Keyword: «preschool and primary education»

The relevance of the article is basically determined by the need to create a flexible and continuous system of vocational pedagogical education, the overdue changes in the professional work of pre-school and primary education teachers and the importance of developing their creative potential and transforming training, taking into account the requirements of time and individual personal characteristics. The purpose of the study is to substantiate the key priorities for the development of personal and creative potential as an important component of professional and pedagogical culture among modern teachers of preschool institutions and primary schools. To achieve this goal, pedagogical experience, modern normative legal documents and scientific achievements, as well as research results on the creative potential and professional and personal qualities of modern teachers working in the system of pre-school and primary education, were studied from the position of competence, cultural, axiological and other approaches. The authors present the historiography of this issue study, describe the main priority goals, principles, conditions for the formation of professionally conditioned and demanded components of personal and creative potential among modern teachers of pre-school institutions and primary schools. The theoretical significance consists in generalizing the experience and scientific and pedagogical knowledge, in determining the main components of personal and creative potential as criteria for the successful activity of teachers in pre-school institutions and primary schools. Special attention is paid to substantiating the importance of an active pedagogical position, information and media culture and readiness for self-development and self-education as a fundamental basis for successful professionalization and personal and creative formation of teachers. Axiological, motivational, operational activity-oriented, evaluative-reflective, emotional-volitional and other components are described as professionally conditioned elements of the personal-creative component. An individual component is based on the individual typological characteristics of each teacher. The practical significance lies in the possibility of developing effective educational and methodological support for the process of improving one of the significant components of professional and pedagogical culture, taking into account the identified axiological aspects.