The object of research is the process of professional preparation of future primary school teachers. The purpose of the study is to substantiate theoretically, develop and test the model of preparation of future primary school teachers for the use of electronic educational resources in professional activities experimentally. The scientific novelty of the obtained results is that: for the first time the model of training future primary school teachers for the use of electronic educational resources in professional activities was developed, substantiated theoretically and tested experimentally. This model includes interconnected structural blocks (theoretical-methodological, content-procedural and evaluation-effective), which specify the methodological approaches (systemic, personality-oriented, activity-based, competence-based, technological) and principles (general-didactic and specific – multimedia, continuity, orientation to the use of electronic educational resources, communication learning with life, subjectivity, reflexivity, expediency, interdisciplinary integration, creating an electronic educational environment), pedagogical conditions (stimulating the need to use electronic educational resources in the educational process of elementary school, the formation of relevant knowledge, skills in the use of electronic educational resources in professional activities, the creation of an information and educational environment in the university by including electronic educational resources in different disciplines; encouragement of future teachers her elementary school to the creation of electronic educational resources in the process of teaching practice), forms (problem lecture, lecture-visualization, practical classes, laboratory classes, trainings, work in groups and pairs, pedagogical practice), methods (creation of a situation of interest, problem-based learning, design, interactive, game, case technologies) and means (multimedia manuals, video lectures, computer games, educational moovies, test software, presentations, EER), which provide preparation of future primary school teachers to use electronic educational resources in professional activities. Structural components of the readiness of future primary school teachers to use electronic educational resources in their professional activities are theoretically substantiated. The essence of the category “the readiness of future primary school teachers to use electronic educational resources in their professional activities” is specified. Criteria, indicators and levels of the readiness of future primary school teachers to use electronic educational resources in their professional activities are defined.
