Analysis of the content and structure of professional readiness of a teacher of primary general education

It is widely known that the qualification of a teacher plays a rather large role in the educational and cognitive performance of students. Consequently, in the process of introducing a new generation of the State Educational Standard of Higher Professional Education, appropriate attention is paid to the professional and pedagogical training of a teacher. A modern teacher has to combine the activities of the initiator, organizer, educator, manager and manage their mutual communication. The professional pedagogical activity of a teacher becomes quite complex and multifaceted; a teacher needs to have the skills and abilities to use digitalization technology, plan pedagogical activities with the tasks set. The theoretical and methodological basis of this work is based on professional preparedness (competence), activity (practical) and environmental (environment) approaches. They are considered by us as a professional and pedagogical preparation of a teacher of primary general education for the implementation of the State educational standard of school general education. The activity-based approach allows us to consider the process of implementing pedagogical support (support) as an integral (complex), changeable (dynamic), pedagogically ordered process leading to the expected change in the components of this preparedness. From the point of view of the environmental approach, it helps to form a teacher of primary general education by creating an accessible information and educational environment.