Abstract
The article presents a study on the problem of modeling the process of preparing future teachers for integrated learning in primary school. The purpose of the article is to substantiate the relevance of the research, develop and experimentally test a theoretical model of preparing future teachers for integrated learning in primary school. The methodological basis of the study was carried out by identifying the levels of formation of the motivational, substantive and procedural components of the studied readiness. The criteria were identified on the basis of which the degree of conformity of the personality of the future teacher to the requirements was assessed: the professional orientation of the personality of the future teacher to integrated learning; the availability of theoretical knowledge and practical skills necessary for the application of integrated learning in primary school. The indicators and levels of readiness of future teachers for integrated learning in primary school are characterized. Experimental and pedagogical work was carried out on the basis of the Karaganda University named after аcademician E.A. Buketov and Pavlodar Pedagogical University. The results of the experiment allow us to conclude that the achievement of a high level of readiness under study occurs as a result of modeling the process of preparing future teachers for the type of activity under study. It is established that the obtained results provide effective preparation of future teachers for integrated learning in primary school