INSTITUTIONALISATION OF IDEAS AND DIDACTIC MODELS OF THE ARTISTIC TEACHER, MASTER, EXPERT’S TRAINING WITHIN UKRAINIAN PEDAGOGICAL TRADITION AT THE LATE 20TH – EARLY 21ST CENTURIES

Abstract

Contemporary priorities of the national educational policy presuppose, in accordance with the Conception of pedagogical education evolvement, training the competent, creative, self-motivated New Ukrainian school teacher as the transformations agent able to transfer the multitasking teaching occupation to the artistic level. This requires, alongside with providing non-standard innovation approaches of artistic implementation, the profound historical and pedagogical background with progressive national educational traditions, i.e. the vigorous heuristic potential of Ukrainian teacher’s training heritage referring to educating an artistic teacher, master and expert. Special significance in this issue’s historiography appertains to the stage of dynamic institutionalising the ideas of pedagogical artistry, mastery, efficiency and implementing their didactic models in the practice of managing teacher’s training education in the 90s – 2000s. Within this period, an important role was fulfilled by scientific and pedagogical ideas due to creating and active functioning of profiled scientific domains, i.e. laboratories, departments, public institutions, the executives of which actively conducted monographic and theses research centred around the agenda under consideration; arranged thematic science conferences; elaborated and substantiated the conceptual background of their accomplishment within the practice of pedagogical education.Among the suggested didactic models of educating the artistic teacher, master and expert, the most fruitful ones were the ideas of teaching pedagogical mastery basics, pedagogical artistry, as well as pedagogical culture, pedagogical techniques, pedagogical professionalism as curricular subjects. The introduction of the aforementioned disciplines as the universities’ curricular subjects in the late 90s – early 2000s in accordance with Pedagogical Education major as the essential/standardised ones is efficiently complete, but, at the same time, is characterised by insubstantial controversy and unbalance of curricular time volume and its activities distribution; that may be presupposed by the institutions administration’s underestimating their role and opportunities in the prospective teacher’s/tutor’s occupational training. Methodological sustaining the student’s grasp of the subjects under consideration is represented both by widely recognised Poltava scholars’ (edited by I. Ziaziun) teaching publications in the field of pedagogical mastery and textbooks/teaching aids somewhat different in terms of content, in particular pedagogical creativity, pedagogical culture, pedagogical deontology, pedagogical professionalism sources, etc. The achievements of science and pedagogical ideas alongside with the practice of teaching resources training have presupposed further development of pedagogical activity theory and methodology both within didascology traditional vector and the contemporary innovation contexts, in particular, pedeutology and pedagogical acmeology.