Designing a professional development program for teachers on the application of interactive methods in primary school

The research aims to design the content and justify the implementation methods of a professional development program for primary school teachers. This program is based on an analysis of the specific difficulties teachers face when applying interactive methods, seeking to mitigate these challenges and enhance their professional competencies in this area. The article analyzes modern challenges in the activity-based construction of the primary general education system and develops pedagogical solutions to optimize teacher training regarding interactive methods. The relevance of the issue is grounded in the requirements of the Federal State Educational Standard of Primary General Education and the Professional Standard for Teachers. The paper provides a brief review of scientific approaches to the concept of “interactive methods” and categorizes those applicable in primary school. Based on an analysis of anonymous teacher surveys, key difficulties were identified at both the planning stage and during the lessons themselves. Systemic pedagogical solutions aimed at improving teachers’ methodological readiness are proposed. The scientific novelty of the study lies in the proposal of systemic, piloted pedagogical solutions for teacher professional development based on a comprehensive empirical analysis of their difficulties. As a result, a professional development program was developed, consisting of diagnostic, theoretical, practical, and assessment-evaluative blocks. The implementation of these blocks relies on interactive interaction with the teachers themselves, specifically targeting the overcoming of professional obstacles.