INTEGRATIVE APPROACH TO PROFESSIONAL TRAINING OF INTENDING PRIMARY EDUCATION TEACHERS

Introduction. In the conditions of reforming Ukrainian education, updating the content and improving the quality of education in its entire links integration processes are a priority in the overall development of the educational process and are aimed at the implementation of many principles of education, that involve the integration of national history, Ukrainian culture, traditions, the openness of education, which in turn causes integration into the world educational space. The purpose is to consider the importance of the integrative approach as a methodological basis for the professional training of intending primary education teachers. Methods: theoretical analysis of scientific literature and historical sources, systematization and generalization. Results. The integrative education means the scientifically grounded, organic interpenetration of different fields of knowledge in order to optimize and increase the efficiency of forming a holistic picture of the world of students within the same subject. Integration is a state of internal integrity, connectedness of differentiated parts and functions of the system, and a process that leads to this state. Integration is the creation or restoration of integrity. It is the highest form of interaction because it involves not only inter- influence and interconnection, but also the interpenetration of elements. The integrative approach grows from harmonization of the content of education to deep interaction, reasonable integration of knowledge, skills and elements of thinking of intending specialist. The integrative approach is implemented through integrated learning, which is one of the key concepts of the analyzed problem. We understand integrated training for intending primary school teachers as the organization of a pedagogical process on the basis of subject-subjective interaction, which involves the development of critical and creative thinking and is carried out through the systematization of knowledge in related subjects, facilitating the formation of the personality's holistic picture of the world. In modern education, cross-curricular integration is carried out in various ways: creation of integrated courses; development of new forms of lessons / classes (lessons with cross-curricular links, integrated practical classes, binary lessons); development and implementation of educational and scientific projects; organization of thematic weeks and days (events). Originality. The New Ukrainian School Concept provides implementation of an integrative approach. Nowadays integration requirements have begun to be realized in primary level of education. The training of intending primary school teachers in higher education institutions is not yet aimed at meeting the requirements of the concept regarding the use of integration. The novelty of the publication is to emphasize the professional training of intending professionals in the context of an integrative approach, including the use of cross-curricular integration, in-curricular integration, the use of integrative forms of learning, and integrative educational activities (events). Conclusion. In the process of integration, intending primary education teachers begin to analyze, collate, compare, and seek connections between subjects and phenomena, that is, with an interest in thinking. The introduction of an integrative approach turns classes into an attractive form of study - another, unusual conduct stimulates the students' interest, their activity, as opposed to the uniformity and regularity of ordinary classes, which causes fatigue and indifference.