Аннотации:
Objective: The purpose of the experiment was to determine the level of knowledge of future primary school
teachers about dialogical speech in the lessons of a discipline “Self-knowledge” (content component), their ability to
apply this knowledge in the process of developing the dialogical speech of primary school students with mental disorders
(operational component) and the comprehensive using of knowledge about dialogical speech in the process of
educational activity (motivational component).
Background: Professional training of future teachers of primary schools is currently one of the pressing problems in
modern Kazakhstan. One such way is the introduction of a practice-oriented competence of the future primary school
teacher. This involves the formation of professional competence of a primary school teacher, his ability to solve typical
professional problems on the basis of acquired knowledge and experience.
Method: For determining the preparation of future primary school teachers for work on the development of dialogical
speech of primary school students a pedagogical experiment consisting of ascertaining and formative stages was
conducted.
Results: Scientific research on the methodology of speech development is aimed at finding methods, techniques, and
forms of training that increase the effectiveness of such important components of the learning content as language and
speech competence, which are part of the communicative competence of pupils. In scientific pedagogy and psychology,
the purpose of education and training is to develop a child's personality. The development of personality is considered as
a long process of acquiring the culture of the people. Speech culture is an integral part of the general culture, so speech
development is the most important task of forming the personality of a preschool and primary school pupil. The key role
in psychological development is played by external, oral, monological, dialogical, and written speech.
Conclusion: Interrelation of the investigated components can serve as a description of the level of preparedness of future
primary school teachers.
