Influence of individualised teaching methods on improving the professional flexibility of future primary school teachers

The study aims to determine the effectiveness of individualised teaching methods for developing future primary school teachers' professional flexibility. The authors have developed individualised learning mechanisms that provide for the development of language competence, as well as mathematical, interdisciplinary and innovative competence. It has been determined that the most significant impact on the development of professional flexibility, in the opinion of teachers and students, was made by language and interdisciplinary competence, which contributed to the clarity of their thoughts. The study results showed the achievement of a high level of information assimilation by future teachers after training (0.74). It was found that individualised learning mechanisms contributed to the formation of developmental individualisation (23%) and creative thinking (22%) in the first place. The work's practical significance is finding effective mechanisms for forming professional flexibility for future primary school teachers


Introduction
The knowledge acquired during the training influences professional skills development and ensures professional adaptation in the future.To develop an appropriate level of expertise, it is necessary to ensure an individual approach to each student.This will promote motivation and successful assimilation of information relevant to professional activities (Ostrovska et al., 2023;Stringer et al., 2023).Therefore, the chosen area of research is relevant, contributing to the search for approaches to improving the professional flexibility of future teachers.
Pedagogical flexibility reflects activities aimed at the symbiosis of substantive and dynamic characteristics that affect the thinking of future teachers (Martínez-Borreguero et 3 al., 2022) and contributes to finding the most effective approaches to conducting classes and finding problem-solving mechanisms.Professional flexibility development allows mechanisms for improving a situation based on scientific analysis and adjusting it for successful resolution.On its basis, it is possible to form a stable learning system that will facilitate the transfer of knowledge from teacher to student (Isac et al., 2022).It is through an individual approach to learning that the development of pedagogical flexibility can be shaped.This is due to unlocking each student's capabilities, which contributes to activity development and professional skills disclosure (Heirweg et al., 2022).
It is possible to provide individualised mechanisms for teaching future teachers by modernising the education system.This is possible through innovative pedagogical technologies that contribute to achieving the set results (Yuan et al., 2020).Interactivity in learning allows for adapting materials to students' capabilities, enabling them to develop independence and correct knowledge gaps.This approach also allows continuous access to learning materials, contributing to their additional processing and structuring for better learning (Rodrigues et al., 2021).An individual approach to learning allows for fragmented learning, contributing to a more detailed study of the main details (Záhorec et al., 2021).
The theoretical study of this issue allowed us to identify various information on the need to use individualised teaching methods to develop pedagogical flexibility.The gaps in the research are related to the lack of specific mechanisms that would facilitate individualised learning for future teachers.The purpose of the study is to determine the impact of individualised teaching methods on the professional flexibility of future primary school teachers.
The objectives of the study were to develop individualised teaching methods to increase the professional flexibility of future teachers, to identify training mechanisms that will help increase professional flexibility, to determine the level of knowledge acquired by future primary school teachers, and to identify the professional flexibility skills that students have developed during their studies.

Literature review
It is possible to provide an individualised approach to training future teachers with the help of mobile devices, which contribute to a creative approach to learning.The  effectiveness of mobile devices is related to the possibility of using a broader approach to learning information.This has allowed for the development of alternative learning that focuses on the initial level of knowledge (Javid et al., 2023).An individualised approach to learning was of the utmost importance during the Covid-19 pandemic.Learning was associated with using modern tools and technologies that facilitate continuous learning.
Technologies facilitate constant interaction between teachers and students, which allows them to control the level of knowledge and mastery of a particular aspect of the educational material.The formation of professional knowledge is possible by creating interdisciplinary courses that promote critical thinking.An individualised approach to learning can be ensured by conducting tests among students, which affects the training module's perception level.Based on the test data, it is possible to use the compensatory method for additional knowledge development in a particular subject (Zhang et al., 2023).
Technological development facilitates constantly updating the learning process, which contributes to developing new digital skills.This approach has a positive impact, facilitating constant interaction between teachers and students.It also allows for updating theoretical materials, contributing to learning flexibility.This is further reflected in improving practical skills, focusing on pedagogical support for teachers (Ilomäki et al., 2023a).It is possible to develop the professional skills of future teachers by providing autonomous learning.This approach is possible due to the flexibility of learning, which allows for the formation of diverse classes for successful learning.Changes in the workload can help improve the learning process by focusing on the individual capabilities of students (Sotardi;Brogt, 2023).Innovative learning helps to motivate students to develop professional skills.It also contributes to creating new pedagogical opportunities based on rethinking practical possibilities.Innovative technologies allow for constant variations in the learning process and promote flexibility and relevance of information (Charteris et al., 2022).
STEM education provides more effective mechanisms for forming professional competence, aiming to develop students' mental, cognitive, and personal skills.STEM education based on established indicators helps to understand approaches to solving complex problems.STEM education also ensures the development of student motivation (Valko;Osadchyi, 2021).To ensure an individualised approach to learning, it is necessary to ensure the most effective approaches to teacher training.It is also necessary to choose strategies to promote the development of thinking and interaction between other students.

