SYNERGETIC APPROACH AS A METHODOLOGICAL BASIS FOR RESEARCHING THE QUALITY OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

The purpose of this scientific research is to provide a conceptual justification for the synergistic approach as a methodological dominant in the study of the problem of ensuring the quality of professional training of future primary school teachers. The emphasis is on the potential of synergetics as a universal analytical paradigm capable of explaining pedagogical reality in its integrity, multidimensionality, openness, and ability to self-organize, self-develop, and adapt in conditions of dynamic sociocultural transformations.The methodological basis of the study is the synergetic paradigm, which allows for the analysis of educational processes through the prism of nonlinearity, instability, and structural self-organization. In the process of scientific research, an interdisciplinary approach was applied, and systematic, comparative, and prognostic analysis of scientific studies was used, and their results were generalized. The application of the synergistic approach made it possible to identify the mechanisms of the emergence of «bifurcation points» in the educational process and to describe potential directions for the development of teacher training in the context of ensuring its quality.The scientific novelty of the study lies in the fact that it substantiates the quality of professional training of specialists in a synergistic dimension, characterizes the «synergistic effect», which is expressed in the achievement of a qualitatively new level of professional competence of teachers, which arises as a result of self-organization and nonlinear interaction of elements of the educational environment, and highlights the functions of the synergistic approach in researching the quality of professional training of future primary school teachers.The study made it possible to formulate conclusions that the quality of professional training of future primary school teachers is a dynamic process-value category that reflects the educational system's ability to adapt, be flexible, and engage in innovative self-regulation. The synergistic approach forms the basis for the development of new models of pedagogical activity and management of the educational process, aimed at achieving a high level of professional competence of future teachers.