DEVELOPING THE READING SKILLS OF FUTURE PRIMARY SCHOOL TEACHERS IN THE COURSE “CHILDREN’S LITERATURE”

Abstract

The article highlights the problem of developing reading competence in future primary school teachers in the process of studying the course ‘Children’s Literature’ in the context of implementing a competence-based approach in higher education. The relevance of the study is determined by the need to train teachers who are able to effectively develop the reading competence of primary school pupils as one of the key educational competences. The aim of the article is to provide a theoretical justification of the essence and structure of the reading competence of future teachers, as well as to determine the pedagogical conditions for its development in the process of professional training. The content of the concept of ‘reading competence of future primary school teachers’ is clarified as an integrative professional and personal characteristic that combines motivational, cognitive, operational-activity and reflective components. The potential of the course “Children’s Literature” for the development of active reading activities of higher education seekers, their ability to analyze and interpret literary texts, and select appropriate techniques for working with them is substantiated. Effective pedagogical conditions for the formation of reading competence are outlined, in particular: the introduction of interactive teaching methods, project activities, gaming technologies, the use of multimedia resources, and the organization of reflective activities for students. The application of a complex of theoretical and empirical research methods ensured the validity of the conclusions. The results of the study allowed us to conclude that the targeted use of modern educational technologies within the course “Children’s Literature” contributes to the formation of reading competence as an important component of the professional readiness of future primary school teachers.