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The peculiarities of the published articles made it possible to determine that in forming teachers' professional competence, the emphasis is also placed on ensuring individualisation in teaching.However, research gaps are related to the focus on using digital technologies in the context of the Covid-19 pandemic.

The research procedure
The study's first stage was developing individualised teaching methods for training future primary school teachers.The development of teaching methods also considered the possibility of developing professional flexibility.Based on the developed individualised methods, the training took place over six months in 2023.The second stage of the study is related to identifying the learning elements that had the most significant impact on the development of professional flexibility.The results will be obtained after six months of study.
The third stage of the study involved determining the level of knowledge acquired by students and the skills of professional flexibility.The results were obtained based on the tasks completed by the students during their studies and the control test.

Sample selection
The study involved 179 future primary school teachers at the Khmelnytskyi Humanitarian-Pedagogical Academy.The respondents were represented by 3rd-year students who have already started studying specialised disciplines to develop their professional activities.No additional information on a certain level of knowledge was required to select the respondents, as the study was conducted in entire groups of students in real-life conditions.At the initial stage of the study, the authors planned to involve another 85 second-year students.However, a sufficient number of general academic subjects could have affected the study's validity, which aimed to determine the level of professional competence.Therefore, 85 students were excluded from the study at the initial stage.The study also involved 20 teachers of educational institutions who were directly involved in teaching.The development of individualised teaching methods to improve future teachers' professional flexibility involved using the analysis method.The analysis method involved studying existing approaches to teaching (Caliskan et al., 2020;Kowalczuk-Walędziak;Underwood, 2023;Özdemir et al., 2023;Poulter;Cook, 2022).At the same time, it was taken into account that the mechanisms developed by the authors were included in each subject during the students' training.The individualisation of learning involved active interaction between students and teachers, which was aimed at mastering the required level of knowledge on a particular topic.The existence of possible gaps in students' knowledge meant finding new mechanisms for presenting information based on the level of students' knowledge (Figure 1).

Data analysis
Data analysis involved additional statistical calculations.The need to include them in the study is related to the possibility of conducting a more correct analysis based on confirmed mechanisms.In addition, the statistical calculation of the J. Phillips coefficient makes it possible to compare the results obtained based on existing methods, not just visually (Zhelnovach et al., 2022).Data analysis was additionally carried out at the second and third stages of the study.

Ethical criteria
Special attention was paid to ethical issues during the study, as they help to ensure compliance with regulatory standards for the publication of scientific articles.The authors also confirm that all study participants were informed about the stages of the study and their participation in each (The Norwegian…, 2016).

