The purpose of this study is to explore how primary school teachers perceive the practice of implementing monitoring support on the basis of autonomous monitoring groups by educational level, and what factors have a decisive influence on their positive or negative perception of the above approach to assessing educator/student effectiveness. Several tools were used to collect the data, including: classroom observations, lesson checklists (evaluation forms), lesson plans evaluation forms, interviews for teachers and parents, focus group survey questionnaires. The quantitative data were analysed and

The relevance of the study is based on the discrepancy between the need for the project management program-methodical support and insufficient development in pedagogical practice. Aims. The aim of the study is to examine the effective development and implementation of the project method in the HEI from the standpoint of pedagogy as a new type of educational process management. Methods: questionnaire methods and pedagogical observation methods. The following questionnaires were used. E. Torrance’s “Tests of Creative Thinking” method. An “unfinished thesis” method (J. Sachs, S. Levy). Questionnaire for self-evaluation of the teacher’s knowledge and skills during transition to teaching using a new pedagogical technology by N.V. Nemova. Method for teacher’s basic competencies evaluation by L.A. Adambaeva. Statistical calculations were performed using Kendall’s T coefficient and chi-squared test. Results. The number of students with a high level of personality orientation increased only by 5.3%, and those with a high level of creative activity - by 8.7%. We can’t speak about a significant decrease in the number of students who at the end of the experiment had a low level of the aesthetic position formation. Thus, the number of students who showed developed creative thinking in project activities became only 5.3% less than at the beginning of the experiment. Conclusions. A significant increase in the general level of cognitive competence formation in the experimental group in comparison with the control group is explained by purposeful work with students, taking into account special pedagogical conditions. Perspectives. Further study can be carried out towards the development and implementation of a project method to improve the competencies acquisition, taking into account future professional activities.

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The purpose of the study was to identify how the reshaped curriculum that was based on PISA standards fostered the key competencies of undergraduates majoring in primary school teaching and learning in terms of materials design and teaching methodology used throughout the internships at schools. The study used qualitative and quantitative methods with qualitative methods getting higher priority to enlarge the base of evidence and get a deeper insight into the issues under research. It was found that reshaping the pre-service teacher professional training, specifically in test format, materials design, and assessment, and made the shift to training schoolchildren to take PISA-based test was necessary for the school educational settings in Ukraine. The teacher students’ awareness of the PISA-based test needed improvement. The training model used in the study along with the internship addressed the loopholes in the university curriculums and training of the students majoring in primary education. The intervention brought a positively challenging experience for the students. It helped them to ‘pump up’ their intellectual, professional, and technical skills. They raised awareness of the PISA-based test, Blooms’ Taxonomy, and test question formulation. The students learned to use DIF and DTF methods to validate the PISA test questions, age specifics in training primary school children in terms of adjusting it taking the PISA-based test, and approaches to creating a positive mindset in primary schoolchildren towards learning through dialogue and cooperation. It was found that the students upgraded their teaching and material design skills and became more confident as teachers in terms of PISA-based test training. Changing the students’ perceptions and their teaching approaches were the major difficulties and challenges to the study. They were addressed through mentorship which was used when the students did internship

The article raises the problem of younger schoolchildren’s speech development with the use of visual models. One of the visual modeling examples is “Propp’s maps”. These are generalized set fairy-taleactivities, with the help of which you can easily teach pupils to divide the text into parts, retell the content, and create fairy tales with a simple plot.The stages of Propp’s cards implementation in working with a fairy tale are the following: pupils’familiarization with a fairy tale as a literary genre; reading a fairy tale accompanied by illustration using Propp’s cards; fairy tales retelling based on Propp’s maps; independent fairy tale compilation using Propp’s cards.Variants of tasks have been offered at each stage of studying a fairy tale based on Propp’s cards, which will help visualize the plot, structure the text, and distinguish plot-compositional units and characters.The impact of Propp’s cards on the development of perception, reproduction, and creation of own fairy tales by primary school pupils has been analyzed. The results of the study, which was conducted as part of advanced training courses for primary school teachers, showed that the pupils remembered the meaning of the card function very quickly and easily, confidently divided fairy tales into functions, and made a meaningful chain of cards, correctly answered questions based on the text of fairy tales, freely retold texts, and their own fairy tales became much more meaningful, the vocabulary used varied considerably. This shows that Propp’s cards are really effective for the speech development of younger schoolchildren; however, like any method, the use of the card requires a step-by-step introduction to the educational process, from overview acquaintance and training to learning to retell and create your own fairy tales. Keywords: speech development; younger schoolchildren; Propp’s maps; visual plot modeling; the fairy tale structure; fairy tales retelling; work stages according to Propp’s maps; the method of composing fairy tales.