ASSESSMENT OF THE LEVEL OF PROFESSIONAL READINESS OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

The research is devoted to a problem of developing an effective system for assessing the level of professional readiness of future primary school teachers. The purpose of the work is to study and analyze effective approaches to assessing the level of professional readiness of future primary school teachers. The research methodology includes such approaches as systemic, axiological, humanistic, personal, criterion-based, and competence-based. The main results show that an effective assessment system should be comprehensive and multidimensional, taking into account not only subject knowledge, but also pedagogical skills, personal qualities and value orientations of future teachers. A systematic approach integrates assessment into the broader context of training, an axiological approach focuses on the value foundations of the profession, and a humanistic approach focuses on the individual development of each future teacher. Personal and criterion-based approaches assess the level of mastery of key competencies. The competence approach focuses on practical skills and abilities. The scientific novelty lies in the fact that the study reveals a number of key factors affecting the effectiveness of the assessment system: clarity and transparency of assessment criteria; reliability and reliability of assessment tools; feedback and support, and integration of assessment into the learning process. The practical significance lies in the fact that the obtained results can serve as a basis for further research on effective approaches to assessing the level of professional readiness of future primary school teachers and developing practical recommendations for optimizing the assessment of the level of professional readiness in the higher education system.