A CONTEMPORARY COMPETENCY-BASED MODEL FOR THE PROFESSIONAL PROFILE OF A PROSPECTIVE PRIMARY SCHOOL TEACHER

Abstract

This study examines the professional competency framework of prospective primary school teachers from a scientific and pedagogical perspective. Drawing on contemporary educational theory, the article analyzes the key directions of a teacher’s professional activity, including psychological readiness, communicative competence, and pedagogical creativity. The study identifies the qualification criteria essential for effective practice within the primary education system and proposes a structured competency model aligned with the demands of globalization and digital transformation. The findings contribute to a deeper understanding of the professional development pathways, personal attributes, and strategic role of the future primary school teacher in the educational process. Practical recommendations for higher education institutions are also provided.