This article is dedicated to the issues of improving the professional training of future elementary school
teachers. The article justifies the relevance of developing the creative abilities of younger students and preparing
future elementary school teachers for professional creative activity. To determine the organizational and
substantive aspects of preparing future primary school teachers for professional and creative activity, a survey
was conducted among 114 teachers, including 93 teachers of grades 1-4 and 21 teachers of preschool education.
The results of a search and analytical work are presented. The authors considered the methodological approaches
that underlie the preparation of future teachers, the structure and content of the preparation of future elementary
school teachers, as well as the conditions and organizational-content aspects of preparing future elementary
school teachers for professional-creative activity, which include interdisciplinary interaction and integration of
disciplines within the educational program.