FORMATION OF ACADEMIC INTEGRITY OF FUTURE PRIMARY TEACHERS IN THE PROCESS OF PREPARATION FOR PRACTICAL AND SEMINAR CLASSES ON PROFESSIONAL METHODS

Abstract

The article addresses the formation of academic integrity in future primary school teachers preparing for practical and seminar classes in subject-specific teaching methodologies. The correlation between “academic honesty” and “academic integrity” is clarified: the former is one of the fundamental values of the academic community, the latter ‒ the set of ethical principles and statutory rules established by Article 42 of the Law of Ukraine “On Education”. The principal challenges are analysed: academic plagiarism, self-plagiarism, fabrication, falsification, cheating, biased assessment and the improper use of generative artificial intelligence. It is substantiated that fostering academic integrity is primarily a didactic rather than a regulatory task, to be solved within particular educational components. A questionnaire survey and group discussions involving students of the “Primary Education” programme and academic staff revealed the motives for studying supplementary materials, the time spent on pre-class preparation, attitudes towards academic misconduct and awareness of the ethical limits of artificial intelligence use. A methodological toolkit for the language-andliterature, artistic and technological educational fields is developed: a “source passport” of a methodological product, a licence passport of teaching visual aids, an artificial intelligence use declaration, a contribution log for group projects, a process portfolio, criterion-based peer review and oral defence of learning outcomes. The projection of academic misconduct during studies onto the teacher’s future professional activity is outlined ‒ from biased assessment and falsification of reporting documents to copyright infringement and threats to pupils’ safety. Prospects for further research are determined.