Independent Student Work as a Factor in the Professional Training of Future Elementary School Teachers in the Context of the New Ukrainian School

Abstract

The article discusses theoretical and practical aspects of organizing independent work of students in higher education institutions as a means of training future primary school teachers. With the introduction of the New Ukrainian School (NUS) concept, the importance of competence-based and activity-based training of primary school teachers is growing, and independent learning activities of students are a key element in the formation of professional autonomy, responsibility for learning outcomes, critical thinking, and the ability to plan and organize the educational process. Scientific approaches to defining the essence and functions of independent student work are analyzed, in particular from the perspectives of A. Alekseuk, N. Volkova, V. Kremen, and other domestic educators who view it as a means of developing cognitive activity, self-discipline, and readiness for professional self-development. The features of professional training of future primary school teachers in accordance with the requirements of the New Ukrainian School are outlined, and the need to use integrated learning, modern pedagogical technologies, and digital educational resources is emphasized. Traditional and innovative forms of independent work have been identified, including studying educational literature, completing written assignments and essays, project work, developing teaching materials, analyzing pedagogical cases, and using electronic educational platforms. The pedagogical conditions for the effective organization of students’ independent work have been substantiated, including task planning, methodological support, individualization, systematic feedback, and motivation for self-development. It is concluded that independent work of students is an effective means of forming the professional competencies of future NUS teachers, developing creative potential, reflective thinking, and readiness to implement innovations in primary school practice, as well as ensuring the improvement of the quality of the educational process in higher education institutions.