PHILOSOPHY OF INTERPENETRATION OF TRADITIONS AND INNOVATIONS IN PRIMARY SCHOOL TEACHER TRAINING

The article theoretically and empirically proves the possibility and necessity of interpenetration of traditional and innovative teaching technologies in primary school teacher training. Through experimental work the authors justify the efficiency of the higher school lectures, developed on the basis of the authors' technology of intellectual-developmental education, which requires the presentation of educational information in the form of the sum-total of developmental tasks aimed at developing students' analytical and synthetic perception, thinking, imagination, semantic memory. "Acceptance" and the accomplishment of developmental tasks are achieved due to the anticipation of the desired result using hidden clues. Anticipation sin spire students to have a positive emotional reaction to the tasks and a sense of confidence in their intellectual capabilities, thereby actualizing their internal inducements to action. The case method at such lectures serves as a separate instructional technique: students solve specific professional pedagogical problems, relying on the lecturer's assistance. The article also presents an innovative experience of lecturing on basic subjects for future primary school teachers using such learning strategies that will prepare them for methodological activities in primary classes on an unconscious, intuitive level, through "insight". The authors suggest a didactic model of students' "immersion" into innovative professional activities, which will form their universal instrumental learning actions. The authors substantiate the conclusion that the balance between traditions and innovations ensures the manifestation of intellectual freedom for all educational process participants in higher education. (C) 2020 Published by European Publisher.