INNOVATIVE TECHNOLOGIES AS A TOOL OF TEACHER PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF POSTGRADUATE EDUCATION

This article discusses the state of scientific and methodological support of teachers, which is aimed at implementing the tasks of reforming basic secondary education on the basis of the Concept of «New Ukrainian School». The presented material is based on the results of the analysis of scientific, methodological and innovative activities of institutions of postgraduate pedagogical education, aimed at improving the system of quality assurance of education and professional growth of the teacher. Taking into account the changes in the content of education, the practical implementation of student-centered learning, the introduction of innovative pedagogical technologies into the educational process, it is indicated how the professional formation of a teacher in the system of postgraduate education is practically ensured. On the basis of the study, the authors determine the organizational and pedagogical conditions for improving the process of professional growth of teachers in the system of postgraduate pedagogical education, as a factor in increasing their competitiveness. The role of the system of postgraduate pedagogical education, as a system of adult education, in improving the process of professional growth of a teacher is disclosed. It is noted that the system of postgraduate pedagogical education, under the influence of socio-economic changes that take place in society, ensures the continuous professional development of teachers and their mastery of competencies that are closely related to the implementation of their professional pedagogical activities and the transition to a new quality of education.

The purpose of the study is to reveal the features of the application of innovative pedagogical technologies of distance learning of teachers in the system of postgraduate education in crisis conditions. The applied research methods, such as theoretical analysis and systematization of scientific sources, allowed to identify the state of the problem of application of innovative technologies of distance learning in the educational process carried out in crisis conditions; pedagogical observation and diagnostic research provided an opportunity to obtain research results on the active introduction of innovative pedagogical technologies for distance learning of teachers in the system of postgraduate education, including gaining practical experience in integrating information and communication technologies with interactive technologies and technologies of critical and creative thinking; systematization, generalization and structuring in order to record and present the results of the study. The article outlines the problem of finding a modern format of distance learning for teachers in the system of postgraduate education, which will contribute to the continuous development of their professional competence and soft skills, which are vital for their life and professional activities in today's crisis. The practical experience of using innovative pedagogical technologies, methods, techniques and forms of organization of the educational process in a distance format, which contribute to the active continuous professional development of teachers in the system of postgraduate education, is highlighted. A qualitative analysis of online tools use for distance learning of teachers in the system of postgraduate education.

Importance. Current conditions of society’s development initiate the introduction of new educa tional tasks at school; supposedly, education must include both knowledge development and the development of creative activity experience. Consequently, it is recommended to enrich the proc ess of education by the implementation of innovative educational technologies. Thus, a new think ing and creative approach to problem-solving among students would be formed. The purpose of the study is to develop students’ creative abilities through the implementation of innovative educa tional technologies in the educational process.Materials and Methods. The choice of research methods is determined by the peculiarities of studying the historical and pedagogical process. This specificity has identified the following meth ods as fundamental: analysis of psychological, pedagogical and methodological literature, synthe sis, comparison, included observation, generalization of the data obtained.Results and Discussion. Innovative technologies implementation creates plenty of possibilities for both teachers and students. Teachers can solve different educational tasks, and students can solve problems on their own through trial and error and reach their goals, which prerequisites the forma tion of creative qualities of personality. The use of such methods has a positive influence on stu dents because it develops their creative abilities, independence, activity, logical thinking, builds their self-confidence, and helps to get rid of stereotypes and barriers. Innovative technologies im plementation adds necessary emotions and creates an atmosphere for productive work.Conclusion. The application of innovative technologies in educational process contributes to the expansion of students’ general cultural outlook; the development of their intellectual and creative abilities, research and organizational skills, business and communicative qualities; the formation of value orientations, civic mindedness and skills of life in society.

Social demand for the implementation of innovative technologies in educational process actualizes the problem of their evaluation from the point of view of pedagogical safety for the health of students. The aim of the study is the theoretical and methodological argumentation of hygienic evaluation of innovative educational technologies as a relevant pedagogical concept. Hygienic expertise of innovative educational technologies will be effective if the essential characteristic is justified. On the basis of the interdisciplinary approach and the principle of security, the study identifies and discloses the concepts "safe innovative educational technologies", "hygienic evaluation of innovative educational technologies". The article describes the essential characteristic of the concept "hygienic evaluation of innovative educational technologies" in educational institutions from the standpoint of the principle of safety as the main essential characteristic of hygiene, presents the identified parameters, indicators and safety criteria of innovative educational technologies. The results of the study can be implemented in the practice of the administration and teachers of educational institutions.

