Improvement of higher pedagogical education and introduction of new educational standards determine priority tasks, the fulfillment of which is expected to modernize the content and methods of preparing the future primary school teachers by fully realizing their potential opportunities. The main importance is the vocational training of the primary school teacher, which lays the foundations of spirituality, aesthetics, general culture among children, fosters love for their native land, patriotism.
Analyzing theoretical resources, the author specifies the following terms: «aesthetic culture of a personality», «aesthetic culture».
In the thesis, pedagogical conditions of forming aesthetic culture of the future primary school teachers are clarified: creating positive personal motivation for increasing the level of aesthetic culture as a component of professional competency of the future primary school teachers; modifying the content of professional training of the future primary school teachers, aiming at systematic development of aesthetic consciousness, aesthetic emotions and forming experiences of aesthetic activities; using a system of innovative pedagogical technologies to guarantee efficient development of aesthetic culture of the future primary school teachers, readiness to optimal implementation of gained experiences of art – aesthetic activities in educational process of primary school.
The peculiarities of preparing the future primary school teachers for the formation of aesthetic culture are determined, referring to the proposition that the essence of the general aesthetic culture of the individual can be regarded as one that accumulates the elements of all components of human development and is expressed both in intellectual activity and in the physical perfection, and also in the moral, labor, valeologic process, uniting and harmonizing them.
It is proved that the phenomenon of the formation of the aesthetic culture of the future primary school teachers investigated by us is a complex, integrated education in the integral professional structure of a specialist’s personality that is characterized by a certain level of theoretical aesthetic-pedagogical knowledge and skills and is an indicator of the formation of personal aesthetic qualities, values and experiences, motivated activities, which together predetermine the willingness of the future specialist to optimally introduction of the acquired experience of artistic and aesthetic activity in the educational process of primary school.
The pedagogical conditions for the formation of the aesthetic culture of the future primary school teachers are: the creation of positive personal motivation to raise the level of aesthetic culture as a component of the professional competence of the future primary school teacher; modification of the content of professional training of the future teachers of primary classes, regarding the orientation to the systematic development of aesthetic consciousness, aesthetic experiences and the formation of experience in aesthetic activity; use of the system of innovative pedagogical technologies that ensure the effective development of the aesthetic culture of the future primary school teacher, his or her readiness for the optimal introduction of the acquired experience of artistic and aesthetic activity in the primary school educational process.
The methodology for experimental work on testing the effectiveness of developing pedagogical conditions for the formation of aesthetic culture of the future primary school teachers has been created.
The components and indicators of the development of the aesthetic culture of the future primary school teacher and the corresponding levels (low, medium, sufficient, high) have been developed. In developing the structural components of the aesthetic culture of the future primary school teacher, the criteria and their indicators are of fundamental importance: motivation and value (desire and interest in mastering the aesthetic and cultural acquisitions and values of mankind, the person’s orientation to mastering the aesthetic activity and creativity, positive personal and emotional attitude towards the aesthetic component of the chosen profession); cognitive criterion (the formation of scientific and theoretical knowledge about aesthetic categories, laws and principles of aesthetic development, the source, forms and methods of aesthetic self-development, the methods and technologies for the formation of aesthetic culture); activity-reflexive (the formation of professional knowledge, skills, basic professional competencies, the ability to find and use the optimal forms and methods of communication; innovative direction of professional activity). Methods for investigating the formation of the aesthetic culture of the future primary school teachers are defined: anonymous questionnaire survey of teachers of the higher pedagogical educational institution and students (future primary school
