The dissertation raises the problem of formation of professional competencies of future primary school teachers in the educational process of pedagogical institutions of professional higher education of Ukraine. In the scientific work the current scientific approaches to the peculiarities of the formation of professional competencies of future primary school teachers are analyzed, theoretically generalized and comprehensively substantiated; their structural components are characterized, the causal relationships between them are described. The effectiveness of a number of pedagogical conditions has been developed and scientifically proved, the model of the process of formation of professional competencies in the general structure of the educational process of modern pedagogical institutions of professional higher education, the content and methods of classroom and extracurricular activities with future primary school teachers in their training are highlighted. The essence of the concepts "professional competencies", "professional competencies of future primary school teachers", "formation of professional competencies of future primary school teachers", "educational environment of pedagogical institutions of professional higher education" is revealed.
It is proved that the professional competence of the future primary school teacher is a dynamic category that encourages the individual to develop and provides the ability to solve complex specialized problems and practical problems in professional and pedagogical activities, integrates motives, values; knowledge of theoretical principles and methods of pedagogy, psychology, teaching methods; the ability to organize the educational process of primary school students by forming in them key competencies and worldview, taking into account both universal values and national culture.
The main structural components of future primary school teachers (motivational-value, cognitive and activity) are identified and the content of each of them is determined. Motivational and value component determines the awareness of value aspects of future professional activity, the importance of professional development and self-development, attitude to the process of continuous improvement of professional competencies, as well as the direction and intentions of self-improvement in professional activities; taking into account motives and professional interests, factors of professional development and stimulation, attitude to self-education and self-development.
Based on the results of research of Ukrainian and foreign scientists on the component structure of professional competencies of future primary school teachers, the criteria for assessing the level of their formation are determined: motivational-value, cognitive and activity. Levels in four dimensions (high, sufficient, average, low) and indicators of their formation in the process of professional training of future primary school teachers in the educational process of pedagogical institutions of professional higher education in Ukraine are differentiated.
A number of pedagogical conditions for the formation of professional competencies of future primary school teachers have been identified and substantiated, in particular: formation of positive motivation to master professional competencies in the process of professional training; updating the content of professional training of primary school teachers by introducing a special course "Professional competencies of future primary school teachers to work in the New Ukrainian school in pedagogical colleges of Ukraine"; improving the practical training of future primary school teachers.
A model has been developed and characterized, which is presented as a holistic system of interactive and interdependent components that ensure the achievement of optimal efficiency in solving certain tasks and achieving the objectives of the study. The model contains clearly defined methodological approaches (axiological, personality-oriented, systemic, activity, competence), components of the process of forming professional competencies of future primary school teachers, highlights the factors of their provision and effectiveness. The model also presents pedagogical conditions (formation of positive motivation to master professional competencies in the process of professional training; updating the content of professional training of primary school teachers by introducing a special course "Professional competencies of future primary school teachers to work in the New Ukrainian school in pedagogical colleges of Ukraine"; improvement practical training of future primary school teachers), components, criteria and levels of formation of professional competencies of future primary school teachers (cognitive, motivational-value, activity).
