On the based of psychological and educational literature analysis the content of the key concepts of the study are determined: "self-esteem", "professional self-assessment", "future primary school teacher's professional self-estimation" "formed professional self-estimation". The essence, structure, place and role of professional self-esteem in professional training of future elementary school teachers are distinguished. The core of professional self-esteem of future elementary school teacher stands to become a professional social setting (master of his craft); components of professional self-esteem of the teacher (N.Borytko) is a self-building, self-assessment strategies, self-assessment process and self-assessment results. The structure formation of professional self-assessment of the future elementary school teacher singled components: axiological (professional latitude values and motivation for successful professional activity of the subject), cognitive (the necessity of acquiring professional knowledge and skills, awareness of their compliance with the profession), emotional and volitional (range of feelings and attitudes, and the ability to self-regulation based on the emotional experience of professional activity), activity (ability to apply their knowledge in practice) and reflective-estimated (based on understanding their needs and assess their capabilities makes the choice of means to achieve its goals, the criticality attitude to mistakes and is the basis for the design of career prospects). In the study, interactive teaching technologies mean an organization of educational process in which every student participates in the collective complementary, based on the interaction and communication of all participants during the academic knowledge. Summarizing the results of scientific studies on the definition and use of interactive technologies grouped by purpose (technology cooperative learning, collective group training and situational modeling study of controversial technology project-based learning, training, case-technology and Web 2.0). Components of future primary school teacher's professional self-assessment formation are pointed out: motivational value, contents, connotation, reflective of relevant indicators - self-identification in the profession, motivation for learning, understanding their needs in teaching activities, the ability to define their vocational important qualities, knowledge and skills , the presence become a professional installation. On the basis of certain components and indicators the author determined levels of students' professional self-esteem, such as: dynamic, conservative, situational, diffuse. The model of future primary school teacher professional self-esteem of is theoretically grounded that is held over the following steps: adaptive-diagnostic, design, active, reflexive-correction and integration. Pedagogical conditions for the model implementation are determined and experimentally tested, they are: the usage of interactive learning technology students in the process of forming their professional self-esteem; the organization and functioning of interactive educational environment of the university, based on the formation of future primary school teacher professional self-assessment; the acquisition of future primary school teacher experience of professional self-realization in the process of educational and professional activities. It is distinguished that the implementation model of future primary school teacher professional self-esteem allowed achieving positive changes in the levels of formation of students of an experimental group in comparison to the control. The effectiveness of the implementation of pedagogical conditions of formation of professional self-assessment of the future primary school teacher witnessed a significant difference in the results of the control and experimental groups. Quantitative and qualitative interpretation of the formative experiment proved the effectiveness of interactive learning technologies in the future primary school teacher professional self-esteem formation.
