THE SYSTEM OF METHODOLOGICAL TOOLS FOR FORMING THE READINESS OF FUTURE TEACHERS FOR INTEGRATED TEACHING OF LOWER SECONDARY SCHOOL STUDENTS
Abstract
DOI: https://doi.org/10.26565/2074-8922-2026-86-28
Purpose. The purpose of the article is to justify the need to implement a system of methodical means of forming the readiness of future teachers in universities of Ukraine as a guarantee of their ability to use integrative education of younger schoolchildren.
Methods. The methodological approach of the research is based on: empirical methods: survey, experiment and methods of mathematical statistics; theoretical methods, processing of final indicators of formation of readiness of education seekers for integrated training.
Result. During an experimental study at Oleksandr Dovzhenko Hlukhiv National Pedagogical University, a methodological toolkit for increasing future teachers’ readiness for integrated education of junior high school students was developed and implemented. The study identified prospective directions for improving the methodology of forming such readiness through its key components. The practical value lies in the creation of a methodological system for enhancing the professional training of future teachers in higher education institutions of Ukraine, as well as in clarifying the concepts of «integration in education» and «readiness of future teachers for integrated education of younger schoolchildren» and substantiating the methodology of its formation.
Conclusion. Prospects for further research include deepening the scientific and methodological justification and practical testing of effective models for preparing future teachers for integrated teaching. Further empirical studies should examine the impact of integrated teaching on students’ educational outcomes and the professional readiness of future teachers across higher education institutions. A key direction is the development and implementation of innovative methodological tools-particularly digital technologies, interdisciplinary projects, and practice-oriented learning-along with the enhancement of teacher professional development in line with contemporary educational challenges.
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