Svetlana V. Kosikova

The relevance of the work presented in the article is due to the need to consider the issue of preparing student teachers for professional agency that meet the requirements of the updated Federal State Educational Standards for General Education. The aim of the study is to determine the structure and substantive content of preservice primary school teachers’ readiness for the development of functional literacy in their students. The main approaches to the research were comparative pedagogical analysis, systematization of scientific and theoretical material and modeling. In the course of the scientific work, relevant materials related to the preparation of teachers for professional activity were analyzed. Foreign scholars interpret the readiness of a preservice teachers as the ability to effectively perform professional tasks and achieve high results in their work. Russian researchers, in turn, define professional readiness as the acquisition of knowledge, skills and abilities by a student teacher necessary for the qualitative organization of the educational process. After a detailed analysis of various interpretations concerning student teachers' readiness to work, we came to the conclusion that the ability of a primary school teacher to develop functional literacy in students is a complex personal quality. It combines a number of individual psychological and professional pedagogical competences that ensure the success of a teacher's professional activity in the field of functional literacy development in primary school students. Based on the results of studying the structure of readiness for pedagogical activity, we have identified the main components necessary for a preservice teacher to develop functional literacy in primary school students: value-motivational, cognitive, praxeological and activity-based ones. Each of these components included content corresponding to the activity under study. The theoretical significance of the study is in identifying the structure of the preservice primary school teacher's readiness for the development of functional literacy in primary school students and its visualization in the form of a model with a detailed description of the content. The practical significance of the work is due to the need to improve curricula of higher pedagogical educational institutions to solve the problem of preparing students for future professional agency that meet the requirements of the updated Federal State Educational Standards of General Education.

The relevance of the research is determined by the society and the state needs to reform the system of training students at pedagogical universities in terms of developing their readiness to implement the interdisciplinary content of general education in their future professional activities. The aim of the article is to substantiate the relevance of interdisciplinary research by students of pedagogical universities as one of the ways to prepare them for the implementation of interdisciplinary content at the level of general education. When writing the article in the theoretical part, an analytical review of the literature was done with the results of research by domestic and foreign scientists on the problem of implementing the content of higher education on an interdisciplinary basis, according to which a theoretical analysis of the concept of "interdisciplinarity" was given and the importance of "horizontal" and "vertical" interdisciplinary integration as complementary ways of organizing interdisciplinary research was determined. In the practical part, a questionnaire method using an electronic data collection form was used to solve the research problem. In the period from September 05 to September 20, 2024, employees of the Perm State Humanitarian Pedagogical University interviewed 126 teachers, 1117 students of pedagogical universities and 636 teachers of other educational organizations. The results of the survey indicate the presence of a number of problems in pedagogical universities, among them: insufficient readiness of teachers and students to implement interdisciplinary research; misunderstanding of the essence of vertical interdisciplinary integration and its importance in the formation of the personality of a future teacher by all groups of respondents and, as a result, underestimation of the expediency of conducting interdisciplinary research in pedagogical universities by students and teachers. The theoretical significance of the study lies in the fact that the authors of the article consider interdisciplinary research as one of the forms of training graduates of pedagogical universities to solve professional problems in future teaching activities. The provisions of the article can be used to substantiate the reform and further design of the system of training students at pedagogical universities in terms of forming their readiness to implement the interdisciplinary content of general education in their future professional activities through participation in interdisciplinary research.

The relevance of the research presented by the authors of the article is determined by the need to solve the problem of quality control concerning additional professional programs implemented in the field of pedagogical education (hereinafter – APP). The solution to this problem was undertaken in 2023 in the Perm Region within the framework of the regional segment of the Unified Federal Support System for Teaching Staff and management personnel. The aim of the research is to substantiate the evaluation of the delayed results of the teachers’ training course within the framework of external quality control of the implemented additional professional programs. When writing the article, an analytical review of the literature with the results of research by domestic and foreign scientists was conducted, which helped the authors clarify the concepts of «quality of APP» and «delayed result». To test the materials for evaluating the delayed result of the teachers’ training course on the topic «Implementation of the requirements of the updated Federal State Educational Standards in the work of a teacher», the authors used the method of questioning 237 course students with 2 blocks of tasks: «knowledge» and «application». Primary school teachers with different qualification categories, experience and place of work («rural area»; «small», «medium» and «big» city) participated in the diagnosis. The quality of the diagnostic tasks performed by the students of the courses was 71%. Based on the results obtained, a conclusion was made about the acceptable quality of the implemented APP and recommendations for correcting its content were formulated, for example: the inclusion of practical exercises on the design of educational tasks for the development of universal learning actions among students in the content of the program; practical work on the analysis and establishment of the type of educational tasks for the formation of functional literacy of a primary school student, followed by the development of such tasks on the basis of textbooks for primary schools. The theoretical significance of the research work lies in the analysis of the essence of the phenomenon of «delayed result» of teachers’ training course in the context of their professional competences evaluation in accordance with the requirements of the Professional Standard «Teacher» (General pedagogical function. Training (code A/01.6)). The practical significance of the study lies in the possibility of applying the results of the research by specialists of the system of additional professional education (hereinafter referred to as APE) to develop monitoring of the quality of training in implemented APP with the inclusion of a procedure for evaluating the «delayed results» of students. The implementation of the results of this research can be used by the APE system in order to improve the APP and the forms in which they are implemented.