The thesis is aimed at investigating the problem of forming future primary school teachers’ constructive and project skills. The issue of pedagogical construction and design is given considerable attention in scientific works on the theory of pedagogical education, which reflect different approaches to the interpretation of these pedagogical phenomena.
The conceptual principles that determine the urgent need to improve the professional training of future primary school teachers are reflected in the State Standard of Primary Education (2018), the Professional Standard "Primary School Teacher of General Secondary Education" (2018), the Law of Ukraine "On Education" (2017), the Law of Ukraine "On Complete General Secondary Education" (2020), the Law of Ukraine "On Higher Education" (2014), the Concept of Development of Pedagogical Education (2018), the Concept of the New Ukrainian School (2016).
The scientific novelty of the research results is that: for the first time the functional-structural didactic model of formation of constructive and project skills among future primary school teachers is developed, theoretically substantiated and experimentally tested, which consists of four components (methodological-attractive, definition of cognitive-semantic basis, realization constructive-projective activity and ensuring the reflectivity of constructive-projective activity) and provides purposeful constant improvement of constructive and projective activity of future primary school teachers as agents of change; the content and structure of constructive and project skills among future primary school teachers as a unity of four components (motivational-attractive; cognitive-semantic; project-activity; reflection-productive) are determined; identified and substantiated a set of didactic conditions (purposeful provision of attraction of constructive-projective activity at the motivational-value level; improvement of the content of psychological and pedagogical disciplines in the context of providing knowledge about features of constructive-projective activity of primary school teachers; activation of innovative interactive forms, methods and means constructive-projective activity in the process of professional training of future primary school teachers; stimulation of reflection aimed at evaluating the process and results of constructive-projective activity) as a basis for modelling the process of formation of constructive and project skills among future primary school teachers; the essence of the concepts "constructive-projective skills" and "didactic conditions of formation of constructive and project skills among future primary school teachers" is specified; specified criteria and indicators of manifestation of the formation of constructive and project skills among future primary school teachers: motivational, cognitive, projective-activity and reflective, levels of formation of constructive and project skills among future primary school teachers (low, average, sufficient, high).
Provisions on activating the didactic potential of psychological and pedagogical disciplines in the professional training of future primary school teachers in the context of the formation of professionally important skills have been further developed.
The practical significance of the obtained research results lies in the preparation of methodological recommendations for teachers and students of pedagogical specialties on the formation of constructive and project skills among future primary school teachers. The materials of the dissertation can be used during the teaching of psychological and pedagogical disciplines in the training of future primary school teachers, development of special courses and special seminars for students of pedagogical institutions of higher education studying in the specialty 013 Primary education, in the system of teacher training. textbooks, manuals, pedagogical practice, writing qualifying works for obtaining Bachelor and Master Degrees.
The conducted research made it possible to identify and define a set of didactic conditions as a basis for modeling the process of formation of c constructive and project skills among future primary school teachers. Criteria-diagnostic tools were developed to identify the level of formation of constructive and project skills among future primary school teachers, presented a program of experimental work on the implementation of the author's model in the educational process of higher pedagogical school, analyzed and summarized the results of experimental work.