In the article, problematic aspects of training students at foreign language faculties are analysed. It was found that an important point in training students of the Faculty of Foreign Languages is the mastery of the innovative technologies; avoiding outdated and ineffective methods of professional pedagogical activity; formation of personal professional uniqueness; elaboration and development of their own style of pedagogical activities and professional thinking. Application of innovative technologies in the process of training students in higher educational institutions at the Faculty of Foreign Languages contribute to the formation of a competitive personality, a professional equipped with the innovative competencies. The main tasks of professional and pedagogical training of students in higher educational institutions at the Faculty of Foreign Languages are the formation of professional readiness, the development of personal and socially significant outlook and individual determination of moral values, enhancement of the processes of professional self-improvement, self-actualization and self-development. The use of the innovative technologies in teaching and learning at the Faculty of Foreign Languages enables the transition from normative to creative activities, changes the nature of the educational system, its content, methods and forms, technologies of teaching and education, which are based on the development of various forms of thinking, creativity and adaptive abilities of students. Introduction of innovative technologies in the teaching and learning process in higher educational institutions at the Faculty of Foreign Languages provides for a quality learning outcome. Students will become democratic, tolerant, humane and independent. The innovative educational technologies make it possible to create an innovative environment in higher educational institutions, so that students could maximize their individual potential. The innovative technologies promote the development of logical thinking, form a system of universal values and generally accepted norms of behaviour, develop the ability to recognize knowledge and use it, enhance the skills of communication and cooperation, mutual understanding and respect, cultivate tolerance, friendliness, promote intellectual, social and spiritual development.

The article is devoted to the theoretical and methodological aspects of stimulating teachers to professional development and personal and professional self-improvement in the system of postgraduate education. It is taken into account that the main way for pedagogical workers to obtain education is training, self-study based on the rethinking of self-development and self-improvement. Based on the analysis of psychological and pedagogical literature, the essence of the scientific definitions “development” and “self-development” was analysed. Thus, “development” is considered as an active process of personality formation based on improvement. Development involves conscious behavior aimed at improving personal and professional qualities and the desire to achieve effectiveness, increase independence, and the creative nature of activity. “Self-development” is a necessary condition for the self-realisation of an individual, which involves the inner independent desire of a person to enrich their own individual qualities. Active development as well as self-development of teachers is carried out in the system of postgraduate education on the basis of the acmeological approach. The implementation of the acmeological approach increases the need for achievement, motivates teachers to act successfully, promotes them to achieve “acme”. Postgraduate education allows improving objective, subjective, procedural and performance criteria of pedagogical activity. Within the framework of self-development of teachers in the system of postgraduate education, the acmeological approach is based on four main aspects: 1) organising the acmeological environment; 2) establishing the acmeological position; 3) developing the acmeological potential; 4) improving the acmeological culture. Based on the use of the acmeological approach, the following positive achievements were reached: there increased independence in goal setting, which was based on the formulation of strategic and tactical goals, setting practical tasks, choosing effective ways of achieving the defined goal; it became possible to ensure the creative nature of educational activity on advanced training courses as every student independently created the program of their personal and professional development. The article presents a range of educational programs aimed at improving the level of general competences (speech competence, communicative competence, inclusive competence, digital competence, managerial competence, moral and ethical competence) of teachers in the system of postgraduate education at the Postgraduate Education Centre of Ternopil Volodymyr Hnatiuk Pedagogical University. Innovations in the process of organisation of advanced training courses at the Postgraduate Education Centre were analysed. In particular, we mean the organisation of master classes, trainings, roundtable discussions, scientific discussions, international and all-Ukrainian conferences and forums, creative laboratories, methodological workshops, Web-quests, practical simulations, which contribute to increasing teachers’ internal motivation for self-development and self-improvement.

