REALISATION OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF THEIR PROFESSIONAL ADAPTATION

Introduction. The article considers aspects of psychological and pedagogical support of future primary school teachers during pedagogical practice. In particular, the question of its impact on the professional adaptation of students to the environment of general secondary education is raised. The purpose of the article is to reveal the content of psychological and pedagogical support of students – future primary school teachers in the process of pedagogical practice as an important pedagogical condition for their professional adaptation, the establishment of basic forms and means for its implementation. Methods. The following methods were used for the purpose realization – analysis and generalization of scientific literature, questionnaire, systematization and generalization of the studied information. Results. The views of students on the need for special pedagogical conditions for their professional adaptation in the process of pedagogical practice were clarified. The essence and content of psychological and pedagogical support were specified, the main ways of its realization and forms of realization were summarized; the tasks of accompanying future primary school teachers, which is aimed at improving the level of their professional adaptation, were identified. The main requirements for educational institutions, which are the base of practice for future primary school teachers, were indicated. It has been determined that psychological and pedagogical support of students in the process of practice is realized by appointing mentors to students who analyze, develop and regulate the pedagogical activities of the future teacher at the stage of his entry into the professional environment. It has been established that psychological and pedagogical support provides for the organized interaction of the future primary school teacher, the mentor of the higher educational institution and the mentor from the base of practice. Originality. The scientific significance of the study results is to highlight the importance of correctly providing psychological and pedagogical support to future primary school teachers in the process of pedagogical practice for their successful professional adaptation. Conclusion. Therefore, pedagogical support of future primary school teachers at the stage of their initial professional adaptation in the process of pedagogical practice should be aimed at creating conditions for harmonious professional development, through the formation of a positive attitude and readiness for professional activity, successful mastering of the professional role of a teacher.