In the dissertation, a theoretical and methodological study was carried out and a new solution to the issue was proposed, which is manifested in the theoretical justification of the concept of formation of professional and pedagogical entrepreneurship of a primary school teacher under the conditions of continuous education, development, modeling and experimental verification of the effectiveness of the system of the process under study. It was found that professional and pedagogical entrepreneurship is a targeted activity of a primary school teacher, which reflects the trajectory of their personal and professional growth, successful self-realization in society, implementation of their own entrepreneurial ideas, readiness to take responsibility for their own decisions through the use of innovative educational technologies to ensure competitiveness in the market of educational services, orientation towards success and development of entrepreneurial initiative and crosscutting skills of primary school learners.
The dissertation is based on the provisions of system, synergetic, resource, personality-activity, environmental, imitation game, andragogical, interdisciplinary, acmeological and axiological methodological approaches and a system of scientific principles, which include general didactic principles (of science, objectivity, accessibility, systematicity and consistency, awareness and activity, оptimization) as well as specific principles (value orientations, constructive entrepreneurial activity, professional and economic orientation, facilitation of entrepreneurial potential, goal setting, commercialization of entrepreneurial ideas), the interaction of which is caused by the integrated nature of professional and pedagogical entrepreneurship of a primary school teacher under the conditions of continuous education. According to the component structure, motivational-axiological, substantive cognitive, procedural active, reflective evaluative criteria were distinguished and characterized, the indicators of their manifestation and the levels of formation of professional and pedagogical entrepreneurship of a primary school teacher under the conditions of continuous education were determined: high, medium and low. The research developed and theoretically substantiated the author’s concept of formation of professional and pedagogical entrepreneurship of a primary school teacher under the conditions of continuous education, built on the basis of the original idea, which is based on the scientific justification und understanding of the phenomenon of professional and pedagogical entrepreneurship of a primary school teacher and is grounded on the fundamental philosophical, socio-economic, cultural, psychological, pedagogical provisions regarding the approval of humanistic ideas, humanization of education, universal and national values; awareness of the ethical values of effective cooperation, readiness to implement initiated ideas, making one’s own decisions; social significance of training a motivated, competent primary school teacher who is focused on the new content of education, based on the formation of competencies necessary for successful self-realization in society, has freedom of creativity and develops professionally; improving the professional training of primary school teachers under the conditions of continuous education with an emphasis on the formation of professional and pedagogical entrepreneurship. Pedagogical conditions that contributed to the effectiveness of the system of formation of professional and pedagogical
entrepreneurship of a primary school teacher under the conditions of continuous education were singled out and substantiated. A cluster model of the system of formation of professional and pedagogical entrepreneurship of a primary school teacher
under the conditions of continuous education were developed, which consists of cluster of targeted, conceptual and methodological, content-procedural and evaluationresultative subsystems, meets the criteria of systematicity (taking into account the mutual influences of internal and external factors, pedagogical conditions and educational environment of continuous education on the phenomenon under study) and sequence (the modeling process is carried out in stages: goal-oriented, projectiveconstructive, productive-technological, diagnostic-resultative stages). The effectiveness of the system of formation of professional and pedagogical entrepreneurship of a primary school teacher was experimentally verified. Educational and methodological support for the formation of professional and pedagogical entrepreneurship of a primary school teacher in the inter-course period of professional development in postgraduate pedagogical educational institutes was proposed.
