MARKING OF THE STAGES OF DEVELOPMENT OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF THE UKRAINIAN LANGUAGE AND LITERATURE

Abstract

The development of a periodization, which predicts the separation of the stages of development of the professional training of future teachers of the Ukrainian language and literature, is of great importance for retrospection analysis. The purpose of the study is to perform a theoretical analysis of the features of distinguishing the stages of periodization and markers that testify to the beginning of the stages of development of the professional training of future teachers of the Ukrainian language and literature, to clarify their specifics. To study the raised problem, methods of analysis, synthesis and generalization were applied, which enabled a comparative analysis of approaches to distinguishing the stages and main markers of the stages of development of professional training of future teachers of the Ukrainian language and literature. The analysis of the marking of the stages of the development of professional training of future teachers of the Ukrainian language and literature proves that only in isolated cases researchers clearly describe the markers for fixing the stages (T.Atroshchenko, T.Bondar, I.Haidai, L.Pasichnyk, O.Shkyr). In most of the reflected works, there is no marking of differentiated stages. The markers highlighted by the authors serve to indicate the stage within the developed periodization. The criterion for distinguishing a marker is the significance of its influence on the development of the next stage. Markers testify to the beginning of a new stage of development and make it possible to compare historical changes in the development of education. The results of the study show that the normative and legal framework is an objective marker, since the adoption of laws contributes to the development of a new stage and predicts changes in the functioning of domestic education.