SCIENTIFIC AND THEORETICAL FOUNDATIONS FOR DEVELOPING THE METHODOLOGICAL TRAINING OF PRIMARY EDUCATION TEACHERS BASED ON THE TIMSS INTERNATIONAL STUDY
This article highlights the theoretical foundations for improving the methodological training of primary school teachers based on the international criteria of one of the global assessment programs — TIMSS (Trends in International Mathematics and Science Study). The study substantiates the requirements of the TIMSS assessment system, the level of subject mastery by students identified through it, as well as the direct impact of these results on the teacher’s professional activity. In addition, modern pedagogical technologies, international experience, and theoretical approaches used in the formation and evaluation of teachers’ methodological training are analyzed, and opportunities for their integration into local educational practice are presented
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