The thesis, for the first time, justifies pedagogical conditions for developing economic culture in future primary school teachers within professional training (developing strong motivation, autonomy and creativity in students through innovative forms and active learning methods so that they can master the basics of economic culture; enabling them to gradually obtain economic knowledge by updating the content of professional courses; reinforcing the practical experience of professional activities through industrial practice).
The thesis presents and validates the author’s model for developing economic culture in future primary school teachers within professional training. It consists of the following blocks and components: goals and methods (aim, approaches, general and specific principles); content and procedures (stages, content, forms, methods, technologies); evaluation and results (diagnostic tools, criteria, indicators, levels, results).
The thesis specifies the criterion- and level-based structure of economic culture in future primary school teachers. It includes the criteria for levels of economic culture in future primary school teachers and their indicators, such as axiological-motivational, cognitive-substantive, praxeological-technological.
The thesis interprets the development of economic culture in future primary school teachers within professional training as an intentional boost of motivation, cultivation of a values-based attitude towards economic education of primary school pupils, acquisition of economic knowledge and skills and enhancement of qualities that enable them to fully realize themselves as professionals.
The results of the ascertaining experiment indicate the predominance of low levels of economic culture in future primary school teachers.
The implementation of the first pedagogical condition involved the use of traditional teaching forms (lectures, practical classes, seminars, independent work); innovative teaching forms (the dialogue-based lecture on the topic “The Essence and Content of Economic Culture”; the debate-based lecture on the topic “The Latest Teaching Methods of Developing Economic Culture in Future Primary School Teachers”; the discussion-based lecture on the topic “Innovative Forms of Economic Education for Primary School Teachers”; the press-conference-based lecture on the topic “Characteristics of Economic Approach to Education of Primary School Pupils”; the seminar on the topic “Using Different Methods of Intellectual Actions in Teaching Economics through the Question Modification Technique”; the workshop on the topic “Economic Literacy in Children”; extracurricular activities (organizing internships at small and medium business enterprises; round table meetings with representatives of business and scientific circles; economic practice-oriented events (“Family Budget”, “Money, Money”, “I am a Future Economist”; charity fairs (Let’s Do Good Deeds”, “Economics around Us”); economic projects; educational trips; meetings with experts from different economic branches); active learning methods (lectures with brainstorming elements; the discussion on the topic “Ways of Eliminating Obstacles to Implementation of Economic Education of Primary School Pupils”; the debate on the topic “The Main Actors in the Implementation of Economic Education”; business games “Joint-Stock Company”, “Market”, Business School”, “How to Make a Business Plan of School Campaigns”; heuristic questions; the oral journal on business etiquette; problem-based discussions; the round table discussion on the topic “Entrepreneur’s Qualities”; learning and behavioural situations; the Economic Kaleidoscope quiz; business plans; project methods; creative tasks; involvement in economic activity); technologies (learning and practice-oriented cases; ICTs (computer games, such as “I Understand and Accept”, “Family Budget”, “Entrepreneur”, “Mad Money”; tests (“The Literate Consumer”)).
