On the basis of the analysis of psychological and pedagogical literature, the theoretical principles of the process of training future primary school teachers for the use of educational and game technologies in professional activities are revealed, the basis of which is fundamental scientific sources, which specify the main conceptual constructs of the study, in particular: "game", "educational game technologies", "professional training of future primary school teachers", "readiness for professional activities", "readiness of future primary school teachers to use educational and game technologies"; scientific developments of scientists regarding the formation of readiness for professional and pedagogical activities, for the use of game and activity methods of teaching primary school teachers; achievements of modern practitioners, in which the content and functions of educational and game technologies are substantiated as one of the methods of active learning based on an activity approach, creating conditions for identifying the active position of education seekers, developing their flexibility, meeting intellectual and emotional needs in the productive activity of game participants in an atmosphere of psychological comfort. Elucidation of the essence of these categories made it possible to present "educational and game technologies" as a set of means, methods and methods of organizing the educational process of an active-searching nature in the form of a game, which contributes to the implementation of intensive learning, actively influencing the moral, emotional and intellectual spheres of education seekers in order to facilitate the mastery of educational material; "Professional training of future primary school teachers" should be interpreted as a conceptual and strategic orientation of the process of mastering the profession, the ultimate goal of which is an effective specialist who achieves quality results in the educational process, and the core of training is the developing dominant responsible personality, who is able to accept professionally, independently and qualifiedly competently verified solutions in accordance with State Standards. The conceptual construct "readiness of future primary school teachers to use educational and game technologies" is presented in the dissertation research as a holistic multi-component education, an integrative quality of the teacher's personality, which determines his ability to effectively apply game methods in the educational process, aimed at the holistic development of the student, consisting of from interrelated components: motivational-targeted, communicative-personal, operational-active and corrective-reflective. The component structure of the readiness of future primary school teachers to use educational and game technologies, which includes motivational-target, communicative-personal, operational-active and corrective-reflective components, each of which is characterized by a certain content, is determined and scientifically substantiated.
The motivational and goal component determined by us in the structure of the readiness of future primary school teachers to use educational and game technologies is represented by such indicators as: moral and value attitude to the teaching profession; persistent interest in mastering educational and game technologies; an active-positive attitude to game activities, game-based learning methods in general; motivational readiness for today's challenges that require an immediate response; an active position as a participant in the educational and professional process. The communicative and personal component in the structure of the readiness of future primary school teachers to use educational and game technologies in the educational process involves the formation of a system of professionally important personal qualities; emotional and volitional stability; high level of intellectual development; mastery of verbal and non-verbal means of communication; the ability to establish an optimal communication style based on partnership pedagogy; high pedagogical activity of the individual; perseverance in overcoming difficulties in solving professional situations and tasks with high productivity; non-standard actions in self-improvement, manifestation of a creative approach in solving identified personal problems. The content of the operational and activity component of readiness is characterized by the presence of knowledge about the essence of the game, its psychology, functions, content, components, mechanisms, stages, classification features and typology; about the structure of the game (setting goals, planning, goal achievement, analysis of results); about the pedagogical possibilities of educational and game technologies, their main principles and stages of development; ...
