The article presents comprehensive analysis of the problem of formation of methodology culture of would-be elementary school teachers in pedagogical theory and educational practice. The problem of the formation of a methodological culture of future teachers of elementary school was studied by us from the standpoint of scientific approaches: cultural; axiological systemic; competent; person-activity approaches. It is established that the concept of "methodological culture of the teacher of elementary classes" is an integral part of the category field in the hierarchy of concepts: “culture” ‒ “culture of the person” ‒ “professional culture” ‒ “vocational pedagogical culture” ‒ “methodical culture”. The theoretical analysis of psychological and pedagogical literature allowed to carry out the pedagogical concrete definition of the concept “methodical culture of the teacher of elementary classes”, which is considered in the work as an integrative set of his professional-personal values and qualities, methodical competence and methodical skills, which allows creatively to carry out professional-methodical activity on the basis reflection, experience and self-development, taking into account regulatory requirements. Structure of methodology culture of an elementary school teacher has been shown as combination of components: value and motivational, cognitive and praxeological, personality and artistic, reflective and evaluational. Criteria, values for levels of formation of methodology culture of would-be elementary school teachers have been elaborated that reflect unity and connection of all structural components of the described phenomenon. Levels of formation of methodology culture of would-be elementary school teachers have been established in the process of professional training: adaptive-repetitive, reproductive, systemic-productive, integrative-creative. Efficiency of the model of formation of methodology culture of would-be elementary school teachers has been proved theoretically and experimentally, which consists of three interrelated units (theoretical and methodical, context and activity, resultative). Teacher’s guides have been elaborated and introduced for formation of methodology culture of would-be elementary school teachers in the process of professional training.
Formation of Methodology Culture of Would-be Elementary School Teachers in the Context of Introduction of “New Ukrainian School” Concept