ЗМІСТ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В ПОЛЬЩІ

Primary school teacher training is one of the priority areas in the context of educational challenges. Studying foreign experience and its critical reflection helps to identify areas for improving the content of teacher training. The article analyses the training content for future primary school teachers at the master's level using the example of educational training programs at the Faculty of Education of Warsaw University. It was found that the training of future teachers in Poland can take place according to parallel and sequential learning models. The content of training for specialists in the specialties "Preschool Pedagogy and Early School Pedagogy with Pedagogical Therapy" (2 years of study) and "Preschool and Early School Pedagogy" (5 years of study) was analysed. It was found that future teachers are trained in five modules: psychological-pedagogical preparation, content preparation, didactic preparation, preparation for teaching the subject, and preparation in special education. The content of individual modules of educational training programs is described. The role and content of practical training for future teachers is emphasized. The types, scope, tasks, and content of pedagogical practice in two-year and five-year master's programs were clarified. Based on the analysis of current requests for teacher training and the study of Polish experience, some requirements for the content and organization of domestic pedagogical training have been outlined: 1) the need for close communication and reduction of inconsistency between theoretical and practical training of a future teacher; 2) the use of appropriate forms, methods, and technologies of training, the introduction of modern methodological solutions into the process of training future teachers; 3) the formation/development of the intellectual culture of the teacher and student and ensuring the ethics of the academic environment.