Modern Pedagogical Education Research Articles

IMPLEMENTATION OF THE LOCAL HISTORY APPROACH IN THE TRAINING OF THE FUTURE TEACHER OF GEOGRAPHY

The problems of formation of national consciousness and patriotism in future citizens occupy a prominent place in the conditions of reforming modern pedagogical education, which presupposes local history studies (LHS) mastering and cultural training of future teachers, in particular teachers of geography. The importance of this issue has been discussed for quite some time. Thus, at the beginning of 2000 in such legal state documents as the Decree of the President of Ukraine (2001) "On measures to support the local history studies movement in Ukraine", the Resolution of the Cabinet of Ministers (№ 789; 10.06.2002) "On approval of the Local History Studies Development Program for 2010 it was stated that "local history remains an underdeveloped branch of science, as evidenced by the lack of general theoretical development and terminology in this area" [15].The importance of local history knowledge of a geography teacher is recognized and maintained at the state level and is reflected in the legal program documents of his/her training. Thus, among the special competencies (SC) in the educational and professional training program for future teachers of geography is the one that is manifested as "the ability to implement local history approach during geography lessons, extracurricular and out-of-school activities"; moreover, among the program results "the ability to form environmental values and responsible attitude to nature takes a prominent place, as well as the designation of respect for culturalvalues and traditions of the local population during local history tours and tourist trips, in- and out of the classroom hours".Such attention to LHS of geography teachers is due to changes in the methodological system of local history research at school, the constant expansion of the scope of local lore information, the popularization of tourism in education, etc. [14]. Therefore, the teacher has ceased to be the main source of information, and his/her main burden falls on the organization of the educational process, the ability to interact with students, communicate and manage their cognitive activities during the lesson and outside the classroom becomes one of the most important professional qualities.However, the problems of implementing the local history studies approach (LHSA) in the educational and extracurricular activities of students in the process of training of future teachers of geography arises, which also includes insufficient awareness of the local history related activities, and presence of gaps in knowledge of methods of processing collected empiric materials, etc. [5; 6].

Training of postgraduate students – future teachers to pedagogical activities

The article analyzes the focus of modern pedagogical education on the development of a professional teacher capable of updating personal and creative potential. The author uses the following methods: analysis and synthesis of thematic scientific information, results of research by specialists in the area under consideration; synthesis and systematization of facts and provisions; pedagogical observation. Also, it substantiates the main conditions for the professional formation of a graduate student-future teacher: the development of professional self-consciousness, the formation of frustration tolerance, communicative competence, the need to develop personal and professional competencies. Experience of introduction of practical-oriented system of training aimed at formation of pedagogical orientation, development of professional pedagogical thinking, social-perceptual and communicative skills of graduate students-future teachers is presented. The article proves the need for a value and meaning orientation of professional training in psychological and pedagogical education, which leads to semantic search and semantic construction in pedagogical activity. Training forms and methods that conducive to the development of personal and professional competencies are described: pedagogical studio, art-therapeutic workshop, communication training; conflict method, analysis of pedagogical situations, analysis of artistic and pedagogical works, mastering of partnership interaction techniques. Awareness of a postgraduate student a future teacher of his potential, prospects for personal and professional growth encourages him to constantly experiment in the course of his professional activity, search, creativity and choice. The sooner the directed personal and professional development of the teacher begins, the more it is possible to predict his psychological well-being and personal growth

The Use Of Interactive Methods In Preparation For Primary School Music Culture Lessons

The pedagogical conditions of teaching in the development of specific processes of bachelor's degree in music education in modern pedagogical education, the current situation in practice are studied and the authors provide methodological recommendations to improve the effectiveness of teaching the subject.