Results
The variety of individual teaching methods can influence the achievement of different results.Therefore, the authors primarily developed teaching methods that affect the possibility of individualised learning for future primary school teachers to increase their professional flexibility.The mechanisms of student learning were based on the needs of primary school students (Figure 2).KAHOOT can be checked by the teacher directly in the application, eliminating possible errors in learning the material.The innovative competence was implemented using paired teaching methods, which involved the development of intellectual abilities.With the help of these tools, an individual approach of students to understanding educational designers that form professional skills is formed since they can be used to provide an understanding of how to achieve specific goals through a broader systematisation of knowledge.
After focusing on individual learning mechanisms, it was determined which indicators had the greatest impact on increasing professional flexibility (Table 1).Based on the results of future primary school teachers, it was found that language competence had the most significant impact on increasing professional flexibility.This is because learning the state and foreign languages allowed greater access to various materials.Also, during the training, students were allowed to express their thoughts orally and in writing, allowing them to vary the information.Expressing their opinions permitted for more precise interaction with the teacher and other students, which influenced the development of creative thinking.Interdisciplinary competence was necessary for developing professional flexibility, which is related to the possibility of using materials from different subjects to study a topic.The interdisciplinary competence contributed to developing practical test lessons for primary school students.The innovative competence was also necessary, as it influenced the ability to use various digital technologies to study and process information.
Innovation competence also enhances creativity and contributes to the development of professional skills.Mathematical competence had a lesser impact.It was aimed at developing certain aspects of professional skills but, at the same time, contributed to the development of logical thinking.
The respondents were assessed on the level of assimilation of the information received during the training.The control of the level of knowledge gained involved mastering a particular topic and understanding the principles of professional training in general (Table 2).It has been established that most students obtained a high level of information assimilation after the training.The results are related to the availability of an objective assessment and independent information processing.This approach made it possible to ensure a more correct expression of their thoughts.Due to the individualisation of learning, it formed a correct perception of approaches to further education of primary school students.Based on the material studied, students were able to develop practical skills, which are associated with an understanding of transformational approaches to further professional activities.The high level of knowledge reflects the positive dynamics in the perception of educational materials.This is due to its qualitative rethinking, focusing on forming interdisciplinary, linguistic, mathematical, and innovative competence.High results are associated with the students' activity in the learning process, which stimulates independent improvement of a high level of professional competence.A sufficient level is associated with understanding educational information, but there is a need for teacher intervention to clarify certain aspects of a particular topic.The average level of knowledge among future teachers was associated with a lack of understanding of certain topics due to their focus on the traditional way of learning information.This is due to the lack of active participation in preparing students to study a particular topic.

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In order to achieve this goal, the authors of the study determined which skills were developed in students.The focus in determining the developed skills was on professional flexibility (Figure 3).It was found that individualisation was primarily developed among students.This is due to the search for their approaches to the presentation of materials based on the independent study of additional information.Developmental individualisation is associated with correctly using various means and mechanisms to shape the learning process.
Adjusting the learning process allowed students to participate more actively and learn the necessary material.Creative thinking was also developed, which is associated with students' motivation to complete tasks.The creative approach was also due to the possibility of developing more professional knowledge by focusing on additional materials.
The use of digital technologies contributed to the creative disclosure of students' abilities.
Verbal thinking relates to communication, reflecting constant interaction to resolve or highlight a particular issue.Based on the knowledge gained, students could vary it, allowing them to present educational material in a new format.Emotional resilience is associated with dealing with various situations.It also impacts maintaining calm during stressful situations (exams, tests).This allowed for a quick and correct response to unforeseen situations, which is important for future primary school teachers (when explaining tasks, resolving student conflicts, etc.).The students also developed a sense of purpose, which

Discussion
The emergence of artificial intelligence is bringing about a positive change in the learning process.Artificial intelligence allows for the expansion of the learning process, as well as taking into account potential opportunities and threats.Artificial intelligence can be used to provide targeted learning, which allows you to achieve specific pedagogical goals.
Artificial technologies can teach a single module or a complex discipline (Kushnir;Valko, 2023;Lopez, 2023).Innovative learning environments allow for flexibility in learning and interaction between students and teachers.They are also based on the possibility of choosing self-regulating mechanisms that contribute to a better perception of information.
This allows for combining different learning models and processes, focusing on subject materials and environments.It also affects the structuring of learning and support for student achievement (Trask et al., 2023).Individual approaches to learning can be provided through a game-based approach, which helps to build student motivation.
Gamification is an intelligent learning system that allows you to maintain a cause-and-effect relationship in learning.The advantages of gamification are related to the availability of a specific learning time, softening the links between the material studied and the tasks set.
Also, students' basic knowledge is not enough to solve tasks, as they are aimed at a deeper study of the material (Tahir et al., 2022).It is possible to provide an individualised approach to learning in distance education with the help of intelligent technologies.However, due to stressful situations and isolation, students' motivation decreased, reflected in their lack of focus and confidence.Flexible learning was provided among teachers to address this situation, which contributed to finding the most favourable approaches to learning (Hartnett et al., 2023).Published articles reflect the importance of intelligent technologies in developing professional competence.Our work found that professional flexibility can primarily be formed by focusing on the formation of language, mathematical, interdisciplinary, and innovative competence.
A detailed study of theoretical material with subsequent analysis should be provided to ensure quality training for future teachers.The analysis of each topic should be related to This allows for thinking resulting from expressing one's thoughts and studying a particular issue in more detail (Muratbekova et al., 2022).Our work has established that it is possible to ensure high professional competence for future primary school teachers due to focusing on integrated learning.This will ensure the development of individualisation, verbal and creative thinking, emotional stability, and purposefulness, which forms professional flexibility.

