Pedagogical Education In Ukraine Research Articles

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

To the problem of building the ecosystem of higher pedagogical education

Over the past two decades, issues related to ecosystems, their conceptualization and development have gained special attention among researchers. This concept has become another construct in a cohort of interrelated ideas about systems — business models, platforms, networks, hubs, chains — and has created a “white space” around this functional unit, its structure, boundaries, contexts, and applicability. Today, several ecosystems are being developed in Ukraine: entrepreneurial; innovation; ecosystem of learning and testing English; psychological assistance in education; digital solutions in education and science, the last three of which should contribute to the development of a single educational ecosystem. The article attempts to explore the peculiarities of the formation and development of the ecosystem, in particular its structure, including in the field of education in Ukraine, and presents a scientific thesaurus of the problem of developing the ecosystem of higher pedagogical education, represented by such concepts as: “ecosystem approach”, “ecosystem structure”, “ecosystem actors”, “ecosystem constellation”, “ecosystem life cycle”. The article presents a review of studies that consider the problem of ecosystem development from an aspect, in particular, the essence of the ecosystem approach, the basic principles of its implementation; conclusions are drawn about the existence of two concepts of understanding the ecosystem — ecosystem as belonging and ecosystem as structure, their characteristic features and differences are highlighted; recommendations on the architectonics of the ecosystem life cycle are considered. Taken together, this allowed us to draw conclusions about the peculiarities and trends in the development of the ecosystem of higher pedagogical education in Ukraine, its possible structure.

Theoretical and Methodological Analysis of the Formation of “Soft-skills” in Higher Education Students of Pedagogical Specialties of Higher Education Institutions of Ukraine

The purpose of the study is to carry out a theoretical and methodological analysis of the formation of “soft-skills” in higher education students of pedagogical specialties of higher education institutions of Ukraine. The study is based on system analysis, forecasting methods, comparative analysis, specification, and the study of modern legislative materials. The results highlight the interpretation and differences in the theoretical foundations of hard skills and soft skills. Attention is also drawn to the peculiarities of soft skills of applicants for higher pedagogical education in Ukraine. It is crucial to incorporate the "Six Thinking Hats" methodology, which encourages the development of independent problem-solving skills by approaching challenges through the lens of one mental action at a time. Implementing this approach necessitates significant student engagement. In Ukraine, teacher motivation represents a multifaceted element within the teacher training system. Additionally, outdated training methods pose another challenge that needs to be addressed. The conclusions emphasize innovative approaches to understanding the conditions for the development of soft skills, as well as the need to take into account the materials of state control bodies as sources for an objective analysis of the situation.

TEACHING-PEDAGOGICAL PRACTICE IN THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE PHYSICS TEACHERS

The article is devoted to the analysis of some pressing questions of organization and conducting of pedagogical practice in the system of future teacher of physics professional preparation in the aspect of forming his professional culture and competence. The reform of higher pedagogical education in Ukraine is part of the ongoing educational system updates in European countries over the last twenty years. These reforms are driven by ideas of human-centeredness and democratization, recognizing the importance of knowledge as a catalyst for societal well-being and progress, and the creation of a unified educational space. These changes pertain to new educational standards, qualification models, and methodological systems for professional training at the "bachelor" and "master" levels, which are based on activity-based, personality-oriented, and competency-based approaches. These reforms also involve the implementation of educational innovations and new information technologies in teaching and learning. Society entrusts educators with its future and naturally expects them to employ the most effective teaching methods and forms to impart the fundamentals of science. The quality of youth education, their ability to thrive and work in an information-driven society, contribute to a knowledge-based economy, and gain competitive advantages, all hinge on the level of a teacher's professional competence. In today's context of tiered and specialized differentiation, variability in physics school curricula and textbooks, and the development of new information technologies in education, this thesis assumes special significance. In the professional training of future physics teachers, a special place is reserved for pedagogical practice, the main goal of which is for them to acquire initial professional experience in independent work under conditions that closely resemble their future profession. This practice aims to develop pedagogical thinking and professionally significant personal qualities, ultimately leading to the acquisition of professional competence.

