The implementation of active and interactive teaching methods in the formation of general professional and professional competencies of future teachers of primary general education

Background. Modern trends in all spheres of society, and in particular, in spiritual education, set the task for the teaching staff of higher schools to use such approaches, forms, methods and techniques of work in which students are able to master and implement in educational situations and professional activities the competencies laid down by the Professional Standard and curriculum. Future teachers of primary education at the stage of obtaining higher education should live their own learning experience in a system-activity approach in order to have an idea of it, and in the future – professional and general professional competencies for its implementation in their own professional activities. Future primary school teachers should be able to build individual and collaborative work of students in the process of learning, education, using current (modern) methods of work. The author describes the practice of implementing modern teaching methods in the framework of professional education, such as active and interactive methods that promote effective interaction and mutual enrichment of students and teachers, and therefore better formation of future specialist competencies. The purpose is to describe the practice of implementing active and interactive teaching methods in the formation of general professional and professional competencies of future primary education teachers. Methodology. The main methods of work are: the study of normative documents, the analysis and synthesis of psychological and pedagogical literature, and work experience at a university. Results. The results of the study are presented in the form of the organization of higher school students' education in the aspect of several disciplines, implementing active and interactive teaching methods. The modern educational practice of forming professional and general professional competencies in an activity–based approach is described, which consists in promoting the formation of a professional in pedagogical training who is able to adopt a proactive educational strategy during university studies, and later in his own professional activity to be able to organize the same process within the classroom (school) team.