In the thesis complex analysis of primary school teachers’ professional training to innovational foreign languages learning technologies usage has been carried out. The essence of basic notions of the research has been specified. The “primary school teacher’s professional competence” notion has been defined as unified professional and personal characteristic of pedagogue that includes general (instrumental, interpersonal, systemic) and professional (psychological and pedagogical, foreign language communicative, lingua-cultural, lingua-didactic, polycultural, innovational) competencies interaction of which provides the optimization of pedagogical activity and causes the effectiveness of innovational learning technologies usage in the work with children. The term “innovational foreign languages learning technologies” has been presented as a set of new methodologies, organizational forms, methods, ways and tools of learning, aimed at primary school students’ foreign language communicative competence forming and provides cognitive activity of subjects of educational process. The notion “primary school teacher’s readiness to innovational foreign languages learning technologies usage” has been explained as a structural formation of a personality, that covers motivational, cognitive and operational components of readiness and helps to determine the effectiveness of primary school teacher’s professional training to innovational foreign languages learning technologies usage.
Criterion and diagnostic apparatus for determining future primary school teacher’s readiness level to innovational foreign languages learning technologies usage, the methodology of conducting the ascertaining stage of the pedagogical experiment were created. In particular, the questionnaires forms and testing forms for defining the input and output primary school teacher’s readiness condition to innovational foreign languages learning technologies usage were developed. For determining the levels of above-mentioned readiness the criteria (motivational-adaptive, cognitive-informational, operating-innovative), indicators and levels (high, sufficient, average, insufficient) of a primary school teacher’s readiness to innovational foreign languages learning technologies usage were worked out.
The content-methodical support of primary school teachers’ training to innovational foreign languages learning technologies usage (digital content, updated course programs “Innovational foreign languages learning technologies in primary school”, “Foreign language with teaching methodology”, “Modern English language with practice”, “English for professional purposes” and appropriate methodological support, innovational workshop) has been created.
The model of primary school teachers training to innovational foreign languages learning technologies usage that contains target, conceptual, content and methodological, diagnostic and outcome blocks is presented. The factors (direct and indirect) of effective future primary school teachers’ training to innovational foreign languages learning technologies usage are defined. Content-methodical support of primary school teachers’ training to innovational foreign languages learning technologies usage is tested, in particular, website “Innovational foreign languages learning technologies in primary school”, YouTube channel of the same name with a selection of author video-instructions and guidelines about various foreign languages learning technologies usage in primary school and special course program “Innovational foreign languages learning technologies in primary school” are created and applied in education process; a series of trainings and workshops is held; the requirements to pedagogical practice within the research problem are optimized.
The experimental verification of the formulated hypothesis and the conceptual ideas of the research, the realization of the сontent-methodical support of primary school teachers’ training to innovational foreign languages learning technologies usage have been accomplished, the productivity of its implementation has been proved, the dynamics of formed levels of primary school teachers readiness to innovational foreign languages learning technologies usage has been revealed. The results of the experimental study confirmed the effectiveness of the created content-methodical support of primary school teacher’s training to innovational foreign languages learning technologies usage.