Виклики та перспективи підготовки вчителів в Україні: аналіз історичних фактів

Careful analysis and thorough generalization of the experience of preparing future teachers is the key to successful pedagogical education in Ukraine in the post-war period, which the country is going through today. The most intense, in terms of normative resolutions and reorganizations, is the beginning of the 20th and the beginning of the 21st centuries, which are marked by unique challenges which Ukraine faced with: defending its national identity during the formation of the union and after its collapse during the formation of independence. These events had a strong impact on the educational system of the country, especially the pedagogical one. When writing the article, historical and pedagogical research methods were used to identify factors in the formation of pedagogical education in the periods under study; a comparative method with the aim of comparing the events of the early XX and early XXI centuries for the qualitative construction of the prospects for higher pedagogical education in Ukraine in the war and post-war period; prognostic method as a way to identify progressive directions in the organization of higher pedagogical education in the near future. The development strategy of pedagogical education in Ukraine in the post-war period includes the following: replenishment of the network of pedagogical universities, development of a strategy for their development; strict selection of applicants for pedagogical HEIs; encouragement and stimulation by the state of stakeholders of graduates of pedagogical universities; improvement of curricula, updating the scientific content of educational and professional training programs for future teachers; stabilization of the system of training pedagogical personnel in accordance with the requests of educational institutions that provide graduates of pedagogical HEIs with jobs; increasing the component of practical training of future teachers.

ПЕДАГОГІЧНА ОСВІТА УКРАЇНИ КРІЗЬ ПРИЗМУ СТОЛІТЬ

Introduction. Pedagogical education in Ukraine appeared more than 150 years ago in the period preceding Zemsky reform. The territorial heterogeneity of Ukraine at that time, the sociocultural preferences of certain provinces of Left-bank, Southern and Right-Bank Ukraine, the rising of capitalist relations intensified the development of primary education. The primary schools that were created required professionally trained teach-ers, which stimulated the development of pedagogical educational institutions. Socio-political upheavals and realities of the XX century made significant adjustments to thetraining of teachers, directly linking it to a com-munist management vision of the development of national education.Purpose is a review of the main decisions that deter-mined the educational policy of Ukraine in terms of train-ing teachers.Methods historical and pedagogical analysis of docu-ments and publications, the practice of implementing regulations regarding the training of teachers from the second half of the XIX century and to date. Results. An analysis of the historical and pedagogical prerequisites that determine the development of teacher education has made it possible to determine approaches to the design of appropriate educational systems from the Zemstvo reform to the present.The article first systematized lies in the fact that the key socio-political factors that determined the basis for the development of teacher education in Ukraine.Conclusion concern problems in modern pedagogical education of Ukraine, caused by the lack of state stand-ards for pedagogical specialties; the lack of promisingpolicies in the system of training teachers for secondary schools; staffing of the content components of educational programs of bachelor and master levels for the training of future teachers.

RESOURCE-BASED LEARNING OF TEACHERS OF THE SUBJECT "DEFENSE OF UKRAINE" IN THE CONTINUOUS TEACHER EDUCATION SYSTEM

Currently, in the conditions of the war, there are intensive searches for ways of functioning and development of continuous pedagogical education in Ukraine as the basis of national-patriotic, social, spiritual-cultural, intellectual development of society and the state. One of the effective ways to improve the quality of continuous pedagogical education is the transition to resource-oriented learning. In the article, the authors present a subsystem of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, which is positioned as a set of three interrelated components: conceptual, didactic and effective. The conceptual component is represented by the goal of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, and tasks that are reflected in the program of professional development of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education. The didactic component is characterized by a number of components: classroom work (lectures, practical classes, trainings, seminars, master classes, etc.) during the organization of professional development courses for teachers of the subject "Defense of Ukraine"; extracurricular work (online training with lecturers, trainers of continuing education institutions); practice (attending classes organized and conducted by instructors of the Armed Forces of Ukraine on the basis of territorial recruitment and social support centers); methods of active learning from teachers of the subject "Defense of Ukraine"; active teaching methods at professional development courses from lecturers/trainers; consolidation of resources for the acquisition of military applied knowledge, skills and abilities. The effective component reflects the degree of formation of new military didactic knowledge in the teachers of the discipline "Defense of Ukraine", the system of knowledge by areas (military-historical, legal foundations of the defense of Ukraine; pre-conscription training; civil protection; pre-medical assistance, tactical medicine), military applied skills and skills for effective conducting of classes on the subject.

