The dissertation deals with the essence of the concept of «readiness for group teaching activity of future primary school teachers by means of partnership technology». The essential features of group educational activity, its difficulties and advantages over traditional forms of education have been considered. The interconnections of group learning interactions and communication- social competencies have been proven. The lack of unity of views of scientists on the phenomenon of partnership as a form of cooperation, pedagogical interaction in solving creative tasks, optimal communication in pedagogical activity, the principle of pedagogical interaction, substructure of the personally developing situation have been determined. The definition of the term «technology partnership in education» and modern varieties and principles of partnership technology has been clarified. Criteria and indicators of readiness for group learning activity of future primary school teachers by means of partnership technology (value-motivational, cognitive-emotional, creative-operational, and personality-reflexive components) are determined on the basis of the structural components. The set of methodological approaches that determine the initial positions of the research organization (axiological, competent, personal-activity, communicative, acmeological) is singled out.
The application of the simulation method made it possible to create a model of the readiness formation of group teaching activities of future elementary school teachers by means of partnership technology, consisting of three interconnected blocks (theoretical, methodological, substantive-procedural, criterion-evaluation). The model is based on pedagogical conditions of the formation of the phenomenon under study, such as: motivated involvement of students in group learning activities and cooperation, development of their pedagogical and social values; creation of an emotionally comfortable educational environment of subject-subject interaction in higher education institutions, reorientation of the content of psychological and pedagogical disciplines for preparation of future primary school teachers to a thorough study based on the foundations of partnership technology and organization of group learning activities; use of innovative forms, methods and strategies of training for the formation of professional skills, involvement of students in active group learning activities by means of partnership technology; development of personal qualities of future primary school teachers in the process of group work and application of partnership technology.
Control and experimental groups have been defined for conducting the formation experiment, their statistical homogeneity has been proved, diagnostic tools for determining the level of readiness for group educational activity of future primary school teachers by means of partnership technology have been selected.
A three-stage experimental program of the studied phenomenon (motivational-stimulating, partner-group, result-reflective) formation has been introduced. Particular attention was paid to partnership technologies in the process of experimental work: cooperative learning (small group work); peer learning (transferring knowledge from seniors – more experienced students to their junior companions); interactive learning (effective use of interactive technologies and teaching methods); problem-based learning (student problem solving); inverted learning (mastering new material in the process of independent work of students with appropriate tools in combination with group practical learning activities). In the formation experiment training technologies have also been applied, which includes mini-lectures, lectures, discussions, methods of specific situations, game methods, tasks for self-cognition (reflexive exercises), etc.