Figure 1 -
Figure 1 -Mechanisms for ensuring individualised learning the difference in the ranks of the established indicators; the total number of indicators included in the study; ∑  2the sum of the squares of the difference in the ranks of the established indicators.The correlation between the indicators will be observed if the calculated value is equal to or close to 1. from the State University of Ceará (UECE) Educ.Form., Fortaleza, v. 9, e12851, 2024 DOI: https://doi.org/10.25053/redufor.v9.e12851 https://revistas.uece.br/index.php/redufor/indexISSN: 2448-3583 8

Figure 2 -
Figure 2 -Individualised learning mechanisms for developing professional flexibility for future primary school teachers
Journal of the Graduate Program in Education from the State University of Ceará (UECE) Educ.Form., Fortaleza, v. 9, e12851, 2024 DOI: https://doi.org/10.25053/redufor.v9.e12851 https://revistas.uece.br/index.php/redufor/indexISSN: 2448-3583 14 objectivity, selection of the most critical points, and the intensity of cooperation and focus on particular objects.Individuality in learning can be formed by focusing on open and closed tasks, teacher support, and clearly defined objectives.Properly structured and oriented tasks enhance professional skills(Ilomäki et al., 2023b).The formation of subject-methodological competence of future primary school teachers is possible through digital technologies.Digital technologies help students navigate the information space and develop their professional skills.Positive results are associated with the availability of high-quality material for study and the use of professional teaching methods.Digital technologies can be used to create mind maps in the learning process.They help to summarise the training sessions, presentations, and comics that help to visualise materials.A virtual whiteboard can coordinate work in groups and organise student communication(Palamar et al., 2023).The training of future primary school teachers should be based on developing communication skills in the first place.This will also help build students' dialogue skills, facilitating the expression of their opinions.The development of communication skills should be based on the requirements of an education system that promotes the free realisation of one's potential.

A
comparison of published articles with our work has shown widespread study of the benefits of digital technologies for personalised learning.Our article identified the possibility of using individualised learning for future primary school teachers.When developing learning mechanisms, we considered the digitalisation of learning and the development of language, mathematical, and interdisciplinary competence.It was also determined which professional flexibility skills were developed in the learning process, which confirms the effectiveness of the selected training programmes.increased access to various materials.Also, interdisciplinary competence (0.89) allowed them to vary different knowledge.Innovative (0.85) and mathematical (0.87) competence contributed to the development of logical thinking.The study results showed that individualised learning mechanisms positively impacted the achievement of a high level of knowledge (72%).The results obtained are related to the active involvement of students in the learning process and independent processing of information.Also, a high level of knowledge was achieved by taking into account each student's individual level of knowledge, which made it possible to eliminate gaps in knowledge.A sufficient level of knowledge after the training was achieved among (16%) of students.It was found that in forming professional flexibility, students developed skills of developmental individualisation (23%), creative thinking (22%), verbal thinking (20%), emotional stability (18%), and determination (17%).The practical significance of the work is to study the effectiveness of the developed individualised learning mechanisms that contribute to the formation of future primary school teachers' professional flexibility.Prospects for the study may be related to the comparison of the most favourable method of developing professional flexibility, focusing on individual and group learning.8 References CALISKAN, O.; AKIN, S.; ENGIN-DEMIR, C. Democratic environment in higher education: The case of a Turkish public university.International Journal of Educational Development, [S.l.], v. 72, art.102129.2020.DOI: https://doi.org/10.1016/j.ijedudev.2019.102129CHARTERIS, J.; SMARDON, D.; KEMMIS, S. Leadership in the built spaces of innovative learning environments: Leading change in people and practices in the perfectly self-managing society.Studies in Continuing Education, [S.l.], v. 44, n. 2, p. 212-231, 2022.DOI: https://doi.org/10.1080/0158037X.2021.1928051HART-ANDERSON, L.; HOLME, R. Developing an understanding of coherent approaches between primary and secondary teachers: a case study within the design and technology curriculum in Scotland.International Journal of Technology and Design Education, [S.l.], v

Table 1 -
Elements of the curriculum that had the greatest impact on the development of professional flexibility

Table 2 -
The level of knowledge gained by students before and after the study