PSYCHOLOGICAL-PEDAGOGICAL AND PRACTICAL MODERN TEACHER TRAINING: RESULTS OF THE MONITORING STUDY

The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work "Substantiation of the content and methods of practice in higher pedagogical education institutions" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.

The Music teacher's systematic idea of the national musical culture

The author claims that a systematic idea of the musical culture (first of all, the native culture) is a part of the general competence of an educated person and an essential component of Music teacher’s professional competence. The formation of such idea is an urgent task for institutions of pedagogical education in Ukraine and the People's Republic of China. Solution to this problem involves the improvement of training forms and methods. The modern training process should move away from teaching insignificant factual knowledge, excessively detailed abstract provisions. It is necessary to focus efforts on the living, flexible, and systematic ideas of musical cultures, tested on the experience of one's own artistic activity. The main goal of the article is to reveal the psychological nature and to substantiate the model of the musical culture systemic idea. Attention is paid to the terms concept, picture, image of culture; some shades of their meanings are revealed; the author prefers the terminological expression systemic idea. The concept Idea is interpreted in a broad psychological sense. The meaning of this term includes not only trace images stored in human memory, but also generalized images that reflect classes of objects. Thus, the idea of musical culture is interpreted as a complex of psychological properties. It can be represented by a structural model, the components of which are: 1) specific sensual images that arose as a result of the artistic artifacts and acts perception; 2) empirical knowledge and overviews of musical culture; 3) theoretical concepts of musical language, types of composition, styles and genres, historical development of creative practice; 4) some important factual knowledge about musicians and musical artifacts, cultural events, social institutions, etc.; 5) interests and value attitude to certain aspects and properties, or to the entire national musical culture.

Current trends of teacher education in the Ukraine and EU countries under conditions of pospandemia and russian invasio

The article is dedicated to the determination of what are the general (European) and local (Ukrainian) trends in teachers’ education. The formulation of the goal is determined by the need to find out how the challenges faced by Ukrainian universities in the conditions of the war and post-pandemic affect the development trends of European pedagogical education as a whole. The object of study was trends of pedagogical education in Ukraine and Europe. The authors analyzed processes of adaptation of university pedagogical education to functioning Ukraine – in conditions of war and post-pandemic, and in Europe – in conditions of massive integration of the Ukrainian university community, both students and teachers, in European institutions of higher pedagogical education. The comparative analysis demonstrated, that educational programs, lists of educational literature, including those with the possibility of using electronic textbooks, manuals, and educational applications, need to be further updated in Ukrainian Universities. The investigation proved out, that continuality needs the implementation and support for the development of an effective system of digital transformation in Ukrainian universities in the following directions: the digital educational environment is accessible and modern; development of digital competencies of participants in the educational process; the content of ICT education meets modern requirements ect.

GENERALIZATION OF IDEAS AND INTERPRETATION OF THE EXPERIENCE OF SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF V. SYDORЕNKА IN THE CONTEXT OF INNOVATIVE DEVELOPMENT OF MODERN HIGHER TECHNOLOGICAL EDUCATION

The article summarizes the scientific and pedagogical ideas of Professor Viktor Sydorenko in the context of the development of higher technological education, analyzes and interprets the scientist's experience based on the program of the special course "Problems of training future teachers of labor education in the scientific and pedagogical heritage of V. K. Sydorenko (1951-2013) ". The relevance of Viktor Kostyantynovich Sydorenko's activity in the context of innovative development of modern higher technological education is characterized. Ways of updating the scientific and pedagogical heritage of V. Sydorenko in the conditions of modernization of the training of future teachers of labor education are presented. The methodological guidelines of the scientist's instructions regarding the reform of modern higher pedagogical education in Ukraine are indicated. The peculiarities of the development of scientific-pedagogical views and ideas of the scientist in the domestic technological-pedagogical educational space of the late 20th-early 21st centuries are determined: multi-vector, complex research and experimental orientation of educational initiatives; advocacy of the opinion regarding the fundamentalization of the training of future teachers of labor education by means of integration of its content; giving priority in the construction of the components of the content of the training of future teachers of labor training in the higher education institutions to the tasks of labor training defined by the State educational standards and school curricula.