Theoretical Substantiation of the Support Model for Master’s Degree Students’ Self-Determination during Teaching Practice

Introduction.In the conditions of complexity, uncertainty, and diversity of contemporary Russian reality, the task of personal self-determination for the future teacher, understood as a mechanism of self-regulation, becomes a priority. In this regard, it is appropriate to consider teaching practice not only in the context of professional self-determination, but including personal selfdetermination. The “activity-based” interpretation of personal self-determination provides the prospects for finding an integrative pedagogical mechanism, which mediates the process of future teachers’ personal self-determination. Theaimof the present research is the conceptualisation of ideas about pedagogical support as a mechanism and form of mediating personal selfdetermination, theoretical substantiation of the model for pedagogical support of students’ personal self-determination during the period of teaching practice.Methodology and research methods.To achieve the goal of the research, a reliable theoretical and methodological base has been defined: cultural-historical theory, psychological theory of activity, subject-activity approach, modern interpretation of the existential approach in psychology, environmental approach, and hermeneutic approach in pedagogy. The following methods of theoretical level are used: analysis of the main tendencies of modern pedagogical education development; analysis of basic theories and approaches; conceptualisation of pedagogical support ideas; hypothesis, modelling, extrapolation; generalization of research results. The materials of the research are: the sources of scientific information recognised in the scientific community (47 sources), included in the RSCI citation base, in the international citation systems Web of Science, Web of Science (RSCI), Scopus; well-known models of psychological and pedagogical support of a person in the educational process; local experience of testing the author’s model for supporting students’ personal self-determination during the period of teaching practice.Results.A developed theoretical model for supporting students’ personal self-determination during the period of teaching practice includes: design of the individual trajectory for development as the main means of support; justification of the interaction between tutors and students as the main mode of pedagogical support; disclosure of meaningful dominants of support at the main stages of personal interaction with the social and educational environment; general characterisation of the proposed methods and means of pedagogical support. The strategy of pedagogical support is proposed, taking into account the essential properties of personal self-determination (an activity of externally and internally mediated process) and the objective possibilities of teaching practice as a “space of self-determination”, which consists in ensuring the movement of the individual from external to internal, from unconscious to conscious, from passive to intentional, from spontaneous to a controlled process of selfdetermination.Scientific novelty.For the first time, pedagogical support is justified as a mechanism for mediating the personal self-determination of a future teacher. The model of pedagogical support as a mediating activity of a teacher is theoretically substantiated. The novelty of the model lies in the restructuring of the relations of its main elements: the support stages are isomorphic to the stages of selfdetermination; the “prolonged” means of support is an individual development path that integrates other means and methods. Special attention is focused on the role of the tutor’s personality and his or her interaction with students.Practical significance.The model of pedagogical support is presented as the basis for the prospective design and practical implementation of the maintenance procedure, designing and testing its methods and means, comprehending and “enriching” its content. Thus, the demonstrated model is designed to contribute to the formation of pedagogical support for the personal self-determination of future teachers as a real and in-demand educational practice in the current conditions of educational practice.

Neurosciences as a source of formation of a new direction of modern pedagogical education

Neurosciences as a source of formation of a new direction of modern pedagogical education

HISTORICAL AND PEDAGOGICAL SOURCES OF PRIMARY SCHOOL TEACHERS’ TRAINING IN SECONDARY PEDAGOGICAL EDUCATION IN EASTERN UKRAINE AT THE BEGINNING OF THE 20TH CENTURY

