The Formation of Future Primary School Teachers' Readiness to Implement the Competency-Based Approach and Develop Students' Functional Literacy in the Context of the Kyrgyz Republic's Transition to 12-year Education

Abstract

The article examines the problem of developing the readiness of future primary school teachers to implement a competency-based approach and foster students’ functional literacy within the context of the modernization of the educational system of the Kyrgyz Republic. The relevance of the study is determined by the country’s transition to a 12-year education model focused on international educational standards, the development of key competencies, and the improvement of educational quality. The author analyzes contemporary approaches to teacher training and presents a model for developing the professional readiness of future teachers. The proposed model includes motivational-value, cognitive, activity-based, and reflective components. Criteria, indicators, and pedagogical conditions for effective teacher preparation are identified. The findings emphasize the necessity of updating teacher education programs and strengthening practice-oriented learning.