Students’ readiness for the formation of primary schoolchildren’s argumentative skill while identifying the real motive of the action
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The article deals with the problem of the future teachers training for the
formation of argumentation junior pupils’ skills identifying the true motive of an act as
an intellectual activity. The specifics of the future teachers’ training in higher
education institutions are analyzed; the peculiarities of the process of development of
argumentation skills are determined. The prospects for preparing for the formation of
junior school students’ argumentation skills in higher educational institutions are
outlined. The problem of developing the professional competence of future teachers in
the training of junior schoolchildren is substantiated. Their reasoning is grounded
because of the argumentation of their behavior and the motive for its implementation.
The emphasis is placed on the fact that the readiness of students-future teachers to
develop skills of junior pupils’ argumentation is impossible without argumentative
competence which is a set of intellectual and communicative skills, and is formed in
the process of communication, performing functions of explanation of the statement of
assertion or conviction of the interlocutor, and is carried out on the principle’s
objectivity, rationality, and dialogue. It has been experimentally proved that
argumentative competence as the basis of readiness to develop younger students’ skills
of argumentation in identifying the true motive of an act enables the mastery of the
relevant techniques and positively affects the professional and personal qualities of the
future teacher.