THE ESSENCE AND CONTENT OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO IMPLEMENT THE ACTIVITY APPROACH

Abstract

Purpose. Scientifically substantiate the problem of implementation of activity approach into the educationalprocess and outline ways to increase the readiness of primary school teachers for its implementation. Methods.During the scientific research, methods of analysis of psychological and pedagogical literature, generalizationof approaches to the definition of key concepts were used; systematization of empirical information; methodsof comparative analysis; interpretation and synthesis of facts. Results. Psychological readiness as a mentalstate and a stable characteristic of the personality is manifested in the background of the general activityof the subject and is formed in the process of activity. In the context of introducing an activity approach tothe educational process of primary school, teacher's readiness for innovation is important, it should becomean internal need for them and acquire a stable and effective character. The activity approach should be focusedon the formation of key competencies and cross-cutting skills in children and requires the teacher to be awareof the features of the content of educational activities, its laws, mechanisms and stages of the formationof educational activities. As part of the implementation of the activity approach, teachers should provide motivation for educational and cognitive activity; encourage open-ended questions; teach students to operatewith knowledge and choose ways of action; form the ability to set goals, find solutions to the problem; teachto carry out a reflexive assessment of actions. Ways to increase the level of teachers' readiness to implementthe activity approach are: formation of teachers' motivation to apply the activity approach in the educationalprocess; raising awareness of ways to implement the activity approach; providing scientific and methodologicalsupport for the implementation of the activity approach. Conclusions. The readiness of the teacher to implementthe activity approach is an integrative quality of the individual, including knowledge about the featuresand ways of implementation of activity approach; stable motivation for its implementation; skills and abilitiesthat ensure an increase in the activity of younger students in the educational process, formation of competenciesand cross-cutting-skills.