FORMATION OF READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO APPLY ACTING TECHNIQUES IN FORMAL AND INFORMAL LEARNING CONTEXTS

Abstract

This article addresses the problem of preparing future primary school teachers to apply theatrical mastery methods in their professional practice. The relevance of the study is determined by the growing need to develop communicative expressiveness, pedagogical interaction skills, classroom management abilities, and the capacity to design engaging learning environments. In this context, theatrical pedagogy is considered as an integrative resource that combines speech development, emotional responsiveness, creativity, and pedagogical improvisation.

The aim of the study is to identify the potential of educational programme courses in preparing future primary school teachers to apply acting techniques within formal and informal learning environments. The research is based on a theoretical analysis of psychological and pedagogical literature, a content analysis of the educational programme and course syllabi, and a comparative analysis of learning outcomes, thematic content, and instructional formats.

The findings indicate that the courses included in the educational programme demonstrate varying degrees of potential in fostering theatrical and pedagogical competencies and can be classified according to their functional roles. The first group includes courses focused on speech and expressive development, forming fundamental skills such as voice control, intonation, and non-verbal communication. The second group comprises methodological courses that facilitate the integration of acting techniques into lesson design and transform them into tools for organizing primary school learning activities. The third group includes psychological and communication-oriented disciplines that support the development of empathy, interaction skills, and reflection, as well as enabling the application of theatrical techniques in informal learning settings.

The results show that the highest effectiveness is achieved through a systematic integration of theatrical mastery into the teacher education process, where different courses perform complementary functions: developing core expressive skills, ensuring methodological transformation, and providing opportunities for practical implementation. The combination of formal and informal learning environments plays a crucial role in enabling students to move from mastering individual techniques to their conscious pedagogical application.

Thus, theatrical mastery can be considered a significant component of professional teacher education, contributing to the development of pedagogical expressiveness, communicative competence, and the ability to design engaging and student-centered learning processes.