The article included a historical and pedagogical analysis of the primary school teachersʼ training in secondary education in eastern Ukraine at the beginning of the twentieth century. The search for new and effective theoretical and practical solutions to improve primary-school teachersʼ professional training has been accompanied by the study, generalization and creative rethinking of the historical and pedagogical experience of pedagogical education in Eastern Ukraine, in particular the impact on its genesis of pedagogical achievements at the beginning of the twentieth century, the scholarsʼ research on future elementary school teachersʼ training.The study of the history of primary school teachersʼ vocational training in the system of secondary education in Eastern Ukraine at the beginning of the twentieth century was carried out in the light of such methodological approaches: cultural, ethnopedagogical, axiological, personal, systemic, synergistic, and occupational.It was determined that in Eastern Ukraine in the early twentieth century the professional and pedagogical training of primary school teachers had its own national and socio-cultural specifics and features due to historical, cultural and socio-economic factors. The profession of the primary school teacher in the process of its formation has undergone certain changes in functional, semantic and organizational aspects. It was found that the primary school teachersʼ training in secondary education in Eastern Ukraine at the beginning of the twentieth century was in accordance with traditional and popular democratic approaches. The content and features of the teaching organization in pedagogical education institutions within a time defined frame have been described.It has been shown that an analysis of the historical and pedagogical sources of primary school teachersʼ training can be a valuable asset for planning the further development of a modern pedagogical education system.

ШЛЯХИ ФОРМУВАННЯ СОЦІАЛЬНОЇ КОМПЕТЕНЦІЇ НА УРОКАХ УКРАЇНСЬКОЇ МОВИ В СУЧАСНОМУ ОСВІТНЬОМУ ПРОСТОРІ

The article shows the place of social competence in the system of key competencies in the application of the competence approach in the process of learning the Ukrainian language, as well as identifies the means, conditions and methods of forming social competence on the lessons. The author notes that the strategy of modern pedagogical education which is based on the need to develop various competencies and subjective development and self-development of the student and teacher, able to go beyond regulatory activities and carry out innovative, creative processes, involve changes in the educational process. Understanding the problems of modern school allows the author to conclude that it is necessary to build a system of educational space that would optimally take into account not only the peculiarities of professional development, but also the patterns of personal development, the formation of socially significant competencies of students. The formation of social competence should be a key task in the modern competence approach because a high level of its formation is the key to successful self-realization of a person in all spheres of society and a condition for achieving a level of self-transcendence in personality development. The very achievement of the level of self-transcendence requires the objective need of a person in the transformation of the world around him, with its changes and development. The author emphasizes that the organization of the educational process today creates the conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, social, creative, moral and other problems that make up the content of education. In this case, the actual content of education is to form a didactically adapted social experience of solving such problems. It is determined that one of the lines of implementation of the competency approach is to strengthen the applied, practical nature of all education, including the process of learning the Ukrainian language. According to the author’s view, the process of learning the Ukrainian language is filled with such tasks and activities, which implementation without the actualization of the pedagogical position of the student as a holistic vocational education, is impossible. Key words: competence approach, key competencies, social competence, communicative competence, forms of learning.

Соціальна зрілість майбутнього вчителя та його професійне становлення

In our thesis is devoted to the problem of development of social maturity of the future teacher and his professional formation. The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity». The content and ways of developing the social maturity of the future teacher in the context of updating the information culture of society aimed at increasing the efficiency of this process; methods and forms of activating conditions for the development of social maturity of the future teacher through the introduction of virtual forms of work; the methodology and tools for diagnosing the social maturity of the future teacher have been improved. The conceptual basis for the training of future teachers in terms of updating the information culture of society; pedagogical conditions and methods of effective formation of social maturity of the future teacher; use of modern information and communication technologies in the training of future teachers are of further development.

