Improving the Methodological Preparation of Primary School Teachers Based on International Assessment Standards (Timss)

This article analyzes the methodological foundations and practical results of developing the methodological preparation of primary school teachers based on the requirements of the TIMSS international assessment program. Within the scope of the research, a diagnostic analysis was conducted involving primary school teachers to study their methodological needs and perceptions of international assessment systems across different regions. The study develops cognitive, activity-based, technological, and reflective criteria, along with their corresponding indicators, for evaluating methodological readiness. The effectiveness of a methodological system based on "Adaptive-Scaffolding" technology, as well as PBL (Problem-Based Learning) and STEAM approaches, was statistically analyzed during the experimental- work phase. The research results confirmed that the proposed methodological recommendations significantly enhance teachers' professional competence, particularly their ability to independently design TIMSS-style tasks.

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