which includes, in addition to the motivational value component, also the cognitively intelligent emotionally valuable, communication organizational components. The key competencies of the developed components are revealed, and it is emphasized that their integrative essence implies special development in the process of training future teachers. The key competencies of the developed components are revealed and it is emphasized that their integrative essence implies special development in the process of training future teachers.