FUTURE TEACHERS’ OF LABOR TRAINING AND TECHNOLOGY INNOVATIVE PREPARATION BY MEANS OF STEAM-DESIGN

The article deals with the actual problem of modern pedagogical education – development of innovative direction of professional training of future teachers of labor training and technologies by means of STEAM-designing. The purpose of the article is to substantiate an innovative methodology for implementing the content of STEAM-education through the organization of creative projects of future labor training and technology teachers. Developing innovative training for teachers of vocational training and technology is essential for the effective implementation of STEAM design in secondary education, since without the formation of technological culture of all participants in the educational process it is impossible to fully implement the STEAM-oriented approach to learning. When teaching technology in high school, STEAM-education reflects the application of scientific, technical and artistic knowledge in real life through the practical activities of students. Students design and manufacture technological and artistic products. During the pedagogical practice of students at school, it has been found out that STEAM projects develop critical thinking and problem-solving skills needed to overcome the difficulties students may face in real life. In addition, STEM projects are characterized by active communication and teamwork. During the project discussion stage, a free atmosphere is created for discussions and opinions. Teacher training in higher education institutions should be closely linked to project activities based on STEM education.Creative student projects display links to educational material from different disciplines. The future teacher of labor training and technology should be able: to fulfill the tasks of integration in many subject areas; to use knowledge from different disciplines to describe the system of transformative activity; to make sound structural and technological decisions and put them into practice; to choose rational ways; to plan, predict and evaluate efficiency of transformative activity; to create models of products or processes.

Old Slavonic language as a didactic resource for developing a strong language student personality

The article considers the axiological potential of the Old Slavic language in connection with the problem of formation of the linguistic personality of the philologist. Special attention is paid to the axiological guidelines of modern pedagogical education: the development of a value attitude towards language as part of national history, culture, spirituality. Some aspects of the formation of a strong language personality are presented on the example of the language personality of the future verbal teacher. The aim of the study is to describe didactic possibilities of the language-preservative in the process of training the teacher-verbal are described: formation of attitude to the native language and historical path of its development as wealth and value, which contribute to unification and consolidation of the people speaking this language. The Old Slavonic (Church Slavonic) language appears to be a preservative language for the Russian language at all periods of its existence and, in this regard, becomes a methodological basis, an integrative base for the study of the history of the Russian language. This provision concerns the historical grammar of the Russian language, the history of the Russian literary language as the main educational disciplines of historical and linguistic training of a specialist-philologist. The methodological basis is a conception of linguistic rhetorical education of strong linguistic personality. For ancient languages we propose to implement the conception by linguistic methods of lexico-stylistic analysis, axiological approach to language study, method of modeling of integrative text didactic material. The results of the study show the mastering of the vocabulary of the Old Slavic language contributes to the expansion and deepening of linguistic competences and linguistic ethics of the philologist. As a result of successful practice of using case texts there is presented a version of integrative didactic material based on hagiography literature of Ancient Russia.

Modern pedagogical education requirements for students at construction and mechanical engineering faculties

The professional activity of a fundamentalist teacher with classical education fully involved in the general educational and scientific process, and a teacher who successfully combines his professional activity with industrial one is considering. Professional characteristics of a teacher with a higher education and acquirements obtained at an industrial enterprise are compared to attainments of a teacher with fundamental pedagogical education to monitoring and eliminating gaps in students’ knowledge.

PECULIARITIES OF THE ADOLESCENTS’ VALUE-SENSE SPHERE

Abstract. The article summarizes theoretical generalization of psychological peculiarities of the future teachers’ value-sense sphere through the analysis of its structure, interrelation of components, professional orientation as well as ways and means of its development in the educational process. It is established that the value-semantic sphere of the future teacher is studied in the framework of various scientific approaches, the main of which are: activity, personal, acmeological, axiological, subjective and semantic. The value-sense sphere plays a system-forming role in the personality of the future teacher and is the center of the spiritual-semantic regulation of his professional activity and behavior. The personal aspect of professionalization of a person with an emphasis on his activity in carrying out this process is most fully embodied in the concept of «professional self-determination», by which we mean a long and dynamic process, which includes the development of a person in professional activity, the formation of his individual characteristics and personality traits, the choice of life ways, as well as the creative development and enrichment of a person’s professional activity. It is argued that the personal and professional self-determination of a person who attaches to certain professional values, comprehends their content, correlates it with their own inner world, takes place in the process of professionalization. The result of such inner work will be an independent and conscious search for the meaning of work and all life in general, since only a meaningful attitude to the profession, acceptance of its importance, transforms the relevant activity into a means of personal growth. The article stresses that it is necessary to develop the value-sense sphere of a personality while studying at university as a basic component of the formation of a future professional, since the most urgent task of modern pedagogical education is to transform it into a means not only to obtain a profession, but also to gain the sense of life. In further studies it is advisable to empirically study the psycho logical features of the value-sense sphere of future educators.

