This article is devoted to the study of self-organisational academic activity of future teachers of primary schools. The purpose of this study is to provide a theoretical basis and methodological support for the self-organisation of the educational activities of a future teacher of primary education based on the time management technology. The study describes theoretical and practical principles of self-organisation academic activity of bachelor students, examines the different approaches of scientists to the concept of ‘self-organisational academic activity’, given the characteristics of this phenomenon from the point of view of pedagogical science, including functions, components of this phenomenon; considered the pedagogical possibilities of technology ‘Time management’ in self-organisation of educational activity of future teachers. The ‘Time management’ technology is presented as the organisation of bachelor student’s life aimed for the most rational planning of the learning process and professional development. The theoretical studies are confirmed by experimental research related to the diagnostic and improvement skills of future elementary school teachers’ self-organisation. On the basis of theoretical, empirical research methods, as well as methods of statistical processing of research results, the results of a search study of students’ self-organisation are presented. The presented experimental results show the feasibility of using a variety of time-management technology tools in training sessions in the process of preparing specialists.

An analysis of the literature and the practice of forming a teacher’s own skills to organize and accompany research (project) activities indicates significant difficulties that he encounters in his daily activities. The insufficient level of scientific and theoretical knowledge, methodological and methodological training does not allow the teacher to successfully set and independently solve the problems of accompanying students in the educational process. Many teachers experience significant difficulties in organizing and supporting research activities: initiating and defining a research topic, formulating a scientific apparatus, preparing tools for collecting information and conducting an experiment. The article substantiates the conditions for the development of teacher’s skills to organize and carry out pedagogical support of research and project activities of primary school students. These conditions contribute to the formation of these skills of a primary school teacher, especially since the system of continuous teacher education provides significant opportunities for this. The described work carried out based on the ideas of cooperation pedagogy, stimulating productive interaction of community members, which contributes to the development of the qualities necessary for pedagogical support of students’ activities.