The dissertation is a theoretical and experimental study which highlights the issues of formation of the future primary school teacher preparedness for the professional self-development in the educational environment of the pedagogical college. The study has substantiated and experimentally verified the interconnection between the components of the pedagogical college educational environment influence on the professional self-development of the future primary school teachers in the process of their professional training. The key findings of the research contribute to understanding of the content components characteristics of preparedness for professional personality self-development and provide a theoretical framework for modeling the technology of formation of readiness for the professional self-development of the future teacher of primary school and defining the criteria, indicators and levels of preparedness for the professional self-development of future teachers in the educational environment of the pedagogical college. Theoretical and methodological analysis of the issues of a future primary school teacher's professional self-development in the educational environment of the pedagogical college has been carried out on the positions of such scientific approaches as acmeological, axiological, andragogical, synergistic, personality-oriented, activity-based, culturological and systemic ones. It has been revealed that personal and professional self-development should be considered in a close relationship, since professional development is a continuation of the general development of a person. It has been determined that the professional self-development of future teachers of primary school is a conscious self-identifying and self-modeling activity of the future teacher, aimed at improving his/her personality in accordance with the requirements of the future professional activity and self-realization in the social sphere of the profession. The study argues that the educational environment of the pedagogical college, the interaction of its participants, value-based motivational relations and the learning processes on the whole can affect the quality of preparedness of future primary school teachers for their professional self-development. The educational environment of the pedagogical college is considered as a specifically organized, flexible, open, socially rich, dynamic space that stimulates the professional development of the future teachers. The emphasis is laid on the organizational and pedagogical conditions favorable for the formation of readiness for the professional self-development of future teachers, the following of which are identified as the most important: support of positive motivation stimulated by the achievements, which satisfy the internal needs of a person in professional self-development; the utilization of the psycho-pedagogical and methodological disciplines content cognitive potential in the formation of a set of didactic-technological knowledge and skills, abilities to integrate all the components of the pedagogical college educational environment (the spatial-subject, cognitive-motivational, psycho-didactic, social and communicative); creating a rich social and communicative space for the participants of learning process interaction aimed at creation of the "situations of success " among the students and thus demonstrating a professional effectiveness positive experience. The research findings stipulated the development of the pedagogical technology of future primary school teacher preparedness for the professional self-development; the technology effectiveness has been experimentally verified. The suggested technology is a logical integrated component part of the entire educational process of the pedagogical college and is aimed at the formation and development of the studied phenomenon components. It has been proved that the principal components of the technology of formation of future teachers preparedness for professional self-development are: pedagogical goal-setting; informational, subject-based and procedural components of the teacher training (forms, methods and means of training, algorithm of activity of the learning process participants); the scientific-methodological and teaching-methodological support, as well as the pedagogical results obtained after technology implementation, which corresponds to the goals, content, organizational and feedback blocks. The results of the technology implementation effectiveness experimental verification in the pedagogical college educational environment have been obtained through learning the suggested author's special course, the organization of the students independent work, the intensification of the educational process; optimization of interaction in the students group; the dominance of the professional values in the teachers team; focus on future professional self-development. The key findings of this study contribute greatly to understanding of the basic provisions, aspects and directions of psychological and pedagogical support for the professional self-development process of future primary school teachers in the conditions of the educational environment of pedagogical college.