This article underscores the imperative to delve into and implement digital and innovative pedagogical technologies into the postgraduate education of healthcare professionals. It arises out of a need to introduce a strategic approach to healthcare practitioners’ postgraduate education that is vital for ensuring their continuous professional development, enhancing their competencies and essential qualities, and thereby equipping them with requisite tools to effectively navigate the evolving requirements and challenges of modern society. To achieve the set goal, this research has employed the methods of theoretical analysis, observation, and comparison, complemented by synthesis of scholarly literature addressing the technologies within the postgraduate education system for healthcare professionals. Specifically, in the study it has been identified that interactive, training, simulation, digital, and artificial intelligence technologies may appear pivotal within the system of continuous professional advancement at the postgraduate level. Besides, it has been established that integrating digitalization and pedagogical innovations into postgraduate education can significantly reshape the role of present-day educators who seem to reveal blended functionality assuming the roles of consultant, advisor, moderator, facilitator, mentor, and coach. Respectively, it necessitates their fundamental psychological and pedagogical training. The presented study possesses scientific novelty and originality since it substantiates the underlying principles and inherent potential of leveraging digital technologies within postgraduate healthcare education. The article has also delineated specific digital resources and tools integral to an educational process, such as those used for online sessions, conferences, webinars, practical training, and skills development (e.g., Moodle, Zoom, Google Classroom, Google Meet, and more). In addition, in this article, it has been corroborated that within medical education, specialized platforms such as Coursera, Medscape Education, BMJ Learning, and edX (offering medical courses) can be effectively leveraged to provide better medical services and obtain pursued results. At that, artificial intelligence technologies are viewed as a supplementary resource for both educators and medical or pharmaceutical professionals within the continuous professional development system. The abovementioned warrants emphasis that within the healthcare paradigm, the potential applications of artificial intelligence may encompass a multifaceted spectrum, incorporating but not limited to the augmentation of diagnostic processes, instantiation of individualized therapeutic regimens, acceleration of pharmaceutical discovery and clinical investigation, facilitation of advanced scientific inquiry, and comprehensive analysis of resultant research outcomes. The efficiency of the constructed in the article framework proves that digital and innovative pedagogical technologies may break new ground within the educational process, facilitating the continuous professional growth of healthcare providers within the system of postgraduate education. The presented study though far from being conclusive, yet offers several insights into how to ensure efficacious postgraduate advancement of healthcare practitioners. It also advocates further research to address the implementation of interactive, training, digital, and artificial intelligence technologies within the education of medical professionals, spanning both undergraduate and postgraduate levels. Such prospective applications are targeted at fortifying high-caliber professional development and continuous enhancement of competencies among healthcare providers

The article is devoted to highlighting actual problems of organizing distance learning of teachers of music arts during reforming and introduction of the newest forms of professional development of pedagogical workers in the system of postgraduate education. The modern experience in the organization of distance learning of music teachers in postgraduate education is considered. Attention is paid to modern problems of distance learning, experience of organization of a distance learning stage in different types of advanced training courses, introduction of thematic, author's courses for teachers of music art is described. The description of distance training of author's advanced training courses is given, the advantages of in-depth training and thematic training are demonstrated. The description of innovative forms of organization of distance learning of teachers in the system of postgraduate education is given. Features of modern distance learning platforms are considered and their educational opportunities are described. The description of advantages of using modern educational environments, forms of organization of educational activity of teachers during distance learning is given. The list of types of educational tasks, tests, digital materials in the educational environment is presented. The most common forms of teacher training in distance learning are described. The experience of organisation of distance learning for music teachers in postgraduate education is described. The list of problems of postgraduate pedagogical education of art teachers, which were appeared due to reforming and realization of the new content of art education is presented. The problems and needs of professional improvement of music teachers, which can be solved during the distance learning in the postgraduate education system, are discussed. The acticle describes the results of research in postgraduate pedagogical education, which demonstrate the priority types and forms of distance learning among music art teachers. The content of distance, network, e-learning of teachers, effective technologies of learning music teachers in postgraduate pedagogical education are highlighted

Мета роботи – обґрунтування переваг, проблем та перспектив ефективного використання інноваційних технологій для забезпечення професійної підготовки студентів-медиків при вивченні клінічних дисциплін.Основна частина. Висвітлено питання перспектив та труднощів ефективного використання інноваційних технологій для забезпечення професійної підготовки студентів-медиків при вивченні клінічних дисциплін.Інтенсифікація інформаційних процесів вимагає розробки нової моделі освіти, що здатна забезпечити безперервний розвиток особистості, прагнення до професійності та самовдосконалення. Процес входження людства в нове інформаційне суспільство визначає й нові вимоги в системі освіти. Нагальною потребою є реалізація функціонування єдиного інформаційного простору і розробка навчально-методичного забезпечення, що висуває на перший план першочергове вирішення ефективної інтеграції комп’ютерних та традиційних засобів інформаційного забезпечення. Використання інноваційних технологій у навчальному процесі відкриває не тільки різнопланові можливості, але й дозволяє враховувати індивідуальні інтелектуальні та фізичні можливості студентів, стимулювати їх наукові дослідження і застосовувати їх на практиці навчального процесу професійної підготовки лікарів.Висновки. Ефективність використання інноваційних технологій на практичних кафедрах залежить від активного застосування нових методів і підходів в освітній діяльності, які не тільки б розвивали професійні навички студентів-медиків, а й мотивували до саморозвитку. Основні функції організаційно-методичної роботи ВНЗ повинні бути спрямовані на формування компетентного викладача, який повинен бути творчою особистістю, організатором пізнавальної діяльності студентів, та розробляти і впроваджувати інноваційні педагогічні технології в навчальний процес.