Implementation of the model of formation of entrepreneurial competences in modern pedagogical education: theoretical and practical aspects

The subject of this research is the formation of entrepreneurial competences of students majoring pedagogy. The goal of this work consists in formulation of theoretical provisions and analysis of organizational-pedagogical conditions for implementation of the model of formation of entrepreneurial competences in educational process of the Ussuriysk branch (School of Pedagogy) of Far Eastern Federal University. The development of entrepreneurial culture of the society currently becomes one of the priority objectives of education as a social institution. In the authors’ opinion, its solution first and foremost lied in the formation of entrepreneurial competences of future pedagogues as the major plank of education system. The research methodology is based on systemic approach and includes the methods of theoretical analysis of the state of problem in scientific literature, studying and generalization of approaches towards building a model for the formation of entrepreneurial competences, and analysis of documentation of educational institutions. The scientific novelty consists in emphasizing the need for the formation of entrepreneurial competences of students majoring pedagogy; proposal of the structural-conceptual model of the educational process and determination of its key organizational-pedagogical conditions; as well as assessment of practical implementation of such model.

ДОСВІД ІНТЕГРАЦІЇ ІСТОРИКО-ПЕДАГОГІЧНОГО ЗНАННЯУ ЗМІСТ ПРОФЕСІЙНОЇ ПІДГОТОВКИ СУЧАСНОГО ПЕДАГОГА

On the modern stage of development of pedagogical theory and practice ahistorical and pedagogical component is in maintenance of professional preparation of future teachers, as a rule, present person. Indeed from recent pores there is a tendency to the exception of educational object “History of pedagogics” as a separate educational component from the curricula of preparation of bread-winners of higher education. But historical and pedagogical material is entered to the course of general pedagogics and, usually, used for legitimizationof pedagogical position of teacher or formal review of that, how an idea developed about that or other pedagogical higher or process. Thus an address to the historical and pedagogical context often carries informing character especially, that, unfortunately, does not assist to development of the pedagogical thinking and becoming of pedagogical world view of future teachers. Thus there is a fully appropriate problem of integration of historical and pedagogical knowledge in maintenance of professional preparation of future teachers, question of creation of space for a question of creation of space is for a pedagogical dialogue in relation to logic of historical development of theory and practice of education, motive forces and determinants of historical and pedagogical process, his intercommunication with the economic, political, cultural evolution of society, mechanisms of becoming and development of important pedagogical traditions. The article is sanctified to the problem of integration of історико-педагогічногоhistorical and pedagogical knowledge in maintenance of professional preparation of future teachers; labours of home and foreign scientists, practical teachers-workers are analysed in relation to cognitive, heuristic and prognostic potential of historical and pedagogical knowledge, his role and place in the structure of modern pedagogical education; essence and features of quest technology of studies are reflected; possibilities of her introduction are outlined in the educational process of preparation of bread-winners of higher education; the example of historical and pedagogical quest and algorithm of work with him of teacher and students are offered during the study of pedagogical disciplines

