The dissertation research is devoted to the sociocultural component of the primary school teacher training in Great Britain. On the basis of studying of national, international documents and scientific literature the theoretical grounds of sociocultural primary teacher training in the terms of European integration have been revealed. In it for the first time the theoretical ideas of sociocultural primary school teacher training in the condition of common European educational space formation, namely: common European principles of pedagogical education in the XXI century, sociocultural competence of a teacher and a pupil, poly-cultural educational environment, partnership in education, axiological principles of European primary education, are systematically exposed. The investigation showed the peculiarities of primary education development in the different regions of country - England, Wales, Northern Ireland and Scotland and also their influence on the primary school teacher professional training in the context of sociocultural priorities. Different approaches to the structure of a sociocultural component in the one-, two-, three- and four-year university programs of primary school teacher training in Great Britain have been analyzed. The thesis about the essence of teacher training standardization processes in the country are further developed, precisely, sociocultural aspects of standardized requirements to qualified primary school teacher status as well as to the curriculum and programmes have been opened. The research resulted in showing that Great Britain realized own national approach to the modernization of primary school teacher professional training in accordance with common European processes of integration. It means that the professional knowledge of a teacher accounts socuiocultural character of education, humanistic principles: equal rights and opportunities for pupils, partnership and cooperation of a teacher and a pupil, tolerance, social accountability, democratic dialogue etc. The main tendencies of the contemporary modernization are: confirming of civic principles of teacher training; defending and strengthening of citizenship values; orientation on balanced cognitive acquisition by the future teachers of subject knowledge and key competences of social meaning., appearing of new forms of partnership of schools and universities in the development of curricula with the purpose of theory and practice integration, achievements of social and scientific aims; implementation of the list of competences in the Standard for qualified teacher status on the development of which each primary school teacher training programme must be directed. The dissertation proved that in the Standard for qualified teacher status as well as in other official documents concerning the axiological purposes for teacher activity are formulated; psychological and pedagogical requirements for primary teacher are defined. Besides, they contain important sociocultural orientations and professional values connected with sociocultural teacher training and activity, namely exposure of pupils' spiritual force, respect to social, cultural, language, religious peculiarities of each pupil, effective communication with parents etc. Reflection of experience of sociocultural primary school teacher training in Great Britain in the context of European integration gives the opportunity to define the recommendation how to improve the professional teacher training in Ukraine taking into consideration the positive issues of the investigated country.
