MAIN FORMS OF DESIGNING TEACHER ACTIVITY

Abstrak

This article provides a scientific and theoretical analysis of modern forms of designing teacher activity and their role in the integrated educational process. It examines the content, didactic potential, and significance - for the development of future educators’ methodological preparedness - of various design approaches, including interdisciplinary integration, modular design, project-based learning (PBL), STEAM, problem-based learning, collaborative learning, digital approaches, competency-based design, and reflective design. Furthermore, the article substantiates the role of these approaches in effectively organizing integrated lessons in primary education, fostering 21st-century competencies in students, enhancing the efficiency of the educational process, and improving pedagogical design. The research findings indicate that scientifically grounded design of teacher activity is a crucial factor in improving the quality of education, implementing innovative pedagogical technologies, and developing the professional competence of future educators