ERGONOMIC COMPETENCE IN THE SYSTEM OF PROFESSIONAL TREINING OF FUTURE PRIMARY Y SCHOOL TEACHERS

Abstract

The article addresses a highly relevant issue in the modern system of higher pedagogical education in Ukraine – the need to rethink approaches to the professional training of future teachers. The author emphasizes that global changes in science, technology, and the sociocultural environment require educators not only to possess solid knowledge but also to be capable of creating a safe, comfortable, and productive educational environment focused on the needs of the child. In this context, the competency-based approach gains particular importance, as it aims to develop professional competence and achieve learning outcomes essential for effective pedagogical activity.To foster ergonomic competence among future primary school teachers, a special academic course titled «Pedagogical Ergonomics» was developed and implemented for master's degree students. The course consisted of two modules: informational- analytical and practice-oriented. The aim of the first module was to provide students with knowledge of key concepts in pedagogical ergonomics, the methodological foundations of ergonomizing the educational process, and the interrelation of all its components. The practice-oriented module was based on an activity-based approach and involved students in modeling ergonomic situations, designing classroom space, analyzing educational equipment, applying case methods, creating checklists, and developing ergonomic recommendations. Professionally oriented games were also used.This approach enhanced students' comprehension of the material, stimulated interest, encouraged discussion, and activated their cognitive learning activities. As a result, it contributed to the development of their readiness to build and improve the educational environment.The outcomes of the course implementation demonstrated its effectiveness: future teachers became more sensitive to children's needs, learned to notice details affecting students' well-being, and developed a deeper understanding of their own role in creating a health-preserving educational environment.