СУЧАСНІ СТРАТЕГІЇ ТРАНСФОРМАЦІЇ ЗМІСТУ ПЕДАГОГІЧНОЇ ОСВІТИ

The paper addresses the issue of the transformation of the pedagogical education content in accordance with the new challenges of social development. It is noted that the change of the essence of pedagogical education should develop in the content of pedagogical science, since the pedagogy is capable of fulfilling the function of system-forming category. Some modern strategies for updating the content of pedagogical education, which are in line with European educational trends and tendencies, are identified and characterized, namely axiological, acmeological, andragogical and technological. The unity and integration of these strategies in the content of pedagogical science makes it possible to update it and promotes the quality improvement. Technologization of the content of pedagogical education contributes to the quality and effectiveness of the process of professional training of teachers takes into account their interests, aptitudes, reduce the load, avoid unnecessary information. In teaching science today is constantly searching for new technologies, methods, techniques, learning tools, and the like, that requires special programs in which intersect issues of pedagogy and psychology, General didactics and private practices. The content of professional training of the teacher can be included in separate modules or “Didactics”, which shows the major educational technologies, and special education discipline, for example, “Innovative technologies of pedagogical activity”, “Modern pedagogical technologies in education” and others. Transformation of the content of pedagogical education is a necessity and requirement of time and due to the new challenges of development of society. Among the various conceptual semantic dominant which is modern education, identifies and describes several strategies of transformation in the content of modern pedagogical education: axiological, andragogical, acmeological and technological. These strategies correspond to the contemporary trends in European education. While each of these strategies has its own characteristics and the appropriate subject field and can be implemented independently in the contents of pedagogical science, which requires restructuring, development and introduction in educational process of new disciplines. However, the unity and integration of these strategies

ИНКЛЮЗИВНАЯ КОМПЕТЕНТНОСТЬ КАК ПЕРСПЕКТИВА СОВРЕМЕННОГО ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ

ИНКЛЮЗИВНАЯ КОМПЕТЕНТНОСТЬ КАК ПЕРСПЕКТИВА СОВРЕМЕННОГО ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ

БОЛОЧОК МУГАЛИМДЕРГЕ ПЕДАГОГИКАЛЫК БИЛИМ БЕРҮҮДӨГҮ КОМПЕТЕНТТҮҮЛҮК МАМИЛЕ

This article presents the experience of implementing the competence approach in the training of future teachers at the University. Competence approach in pedagogical education is considered in the context of development of value, motivational structures of the person, her interests, attitudes, positions, personal meanings in mastering knowledge, skills, methods of pedagogical activity. The article shows how the possibilities of the discipline "Pedagogy" were used in terms of the development of future teachers of General cultural, General professional and professional competencies. Modern requirements for teacher training in the conditions of modernization of pedagogical education are determined in the context of competence approach and are revealed through the unity of General cultural, professional and socio-moral development of the teacher's personality.

Organizational and Pedagogical Conditions of Providing Communication Readiness for Future Engineering Officers

The article considers the terms «conditions», «pedagogical conditions», «organizational and pedagogical conditions» and their interpretation by scientists in modern pedagogical education. The purpose of the article is to determine the organizational and pedagogical conditions of providing the communication readiness of future engineering officers to professional activity. It’s been highlighted the organizational and pedagogical conditions that provide for the formation of communication readiness for foreign language activity of future officers of the engineering troops. Namely: the formation of positive motivation for mastering the components of communicative competence and values in their own self-realization; the use of innovative methods and forms, information and communication technologies in the training of the engineering officers for foreign language communication; the organization of individual work of the future officers of engineering troops with the use of information and communication technologies. In the justification of the first condition, motivational resources that help military personnel to study English are emphasized. They include: knowledge of vocational-oriented terminology; the ability to communicate with partners from different national forces, familiarity of relevant structures and features of international documentation in the context of international cooperation; fluency in English that will allow military personnel communicate with the local population in the framework of peacekeeping operations, in which Ukraine is actively involved; an opportunity to increase the level of knowledge of a foreign language for servicemen who have successfully passed the tests at language (professional) courses abroad. Forms and methods of creation of positive motivation are defined. To administer the second organizational and pedagogical condition, the main English study programs for the future officers are determined: Lаnguаgе іn Usе 24/7, QDіctіоnаry, FVоrds, ЕZ Mеmо Bооstеr, Еxеrcіsеr. The bases for the third pedagogical condition were identified from the analysis of scientific and methodological literature. They are the aspects of the problems of individual work of cadets. Individual work means to take the responsibility for deep and strong mastering of basic knowledge, formation of skills from the studied subject which promotes the education of cognitive independence and individual activity; determines the degree of mastery of special methods of educational work by the students; is the basis for the formation of the need to constantly update their knowledge, readiness for self-education; is a means of forming the independence of educational cognitive activity. Much attention is paid to teaching methods. The study used data from psychological and pedagogical sources and from scientific research. The comparative method of analysis is applied.

