CONCEPTUAL FOUNDATIONS OF DEVELOPING THE INTERACTIVEMETHODOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF THE LANGUAGE AND LITERARY EDUCATION DOMAIN

Abstract

The article highlights the issue of developing the interactive-methodological competence of future primary school teachers in the context of the Language and Literary Education domain. The necessity of preparing future teachers to organize interactive, competency-based learning, capable of effectively designing an innovative educational environment and applying innovative pedagogical technologies, digital resources, and generative artificial intelligence tools, is substantiated. The purpose of the article is to provide a theoretical substantiation of the conceptual foundations for developing the interactive-methodological competence of future primary school teachers, to determine its structure, and to reveal the content of its components in the context of implementing the objectives of the Language and Literary Education domain. Research methods: theoretical methods – analysis, synthesis, comparison, generalization, and systematization of scientific literature and regulatory documents; terminological analysis – to clarify the essence of the basic concepts of the study; structural-functional analysis – to substantiate the structure of interactive-methodological competence and determine the relationships among its components. Scientific novelty of the study lies in substantiating the author's approach to understanding the interactive-methodological competence of future primary school teachers as an integrative professional and personal construct that ensures readiness to design, organize, implement, and reflectively improve interactive learning within the Language and Literary Education domain. The conceptual foundations of its development have been identified (competency orientation, integration of theory and practice, interactive interaction, pedagogical partnership, digitalization, and reflectivity); the structure of interactivemethodological competence has been developed, encompassing the axiological-motivational, conceptual-methodological, design-projective, communicative-facilitative, digital-adaptive, and reflective-prognostic components; innovative forms, methods, and digital tools for their implementation in the professional training of future primary school teachers have a Practical significance of the obtained results lies in the possibility of using the proposed theoretical provisions, conceptual foundations, the author's structure of interactive-methodological competence, and innovative methodological tools in the modernization of educational and professional programmes of Specialty A3 "Primary Education", improving the content of methodological educational components, organizing teaching practice, preparing future primary school teachers to implement the objectives of the Language and Literary Education domain, as well as developing educational and methodological support through the use of digital educational resources, interactive technologies, and generative artificial intelligence toolslso been substantiated.