Binytska K. Tendencies of Development of Professional Training of the Future Teachers of Primary Education in the Countries of the Eastern Europe

The processes of modernization of primary education of the countries of the Eastern Europe in the context of training of the future teachers have been highlighted. The analysis of primary education systems in the Republic of Poland, Hungary, Romania, the Czech Republic and the Slovak Republic. The general tendencies of professional development of the future teachers of primary education in the countries of the Eastern Europe include: globalization, integration, informatization, reformation and humanization of pedagogical education, universalization and influence of demographic processes, professional training of the future teachers at the levels of higher education “bachelor” and “master”. It is generalized that one of the main tendencies in the training of the future teachers of primary education in the countries of the Eastern Europe is the variability of teacher training models and the autonomy of higher education institutions in determining the number of educational hours in the curriculum. Characteristic feature of all countries of the Eastern Europe is that in pedagogical education two-profile pedagogical training is used. The common feature of training of the future teachers of primary education in the countries of Eastern Europe is the provision of professional training in educational programs. The specific tendencies of the development of professional training of the future teachers of primary education in the countries of the Eastern Europe are as follows: specialization in professional training; terms of mastering educational professional programs; variability of the models of pedagogical education; increase of academic status of pedagogical education and orientation to the university education; evolution of programs in pedagogical education occurs while preserving the traditional and emerging of the new content in the programs and curricula; diversification of psychological-pedagogical training of the future teachers of primary education takes place taking into account the development of the system of educational courses by choice; increasing the role of pedagogical practice, as evidenced by the increase in the term of its duration and complication of its pedagogical tasks. The following special tendencies of development of professional training of the future teachers of primary education have been revealed: diversification of programs of professional training; professional training of the future teachers of primary education in two specialties, priority is at the master’s level of training of the future primary school teachers; increase of the number of institutions of higher education, where professional training of the future teachers of primary education takes place (through the creation of private institutions of higher education and the opening at universities within the non-teaching specialties of the programs of training teachers of primary education. In the process of the research, the directions of modernization of the professional training of the future teachers of primary education in Ukraine have been formulated taking into account the progressive experience of the EU countries: the determination of the minimum educational requirements for the professional training of the teacher of primary education and the possibility of further training by the students; modernization of the stage training in higher education institutions; the introduction of two-profile professional training of the future pedagogues, namely: combination of preparation of the primary school teacher and training of educator for pre-school educational institutions; providing the top priority to practical training; increased requirements and in-depth study of foreign languages (level B 2); introduce changes in the process of professional training of the future teachers (lecture form of training should be replaced by active forms of training); insert a combined form of training; provide students with the opportunity to independently choose additional specialization during their studies; involve students and scientific-pedagogical staff more actively in the international exchange of experience; support financially academic mobility. Key Words: tendencies of development, professional training, professional and pedagogical competence, model of training, primary school teacher, primary education, Eastern Europe.