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ОСВІТНІХ ТЕХНОЛОГІЙ У ПРОЦЕСІ ФОРМУВАННЯ МЕТОДИКО-МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПОЧАТКОВОЇ ТА ДОШКІЛЬНОЇ ОСВІТИ

The article deals with the problem of formation of methodological-mathematical competence of future primary school teachers and preschool tutors in connection with the reformation of modern pedagogical education. The important role of using innovative pedagogical technologies in the educational process of a higher pedagogical educational institution is substantiated. The own understanding of methodological-mathematical competence of preschool tutors or primary school teachers is presented. The main pedagogical technologies that contribute to the effective formation of methodological-mathematical competence of future primary school teachers and preschool tutors are characterized. In particular, the following technologies are distinguished: problem-learning technology, critical thinking development technology, interactive technology, mind mapping technology, flipped learning technology, information and communication technology, etc. The peculiarities of using mind mapping technology are considered, an example of creating a mental map by students about the means of teaching mathematics is given. The main types of methodical tasks as the basis of problematic education of students of methodological-mathematical science essentials are presented; their examples and ways of verifying their correctness are given. The main interactive methods that positively influence the formation of students’ pedagogical experience are listed. The importance of using information and communication technologies in the higher educational process is emphasized. The main ways of using ICT in the methodological-mathematical preparation of preschool tutors and primary school teachers are described. Attention is drawn to the basic components of computer literacy needed by modern teachers and tutors in the process of teaching children the basics of mathematics. It is concluded that with the introduction of modern technologies into the educational process, a teacher acquires the functions of consultant, mentor, facilitator.

ІНТЕРАКТИВНИЙ СПЕЦКУРС «ІНОЗЕМНА МОВА ПРОФІЛЬНОГО СПРЯМУВАННЯ» ДЛЯ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ ЗАГАЛЬНООСВІТНІХ ПРОФІЛЬНИХ ШКІЛ ІІІ СТУПЕНЯ: ЗМІСТ ТА МЕТОДИКА ВИКЛАДАННЯ

Background. Teaching professional communication and developing effective classroom interactions is a top priority in modern pedagogical education nowadays. Teacher competencies and practices have a great impact on improving students’ achievements and performance. Professional FL teacher competence is made up of abilities, attitudes and knowledge that teachers need to teach. However, the content of this competence has evolved to introduce new skills expected to benefit the teaching-learning process. This Paper focuses on the necessity to train these special skills of modern FL teachers. Thus, the article presents the review of the content of the Specialized Interactive Course «Foreign Language for Professional Purposes» as well as highlights the theoretical and practical aspects of implementing the Communicative Strategies that encourage effective professional interaction. Purpose. The current paper aims to outline the essence of the Interactive Course «Foreign Language for Professional Purposes» as well as to analyze the methodological aspects of its teaching. Results. The authors analyze the content of the Interactive Course «Foreign Language for Professional Purposes» as well as define its significance. An important part of language teaching education, this course provides prospective FL teachers with key strategies of professional communication and essential tips that enhance graduates’ language productivity as far as the verbal output is concerned. Moreover, the Course contributes to gaining and developing the necessary pedagogical experience as well as professional skills of master students. Discussion. The developed materials are meant to improve the quality of teacher’s professional communication in the classroom. The authors see the perspectives of further research in the development of methodology aimed to organize the independent learning of graduates.