Keyword: «начальная школа»

In the modern world, primary school strives for the harmonious development of a student’s personality and health, and forms a system of values based on moral, aesthetic and ethical principles. It should prepare children for independent learning of the world around them, self-education and self-development, and educate a citizen of the country who not only knows his/her rights, but also responsibly performs civic duties. The relevance of the research topic lies in the fact that one of the main functions of primary school is to initiate students into the world culture, into the identity and heritage of our country: language, history, literature, art, scientific achievements. Since culture, uniting people into communities and nations, is a source of educational influence and the result of education, the cultural and educational activities of teachers are an important element of teachers' professionalism. The aim of the article is to assess the readiness of acting primary school teachers and to substantiate the need for the integrated use of cultural and axiological approaches in the preparation of primary school teachers for cultural and educational activities. The research was carried out within the framework of systemic, cultural and axiological approaches. The methods of theoretical research included literature analysis, comparison of the role of education and the characteristics of cultural and educational activities in Russian schools and abroad. The results of the research show that there are problems in the education and subsequent training of primary school teachers in terms of the implementation of cultural and educational activities: poor knowledge and mastery of key concepts and methodological approaches, lack of implementation skills, lack of awareness of the importance and readiness to participate in this activity. The theoretical significance of the study is related to the comparison of approaches available in scientific literature to preparing teachers for cultural and educational activities. The practical significance lies in the fact that the systematized material, conclusions and identified problems can become the basis for the development of training programs for preservice and acting teachers to conduct cultural and educational activities.