САМОСТІЙНА РОБОТА МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА НА ПРЕДМЕТАХ ДИРИГЕНТСЬКО-ХОРОВОГО ЦИКЛУ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

The article considers topical issues of independent work of students of art faculties of pedagogical universities on the subjects of conducting and choral cycle, and outlines the ways to improve professional training of future music teachers for practical activities in educational institutions. The development of higher pedagogical education in Ukraine in the European context requires the increasing of public attention to quality of teachers training. Higher education is gradually but steadily transitioning from the transfer of information to the management of educational and cognitive activities, to making students develop their skills for independent work. The pedagogical scientific literature considers students' independent work as a set of various teaching techniques and actions through which the independent consolidation and deepening of acquired theoretical knowledge, practical skills and abilities, as well as mastering of the new ones, is performed. It is an organic component of all stages of the learning process, as well as an effective means of future music teachers training, and it is extremely important in the process of forming and improving knowledge, developing students thought and personal qualities. The content of student's independent work is determined by the working curriculum of the discipline, methodological recommendations, tasks and instructions of a teacher. In the context of conducting and choral training, independent work is one of the means for students to acquire deep knowledge, skills and abilities in conducting. Independent work has a positive effect on the development of mental, creative, intellectual abilities. Therefore, independent work is greatly important not only for development of personal qualities, but also for introduction of didactic principles of teaching in the practice of conducting training, among which activity and awareness plays a particularly important role. Thanks to independent work, favorable conditions are created for mastering conducting techniques and analytical assimilation of choral score. Independent work opens up great opportunities for successful development of a student's creative personality. Only in vigorous learning activities a future music teacher can learn to use the acquired skills and abilities in independent work.

TENDENCIES OF HIGHER PEDAGOGICAL DEVELOPMENT SCHOOLS OF UKRAINE IN THE LIGHT OF REQUIREMENTS THE BOLOGNA PROCESS

The article contains the analysis of works of scientists dedicated to the development of higher pedagogical education in Ukraine from 1985-to 2003. The main tendencies, directions, achievements, and problems of this development are characterized.

Pros and Cons of the Applied and Decorative Arts in the Fine Arts Teacher Training

In the article, the authors analyze the historical and recent trends in the use of the decorative and applied artifacts as didactic tools in the development of fine arts teachers and education in general and summarize the data received for reforming the musical and pedagogical education in Ukraine. The general purpose of the study is to generalize historical, multiregional, typological approaches to the role of the decorative and applied heritage in the contemporary pedagogical education, to define its constructive and conservative role. All results were formulated in the form of brief conclusion abstracts, which are called the frame public and educational regularities related to the subject being studied. As a result of the study of the methodological literature, the educational policy documents and the fine arts teacher training traditions allowed us to outline two substantial lines for the use of tradition of the applied folk art in the development of the fine arts teachers. The first one is to form values: the awareness of the spiritual, aesthetic, accumulating, nation-building, identification, culture-preservation role of the applied folk art. The second one is to acquire practical competencies of fabrication of artifacts with one’s own hands following the traditional artistic models, or fabrication of elements of such artifacts, variations thereof, etc. The international importance of the article is determined by numerous regions, traditions, approaches and contradictions analyzed within the subject of research. This can be of interest for educational typologists, methodologists who develop new methods of interdisciplinary, cultural and artistic aspects of the future teacher development.

