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.

The article deals with the raising of requirements for the professional training of future primary school teachers. This predetermines qualitatively new theoretical and methodical approaches to the training of students, which will allow them not only to master the basics of science and professional skills and abilities, but also new pedagogical achievements, innovative technologies etc. while studying in higher pedagogical institutions Successful mastering of innovative pedagogical technologies helps bachelors, specialists and masters meaningfully start the process of independent professional activity. The long-term experience of scientists in the training of future primary school teachers gives reason to assert that the solution to the problem of person-oriented education and its productivity is connected with the use of innovative, in particular, interactive technologies in the educational process. Scientific research show that interaction in many ways solves the problem of strengthening and preserving the mental and physical health of students, contributes to increasing the motivation towards educational activities. Interactive technologies in all their diversity are focused on realization of cognitive interests and needs of an individual, therefore special attention is given to organization of the process of effective communication, in which the participants of the interaction process are more mobile, more open and active. Modern higher education should address the principle of multilateral communication, and such its organization promotes the use of appropriate teaching methods. This contributes to the fact that students acquire sufficient knowledge of didactics, professional methods of primary education etc. for the implementation of innovative education of primary schoolchildren. The future scientific search should be the introduction of interactive technologies in the educational process of training future primary school teachers.

The article reveals the features and characterizes the content of the training of future primary school teachers for the formation of a healthy lifestyle for students in physical education lessons. The main provisions on which the training of future primary school teachers by means of physical education is based are defined. A person-oriented approach to the content of the training of future teachers is revealed. It has been proven that the content of the training of future teachers is a means of cultural transmission, mastering which acquirer adapts to the changing conditions of society, becomes capable of no adaptive activity. The main tasks of training future primary school teachers are defined, then its content is revealed, which consists of elements of social culture accumulated by mankind and passed on from generation to generation: a set of knowledge, abilities and skills, the formation of a worldview, as well as the mastering of the experience of humanity in a certain direction. A special component of the content of the studentsʼ training is singled out ‒ the acquisition of the ability to form a healthy lifestyle in elementary school students during physical education lessons. The importance of the physical education lesson in the formation of a healthy lifestyle of students is revealed. The content components of the training of future primary school teachers through the processes of forming a healthy lifestyle of students in physical education lessons have been established: knowledge, motor actions, physical exercises, bodily functions of the body, health systems, attitude to oneʼs health, to oneself, as values. Attention is drawn to the characteristics of health-improving systems, lifestyle, purposeful motor activity, and psychological readiness of future primary school teachers for the formation of a healthy lifestyle for students in physical education classes. The specifics of training future primary school teachers for the formation of a healthy lifestyle of students through the means of physical education are revealed. It has been proven that a health-preserving approach determines new goals and the result of training future primary school teachers for the formation of a healthy lifestyle for students by means of physical education. Key words: features; content; preparation; future teachers; elementary school; formation of a healthy lifestyle; younger schoolchildren; physical education lessons.

The article analyses the state of modern research on professional training of future primary school teachers to form students' skills to work with a graphic editor. The study uses scientific methods of analysis, synthesis, and comparison to identify the state of modern research on this topic. The authors analyse the views of leading Ukrainian scientists and Ukrainian and foreign founding teachers on the professional training of future teachers. The study highlights the basic definitions of training and vocational training. The content of the concepts of training and professional training is specified. The graphic editor as a component of information and communication competence is described by the authors. Some peculiarities and differences of pupils’ and students’ usage of the graphic editor in primary school are mentioned in the article. The authors describe the main stages of studying the graphic editor by primary school students and analyse the works of outstanding scientists on the professional training of future primary school teachers for students to study the graphic editor. The main mistakes of teachers in studying the graphic editor by students are described, and the further prospects of studying the researched problem is determined. As a result, it is outlined that the works of domestic and foreign scientists are mainly focused on the history of the concepts but not on the disclosure of the main features of training. It is determined that the professional training of future teachers has been studied quite widely, but there are many aspects of training, in particular, the preparation of future teachers for the use of graphic editors by students has not been studied enough. Keywords: training, professional training, professional training of future teacher, professional skills, pedagogical activity, primary school, formation of skills, computer graphics, graphic editor.