The work theoretically substantiates the author's concept of training future teachers to implement the content of natural and civic education, which covers methodological, theoretical, practical concepts and takes into account legislative and regulatory documents, requirements of the NUS for the professional activity of a primary school teacher, the specifics of science and civics education for younger schoolchildren, methodological features of the formation of the foundations of science and civics competence in primary school students.
The system of training future teachers for the implementation of the content of natural and civic education, which consists of interconnected subsystems (targeting, theoretical-methodological, content-technological, diagnostic-resultative) has been developed, modeled and experimentally tested.
Pedagogical conditions have been defined and theoretically substantiated (stimulation of motivational and value orientations of future primary school teachers towards the implementation of the content of natural and civic education; improving the curriculum of future primary school teachers' training; activation of the methodological potential of future primary school teachers to implement the content of science and civics education during practical training; the use of innovative forms, interactive methods and learning technologies in the training of future primary school teachers), which enable the reproduction of a purposeful systematic process of training future primary school teachers for the specified activity.
The essence of the concepts «preparation of future primary school teachers to implement the content of science and civic education», «readiness of the future primary school teacher to implement the content of science and civic education» has been improved. The preparation of future primary school teachers for the implementation of the content of science and civic education is a continuous systematic process, which is carried out considering the peculiarities and values of pedagogical activity, according to legislative and regulatory provisions; oriented to the requirements of the standards of higher education, school education, profession; aimed at introducing qualitative changes in content, organizational-technological and professional-personal contexts; considers the peculiarities of the correlation of the content of natural and civic education in primary school and higher school on the basis of the integration of knowledge; driven by the need to implement innovative ideas of foreign experience; predicted by the positive dynamics of the readiness of future primary school teachers to implement the content of science and civics education. This process takes place on the basis of a scientifically based methodology, taking into account the pedagogical regularities of the educational process, introducing didactically balanced systematic pedagogical actions and targeted measures, creating optimal pedagogical conditions.
The concept of «readiness of the future primary school teacher to implement the content of science and civic education» is considered as a dynamic integrative property of the teacher's personality, which is characterized by the presence of interdisciplinary knowledge, abilities and skills, a formed natural and scientific worldview, social experience, active citizenship, independent thinking, stable motivation for professional activity, which as a whole makes it possible to competently solve complex professional tasks in the field of science and civic education of younger schoolchildren.
The content of the educational components of the training of future primary school teachers for the implementation of the content of natural and civic education, as well as the procedural component of professional training, considering the features of distance education and foreign experience has been updated and structured.
Further development and concretization acquired: regulations on the component composition of readiness (components, criteria, indicators) of future primary school teachers to implement the content of natural and civic education; specific principles of training future primary school teachers to implement the content of science and civics education; diagnostic tools for determining the readiness of future primary school teachers for the specified activity.
