MECHANISMS FOR THE MODIFICATIONAL IMPROVEMENT OF THE METHODOLOGICAL PREPAREDNESS OF FUTURE PRIMARY SCHOOL TEACHERS IN TEACHING STUDENTS TO DEVELOP READING LITERACY
DOI:
https://doi.org/10.5281/zenodo.17785669Abstract
This article provides a scholarly and theoretical exposition of the mechanisms for the modificational improvement of future primary school teachers’ methodological preparedness in teaching students to develop reading literacy. Based on an analysis of international assessment programmes (PIRLS, PISA) and modern pedagogical approaches (competency-based learning, cognitive strategies, evidence-based instruction, Learning Analytics, and differentiated education), effective strategies for enhancing prospective teachers’ instructional readiness are proposed. The research outcomes substantiate the necessity of applying innovative mechanisms in preparing future teachers to cultivate reading literacy among primary-grade learners.
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