Keyword: «praxeological»

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.