ФОРМУВАННЯ ВИКОНАВСЬКОЇ МАЙСТЕРНОСТІ У СТУДЕНТІВ З КНР У ПЕДАГОГІЧНИХ ВИШАХ УКРАЇНИ

The article considers the process of formation of performing skills of future teachers-musicians of China in the process of piano training and features of piano training of students from China in pedagogical universities of Ukraine. Problems of interethnic interaction of peoples living in the space of civilization have always been in the field of view not only of politics, sociology, but also pedagogy (A. Alekseeva, M. Volkov, V. Gorbunova, G. Komarov, L. Maikovska, etc.). The content of state programs on education and educational activities of both Ukraine and China is aimed at the harmonious spiritual, intellectual, aesthetic, creative development of children and youth. The effectiveness of the comprehensive realization of all the potentials of the individual is due to the level of qualification of professionals who carry out pedagogical influences at different stages of its formation. In accordance with today’s requirements, the training ofspecialists in the field of music education is aimed at improving the process of acquiring professional knowledge, skills and ability to apply them in practice, taking into account the development of scientific and technical processes and their impact on tastes and methods of each individual. The strategy of music education in modern China is aimed on the one hand at supporting national traditions, and on the other – at integrating into the world educational space,through cultural interactions, while preserving its self-identity, but taking into account innovative achievements in education. As part of the implementation of the educational strategy, a significant number of Chinese students enter Ukrainian pedagogical universities every year, seeking to get acquainted with the peculiarities of pedagogical education in Ukraine and, based on and using its achievements to obtain the relevant profession according to their abilities and desires. One of the most important components in the formation of professional skills of future Chinese music teachers while studying in Ukrainian higher education institutions is piano training. Based on the above, it is necessary to emphasize the urgency and the need for a comprehensive study and solution of the problem of forming performance skills in students from China during piano studies at pedagogical universities in Ukraine.

CREATION OF INFORMATION AND BIBLIOGRAPHIC RESOURCE "OUTSTANDING EDUCATORS OF UKRAINE AND THE WORLD" AND ITS INFLUENCE ON THE DEVELOPMENT OF DIGITAL HUMANITIES

The article reveals the specifics of creation, content, functions and value of the electronic information and bibliographic resource "Outstanding Educators of Ukraine and the World" of V. O. Sukhomlynskyi State Scientific and Pedagogical Library of the National Academy of Educational Sciences of Ukraine in a comparative dimension with similar Ukrainian and foreign electronic biographical resources. The goals of the development of the electronic biographical resource have been formulated; the specifics of formation of its content and structure have been characterized; the importance of electronic biographical resources in the domestic and foreign educational and scientific space as a component of digital humanities has been substantiated. The influence of the use of electronic biographical resources on public opinion and on a person in the educational dimension has been investigated. It has been proven that in the context of the digital transformation of the scientific sphere and the integration of the Ukrainian education into the European educational and scientific space, the development of electronic information and specialized bibliographic resources, dedicated to well-known personalities in the sphere of education, history and culture, got significant repercussions. We have substantiated why the electronic resource "Outstanding Educators of Ukraine and the World", containing information about Ukrainian and foreign educators and public figures, is a unique specialist resource without analogues. It is a significant contribution to the development of digital pedagogical biographics and it makes it possible, through the prism of scientific biographies, to trace systematically the development of the Ukrainian and foreign education, pedagogical thought in both macrohistorical and microhistorical dimensions and to contribute to the restoration of the national pedagogical memory. The representation via the electronic resource of the generalized knowledge about the humanistic ideas of the Ukrainian and foreign educators and public figures of the past is of great importance for education in general, in particular for pedagogical education in Ukraine, namely in the system of professional training; it is a source of formation of a pedagogical worldview in students who will be teachers in the future, increasing their spiritual culture in the face of global civilizational challenges. We have revealed that the information and bibliographic resource requires further updating, taking into account the new achievements of the Ukrainian and foreign historical, educational and biographical studies and the latest information technologies. The priority tasks for improving the electronic resource have been identified, in particular: the prospects for the content and the ways of updating information and making qualitative changes in the functionality of the electronic educational resource.

Methods of Future Science Teachers Training to Use Smart-Technologies in the Professional Activity