The article analyzes foreign experience on the introduction of innovative technologies in inclusive and special education through the disclosure of conceptual issues related to the functioning of the system of general, special and inclusive education both in Ukraine and abroad. Domestic and foreign achievements in the direction of social and pedagogical rehabilitation of children with special educational needs are analyzed. It is revealed that in the USA and Europe, they actively promote access to education, mainstreaming, integration, and inclusion. It is proved that in most European countries and the USA, special education is an organic part of general education, has an integrated material base and specific methods of teaching a child with special needs within the framework of adjusted standards and individual educational programs. Foreign publications, which cover the introduction of active teaching methods, organizational forms and innovative technologies in inclusive and special education, are analyzed. In the course of the analysis of the foreign experience of inclusive and special education, it is established that the optimization of interpersonal relations of children with special needs should be carried out in different activities, taking into account their characteristics A correctional and developmental program for optimizing interpersonal relationships with peers of primary school children with hearing impairments in the form of development of communication skills and social behaviour skills is developed, which includes the following aspects: development of empathy, development of social behaviour, positive attitude “I”, the formation of a positive attitude towards peers. The step-by-step psychological and pedagogical support of inclusive education of junior schoolchildren with special educational needs is offered: preliminary, activity, effective. Innovative rehabilitation technologies in inclusive and special education, which are of interest for comprehensive practice, are highlighted.
 Keywords: analysis; foreign experience; innovative technologies; inclusion; special education; inclusive education; children with special needs; correctional and developmental program.

The theoretical and methodological aspects of a distant learning in the system of teachers’ postgraduate education that correspond to requirements of the modern pedagogical education reform are analyzed in the research. Based on scientific sources, materials of state standards, international and native experience the base definitions of the distant learning were separated, the modern understanding of the category “distant learning in the postgraduate pedagogical education system” was formulated.The analysis of definitions of the notion of “distant learning” by different scientists demonstrates that there are no general approaches to this notion in the world, indicates its polysemantic character and multifunctionality. Thus, the distant learning is considered as:– new organization of the learning process, based on the principle of independent learning;– new method of the learning process realization, based on the use of modern informational-communicative technologies that allow to study directly distantly without a personal contact between a teacher and pupils;– new degree of the distant learning under conditions of informational technologies use, based on personal computers, video, audio, fiber-optic and satellite technology;– is organized by concrete themes and learning process of academic disciplines that provides an active information exchange between students and teachers and among students;– forms the training system, which provides an interaction between a teacher and students, students realize distantly together and deduce all typical components of the learning process, realized using concrete e-technologies or other means that provide interactivity;– systematic purposeful learning, realized at a certain distance from a teacher’s location. The learning process and learning are separated not only in the cosmos but also in time.But all aforesaid definitions have only descriptive character, reflecting only one or several sides of the notion of distant learning. But this notion is not described as to the postgraduate pedagogical education system. So, the definition of distant learning in the postgraduate education system is an organization of the educational process, based on the principle of independent learning, when a teacher and learning person interact at a distance and realize all components, inherent to the learning process (aims, content, methods, organizational forms, means of learning), by specific means of e-technologies or other ones that provide interactivity

