It is substantiated that the professional position of the future primary school teacher is a systemic, qualitative, integrative personal-professional characteristic due to his professional activity, integral formation, which is a set of value-motivational, cognitive-intellectual, creative-activity, reflexive-evaluation components. It was found that the content of the value-motivational component of the professional position of the future primary school teacher accumulates the formation of stable motivation for professional activity, motivational guidelines for the value attitude to teaching, to the child as the highest value, to himself as a future teacher; satisfaction with the chosen profession. Cognitive-intellectual component reflects the worldview-knowledge basis of the professional position of the future primary school teacher (formation of information culture, theoretical-methodological, professional knowledge, scientific-pedagogical concepts, theoretical principles – the basis of successful professional self-realization of the student as intellectually developed personality, erudition and awareness of the chosen profession, the ability to independently extract and critically interpret the necessary information). It is revealed that the content load of the creative-activity component reflects the creative and effective basis of the professional position of the future primary school teacher, which is based on active, independent and purposeful activity, deep mastering of knowledge and formed skills (analytical, design, constructive, organizational, organizational).The reflexive-evaluative component accumulates the subject-effective basis of the professional position of the future primary school teacher, focusing it on the creative comprehension of information of pedagogical nature in terms of its significance for professional activity and one's own professional position; choice of effective methods of pedagogical activity; involves the formation of skills of self-analysis, self-knowledge, self-esteem, self-realization of the individual in the pedagogical activity of critical evaluation of their own actions; self-awareness as a subject of professional activity.
The relative criteria of formation of the professional position of the future primary school teacher, logically corresponding to each component, are determined: motivational-semantic, informative-cognitive, procedural-operational, personal-behavioral. Taking into account the component structure and criterion characteristics, we determine three levels of formation of the professional position of the future primary school teacher: reproductive, productive, creative, the description of which according to the research logic is differentiated according to educational levels (bachelor – master).A structural-functional model consisting of four blocks (target, methodological, content-technological, control-effective) has been developed, each of which is characterized by local possibilities, but, at the same time, their interrelation reflects the system-integral unity of stages (propaedeutic-orientational), enrichment-content, creative-effective, reflexive-corrective), technology and pedagogical conditions, which provides an opportunity to reproduce the purposeful process of integrative system of forming the professional position of the future primary school teacher and evaluate according to the criteria operational, personal-behavioral) and levels (reproductive, productive, creative).It is substantiated that the formation of the professional position of the future primary school teacher is predictably provided by the following pedagogical conditions: actualization of stimulating-positive influence on the formation of the future primary school teacher's value-semantic basis of his professional position; enrichment of the content of professional training of the future primary school teacher on the formation and development of worldview-knowledge and creative-effective basis of professional position; intensification of gaining individual experience of reflection of professional activity, mobilization of the subject-effective basis of the professional position of the future primary school teacher.
