IMPROVING THE METHODOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF PIRLS ASSESSMENT FRAMEWORK
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Abstract
This study addresses the critical challenge of modernizing teacher education systems to meet international educational standards, focusing specifically on the Progress in International Reading Literacy Study (PIRLS) framework. The research investigates the impact of a structured educational module—“Methodological foundations of PIRLS in primary education”— on the professional competence of pre-service primary school teachers. Using a quasi-experimental design involving senior-year education students (N=124), we measured pedagogical content knowledge (PCK) and item-design skills before and after the intervention. Statistical analysis via a paired-samples t-test indicated a significant improvement in the experimental group's ability to construct higher-order thinking tasks and evaluate non-continuous (informational) texts (p < 0.001). The findings suggest that integrating international assessment frameworks directly into higher education curricula bridges the gap between theoretical teacher training and the practical demands of primary school literacy development.
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