The article deals with one of the possible ways of modernization of pedagogical education in Ukraine in order to train teachers of the new generation and to provide conditions for the formation and development of modern alternative models of teachers’ professional and personal growth on the principles of SMART-education concept. The problem of future science teachers training to use SMART-technologies in the professional activity as the condition for realization of the SMART-concept in education is actualized. The advantages of SMART-technologies use in the study of objects and phenomena of wildlife have been substantiated. They allow the formation of holistic thinking of both students and schoolchildren by combining figurative and logical thinking and strengthen the emotional and value perception of wildlife objects. Methods of formation of future science teachers’ readiness to use SMART-technologies in the educational process, which involves the realization of a dual goal: the formation of the ability to use the resource SMART-concept in education to implement their own lifelong education and providing quality professional activities during teaching natural sciences school course have been highlighted. The foundation of the proposed methodology constitutes module “Methods of using SMART-technologies”, which is a component of the discipline “Methods of Biology teaching”. The content and means of its studying by students, tasks for the organization of independent work, tests, criteria and indicators of the level of students’ abilities and skills formation to use the SMART-complex (motivational-value, cognitive, activity-constructive, reflexive and evaluative) have been developed. The effectiveness of the proposed methods on the basis of determined criteria has been proved experimentally.

REALITIES OF INNOVATION IN THE DEVELOPMENT OF HIGHER PEDAGOGICAL EDUCATION, OR WHEN THE INTERNET DISAPPEARS

The article attempts to explore and highlight the peculiarities of innovative development of higher pedagogical education in Ukraine at the present stage, to outline the possible “modernization” risks of such progress. The relevance of the chosen topic is due, on the one hand, to the fact that innovation in education is a requirement of the time, on the other hand, the sphere of innovation is extremely complex and multifaceted, so it is quite difficult to study and predict. The following theoretical methods were used for the study: systematic analysis of researches of domestic scientists on the problems of innovative development of society and education, meta-analysis of applied research; structural and logical analysis of the studied processes. Five main featuresof the development of higher pedagogical education and related “modernization risks” were outlined the first two key features of the innovative development of higher education in Ukraine: formalization and regulation of innovative activities in the field of education («top-down» position) and the rapid accumulation of scattered empirical data on certain aspects of innovation in education; the third feature of innovative development of higher pedagogical education in Ukraine is the dominance of empirical findings on certain innovative aspects with low productivity of innovative solutions. Higher education in the information society really needs innovations and can no longer be imagined without digital technologies, but, in our opinion, there is a phenomenon of certain identification and sometimes substitution of the concepts of «innovation» and «digitalization». This is the fourth feature of the innovative development of higher pedagogical education in Ukraine. The last (fifth) feature of the innovative development of higher pedagogical education that we have identified is closely related to the concept of «digital divide»

Professional English in the context of European integration of higer pedagogical education in Ukraine

Professional English in the context of European integration of higer pedagogical education in Ukraine

QUASI-PROFESSIONAL ACTIVITIES IN THE FORMATION OF PEDAGOGICAL PARTNERSHIP COMPETENCE IN FUTURE EDUCATORS

In the period of reforming the system of higher pedagogical education in Ukraine, the problem of forming the competence of pedagogical partnership in pedagogical workers in general and in particular in future educators is relevant and important for a scientific and practical solution, since it is their professional activity that involves the interaction of many participants in the educational process. The article reveals the role of quasi-professional activities of higher education students in the formation of pedagogical partnership competence in them. The purpose of the article is to analyze the quasi-professional activities of future educators in the formation of their pedagogical partnership competence, for the implementation of which it is necessary to solve the following tasks: revealing the content of the pedagogical partnership competence of future educators; determination of methodological aspects of the organization of quasi-professional activities of education seekers in the process of studying normative and selective educational components. Research methods: analysis, synthesis, generalization, modeling. The competence of pedagogical partnership is interpreted as the ability of future educators to successfully implement partnership pedagogy formed as a result of professional training. The principles of partnership pedagogy are defined: respect for the child’s personality; benevolent, humane attitude; trust and mutual respect in relationships; interpersonal interaction as a special type of activity manifested in communication, interaction and perception; tolerance. The result of partnership pedagogy determines the formation of the child’s personality with his worldview, worldview, and worldview. It is emphasized that contextual learning and quasi-professional activity of students is an important method of forming pedagogical partnership competence. The methodical foundations of the organization of quasi-professional activities of higher education seekers under the educational and professional program 012 Preschool education in the process of studying normative and selective educational components: admission to the specialty, preschool pedagogy, family pedagogy, social pedagogy are defined and characterized. Further research is needed to develop a toolkit for diagnosing the level of formation of pedagogical partnership competence in future educators and to search for new forms and methods of its formation.