METHODOLOGICAL ASPECTS OF TRAINING FUTURE PRIMARY SCHOOL TEACHERS FOR THE USE OF ART DESIGN TOOLS

Abstract

The article analyzes some practical aspects of methodological support for the professional training of future primary school teachers to develop the creative potential of younger students. The main approaches to the development of content and methodological content of educational courses that provide training for future teachers to conduct classes in primary school on the implementation of technological education are outlined. The author notes that primary school teachers are constantly looking for ways to organize the educational environment in such a way that it contributes to the creation of conditions for the identification, development and realization of the creativity of each junior schoolchild. It was noted that the use of activities that involve artistic design in primary school lessons in the technological educational field is quite effective in the development of children’s creativity. It is noted that the use of artistic design tools in early school age contributes to the development of creative thinking, deepening of knowledge and skills, development of motor skills and three-dimensional thinking, enrichment of artistic and aesthetic perception. Some methodological recommendations for pedagogical higher education institutions on the formation of competencies and learning outcomes of students in the study of teaching methods in the technological educational field have been developed and described. It has been determined that one of the important skills of future primary school teachers is the ability to research and diagnose the creative capabilities of their students, the ability to carry out artistic design activities, which will allow them to effectively plan the content of work in the lessons of technological education. Examples of implementing into practice of the educational process the active involvement of future primary school teachers in conducting master classes on making artistic products and creating a portfolio of a future teacher, including creative works, are given. The directions of further research on methodological improvement of the process of training future primary school teachers to use the means of developing children’s creativity are determined.