Abstract
<jats:p>This article provides a theoretical justification and analysis of the characteristics of developing professional readiness in future elementary school teachers through the study of the course “The Role of an Extended Day Group Educator in the Context of the New Ukrainian School.” The relevance of the study stems from current transformations in primary education, which are oriented toward competency-based, activity-based, and child-centered approaches that raise the bar for the professional training of educators capable of effectively organizing the educational process both during and outside of class hours. Scientific approaches to interpreting the concept of “professional readiness of a future teacher” are analyzed, and its essence is defined as an integrative construct combining motivational-value, cognitive, activity-practical, and reflective components. The specific nature of the activities of an after-school program instructor is outlined as an important agent in the educational process, ensuring the development, upbringing, and socialization of younger schoolchildren in the modern educational environment. The pedagogical potential of the course “Activities of an After-School Program Instructor” has been substantiated, and its place within the structure of the educational and professional training program for future elementary school teachers has been defined. The course’s content modules have been outlined, ensuring a combination of theoretical and practical training aimed at developing a system of professional knowledge, skills, and competencies. It has been demonstrated that the study of this discipline fosters the ability to plan and organize student activities, implement self-directed learning, and engage in educational and recreational work, as well as skills for effective pedagogical interaction with students, parents, and colleagues. Particular attention is paid to the practice-oriented nature of the discipline, which is realized through the use of interactive teaching methods, project-based activities, the case method, and digital technologies. It is emphasized that the integration of NUS ideas–child-centeredness, partnership pedagogy, and the competency-based approach–ensures the preparation of a competitive specialist capable of effective professional activity in the context of a modern school.</jats:p>