The study highlights one of the main aspects of pedagogical research on the development of assessment competence of primary school teachers. To train teachers in the system of postgraduate pedagogical education, it is necessary to build a modern model as a holistic pedagogical process, which would be based on the leading traditions of pedagogy and modern pedagogical innovations and help teachers develop readiness to evaluate the results of primary school students in professional activities. The purpose of this study is to build a conceptual model for the development of assessment competence of primary school teachers in the system of postgraduate education. Methodological approaches used by the author for the study: systemic, activity, andragogical, competencebased, acmeological, communicative, and synergetic. The theoretical aspect of the development of teachers' assessment competence is analysed, the existing views of scientists on the outlined problem are classified. The essence of the concept of modelling as a process of construction and research of models is determined. The purpose, tasks, functions, principles, components of modelling are identified. The essence and content of the assessment competence of a primary school teacher are considered, its main components, criteria, indicators, and levels of development are singled out. The characteristic of the model of development of assessing competence of primary school teachers in the system of postgraduate education developed by the author is presented, its conceptual and methodological bases are identified. The methodological basis for building the model is presented in the form of an analysis of the leading provisions – the principles formulated based on previous results of the study conducted by the author. The principles and forms of education, pedagogical conditions are described, the main functional and structural components of the model are identified. The creation of the model has become an effective means of testing the effectiveness of pedagogical conditions, through the implementation of which a high or medium level of assessment competence of primary school teachers has been achieved. The proposed method is adapted for use in institutions of postgraduate pedagogical education

The article presents the results of scientific research aimed at studying theoretical research and practical solutions focused on the design and implementation of the individual trajectory of professional improvement of teachers. The purpose of this article is to outline theoretical approaches and practical solutions for the professional improvement of teachers in the system of postgraduate pedagogical education. The task of the article is to clarify the meaning of the concepts of "professional improvement of the teacher" and "individual educational trajectory" based on the analysis of domestic and foreign researches; identify key contradictions in the practice of designing and implementing the individual educational trajectory of professional improvement of teachers in the system of postgraduate pedagogical education; determine the directions of further scientific research in theory and practice. As a result of the research, leading approaches to the professional development of teachers were clarified; clarified the content of the key concepts "professional improvement of the teacher" and "individual educational trajectory"; outlined the results of a number of experimental researches, including in the system of postgraduate pedagogical education in Kyiv.. Based on the analysis, the directions of further scientific research have been determined, which will focus on the theoretical justification and experimental verification of the model of designing the individual trajectory of the professional improvement of teachers, the development and testing of tools for individualization of professional improvement in the system of postgraduate education.

In the article were grounded the features of interpersonal interaction modeling in the system of postgraduate education based on the definition of the notions “interpersonal interaction”, “modeling”, “social interaction”. The specificity of pedagogical thinking was explained; the succession of stages of pedagogical processes and phenomena model elaboration was presented. There was formulated the conclusion that interpersonal interaction in the system of higher and postgraduate education is mainly an interaction in the dyad “student ↔teacher” that is the organization of these students’ common activity for attaining the common aim. The modeling of interpersonal interaction in the system of postgraduate education is presented on the base of the analysis of different classifications of interpersonal interaction in pedagogical and psychological science. There were analyzed the types of interpersonal communication in the system of postgraduate education – dyad (that appear at direct communication), individual-group (realized in interaction with students’ group), group (as an interaction between students’ and teachers’ collective), one- or two-side (as dialog/monolog type of interaction). There was grounded the content of internal and external models of interpersonal communication of educational process subjects in institutes (centers) of postgraduate educationKeywords: model, modeling, interpersonal interaction, postgraduate education system, student, dyad

Relevance. In the modern world, it is a trained teacher capable of sparking interest students and using innovations in the educational process who can teach physics to schoolchildren qualitatively.Purpose. This determined the purpose of this study � to cover the features of training future physics teachers to use modern technologies in their professional activities.Methodology. To fulfil the purpose, this study employed methods of analysis and synthesis, as well as interviews and the author�s questionnaire to determine the readiness to use innovative technologies (IT).Results. Basic competences were described that a future physics teacher should possess to implement a quality educational process. The role of modern technologies in teaching physics to schoolchildren was defined, and the main innovations that can be used in the learning process were described. To determine the readiness of future physics teachers to apply innovative technologies, a study was conducted among 95 students of Jusup Balasagyn Kyrgyz National University, as well as Osh State University. The findings showed that 52% of students are not ready for practical application of innovative technologies in the learning process, but have a high theoretical background, which proved the need to develop new didactic approaches to prepare future physics teachers for practical application of the acquired knowledge.Conclusions. Based on the study results, didactic approaches to training future physics teachers to apply innovative technologies were proposed, which include cooperation of higher education institutions and schools, mentoring system, creation of microgroups for learning. The findings of this study can be used by the management of higher education institutions to improve the process of preparing students for professional activity, as well as by physics teachers for professional and personal development.