%A V. Pavlenko
%A O. Kondratiuk
%A T. Vasiutina
%A O. Lukianchenko
%A S. Bobrovytska
%A V. Koval
%J Revista Rom?neasc? pentru Educa?ie Multidimensional?
%T Praxeological Orientation of Professional Training Formation of Future Primary School Teachers
%X The study addresses to the modern praxeological 
approach of professional training of future primary school 
teachers on the research results application of modern 
neuroscience. The essence of praxeology as a science and 
praxeological approach in pedagogical activity is considered. 
The expediency of praxeological orientation during the 
professional training of future primary school teachers is 
substantiated. Theoretical bases of neurosciences studies in 
the system of pedagogical education and neuropedagogy 
formation are also considered. Based on the neuromyths 
spread, the problem of obtaining neuroscientific knowledge 
by future teachers in the context of praxeological orientation 
is actualized, which will significantly help to orient the latter 
to effective and efficient professional activity. The key 
structural components of the author?s model of primary 
school teacher?s training using a praxeological approach in the 
context of modern neuroscience are proposed and described 
in the study. The key theoretical provisions of the 
motivational and target component, organizational and 
procedural, semantic, operational and technological, 
diagnostic and effective components of the specified model 
are generalized. The theoretical provisions of modern 
neuroscience are detailed, which are the basis of the semantic 
component of the model. The purpose and tasks of the 
author?s course ?Modern neuroscience in the education 
system? are determined, which is the basis of the content 
component of the model of training future primary school 
teachers. Perspective directions of future scientific studies are 
outlined - research of biological and neural feedback in 
educational activity.
%N 2
%K praxeology, neuropedagogy, professional pedagogy, 
efficiency of pedagogical activity, neuromyths in pedagogy, reform of 
primary education, training of primary school teachers.
%P 330-347
%V 14
%D 2022
%L zu233990