DEVELOPING THE PROFESSIONAL QUALITIES OF FUTURE PRIMARY SCHOOL TEACHERS THROUGH PREPARATION FOR INNOVATIVE PEDAGOGICAL ACTIVITIES

Abstract

In the context of modern educational reforms, the professional development of future primary school teachers must be aligned with the requirements of innovative pedagogical practice. This study investigates the role of innovation-focused training in cultivating essential professional qualities among pre-service teachers. Employing a mixed-methods research design, data were collected through surveys, semi-structured interviews, and classroom observations from 180 teacher education students across three institutions. Quantitative findings revealed a significant positive correlation between the application of innovative strategies and increased levels of adaptability, creativity, digital competence, and reflective thinking. Qualitative analysis further highlighted shifts in teacher identity, the importance of experiential learning, and the need for institutional support in fostering innovation. The study concludes that embedding innovative pedagogical preparation into teacher education curricula is vital for equipping future educators with the competencies necessary for 21st-century primary education. The findings have implications for curriculum designers, educational policymakers, and teacher educators seeking to bridge the gap between theory and effective pedagogical practice.