Pedagogical Training Of Future Teachers Research Articles

Perception of IT teachers on their methodological development: A case at Kazakhstan universities

This paper provides an analysis of the viewpoints of IT discipline teachers at Kazakhstani universities regarding the need for the development of methodological competence. The purpose of this study is to provide IT teachers with a philosophy of necessity to develop their methodological basis to train future IT specialists. The sociological survey was conducted among them and the answers to the questionnaire showed that teachers understand the relationship between their methodological training and the quality of education. The interviewed teachers use a variety of technologies and methods of teaching and evaluating the achievement of learning outcomes by students in the educational process which indicates that they have a certain level of methodological competence. Nevertheless, the problem of unclear understanding of the differences between the concepts of technology and teaching method is revealed. This suggests the need for measures to strengthen the general pedagogical training of teachers. The study’s findings have shown that IT discipline teachers at Kazakhstani universities understand the need for constant development of their methodological competence. The opinion of teachers in the IT discipline about the need to develop methodological competence is positive and they are ready for continuous improvement. The study gives a foundation for research on the level of formation of methodological competence in general and its components, organizational forms of development of methodological competence and the possibility of strengthening the general pedagogical training of future teachers of IT disciplines.

Modeling the pedagogical training of future teachers

Modeling the pedagogical training of future teachers

Social Network as a Digital Educational Resource in Teacher Training

The study is devoted to the relevant issue of educational resources that ensure the quality growth of the teacher training within the framework of the learning area of «Pedagogy». A virtual study group on the VK platform is considered as an effective digital resource. The study reveals the possibilities of the socio-digital environment as a component of blended learning in the professional teacher training within the subject “Pedagogy”. It also describes the forms of organizing interactive learning, determines the types of tasks for the students’ independent activity in the network, and clarifies the teacher’s role in the new conditions of interaction with students. As a result, the study shows that organization of academic interaction of students in a socio-dig- ital environment in the format of a virtual study group allows them to activate their independent cognitive and creative activities, to diversify the forms of educational activities by expanding the field of cooperative interaction of students. This compensates for the limited amount of classroom work and, consequently, increases the durability and meaningfulness of the pedagogical knowledge, ensures the formation of the student’s own system of pedagogical values and attitudes, their desire to continuously strive for professional self-development. The purpose of the study is to identify the educational potential of the socio-digital environ- ment in order to expand the field of academic interaction of students in the study of pedagogy. Methodology. The methods of included observation, survey, the study and analysis of the products of students’ activities, generalization of pedagogical experience made it possible to iden- tify the features and ways of productive interaction of undergraduate students in a socio-digital environment in order to advance in pedagogical knowledge and to understand it better. In conclusion, the capabilities of a virtual learning group in a social-digital environment as an educational resource are summarized and it is concluded that the introduction of new digital tools into the educational process of higher education ensures an improvement in the quality of pedagogical training of future teachers.

Individualization of independent work in the professional training of future teachers: An experimental study

The individualisation of independent work in the professional training of future teachers contributes to the stable achievement of results in professional and pedagogical training, as it takes into account the needs, motivation, and capabilities of the student. One of the leading technologies of innovative education is tutoring, which ensures an open educational environment in a higher education institution. The article outlines the results of an experimental study of the state of individualisation of independent work in the professional training of future university teachers on the basis of comprehensive, competence-based, systemic and activity-based approaches. The experiment was conducted in the form of a questionnaire among 54 respondents – master students majoring in “011 – Educational, Pedagogical Sciences” of the Mykhailo Drahomanov Ukrainian State University in order to find out their attitude to the current individualisation of independent work and the introduction of tutoring technology. The respondents were offered a Google Forms questionnaire “The current state of individualisation of students' independent work in higher education institutions”, which consisted of 10 questions with possible answers. The results of the experiment showed that modern higher education institutions do not provide adequate conditions for the development of important skills and qualities in students, such as independence, the ability for self-education, self-development, and self-knowledge. It is established that the majority of master's students express their dissatisfaction with the organisation of individualised independent work in higher education institutions, which is due to insufficient attention to their interests, needs, and motives. It is proposed to introduce an integrated form of professional and pedagogical training of future teachers – tutoring technology as an important mechanism for innovating education, which can ensure the openness of the educational and scientific environment. The essence of the educational process under the guidance of a tutor, when a student acts as a tutor on the basis of subject-subject partnership interaction, is revealed. The results of the confirmatory experiment make it possible to further study the conceptual foundations of tutoring as a leading technology for individualising the educational and scientific process. The developed experimental study on the current state of individualisation of independent work in higher education institutions can be implemented at all levels of training of future pedagogical specialists

CRITERIA FOR HEALTH CARE COMPETENCE ASSESSING FOR THE SPECIALIST IN PHYSICAL EDUCATION

The author in the article analyzes the professional training of future physical culture specialists who need to learn pedagogical, health-forming, health-preserving technologies in order to support educational process scientifically and sustainably. In the conditions of the modern anthropocentric paradigm of education, students of higher education should make the educational process health preserving, and they should master their professional health-preserving competence, which is manifested in the awareness of the importance of health. Moreover, it is essential to maintain the constant promotion of the keeping and strengthening the students. Furthermore, it is important to use health health-saving technologies in the educational system while developing the skills of a physical culture specialist, their ability to organize and regulate health-saving activities in the educational institution.In this study, criteria for evaluating the health-preserving competence of a physical culture specialist were developed. We determined the definition of health-preserving competence, which is considered as an integral, dynamic feature of the personality, which has a complex systemic organization and is characterized by the ability to organize one's health-preserving activities in such a way as to counteract influences, views and beliefs that contradict internal attitudes, to be able to adequately assess one's own behavior and the behavior of students, implement one's own health-preserving positions, based on personally perceived moral norms and principles.In the article, we defined and analyzed the interrelated components of health-preserving competence: motivational, cognitive, activity, informational, technological and reflexive, which will ensure the readiness of the future physical culture specialist to preserve and strengthen the health of students, and most importantly, determine the optimal techniques, forms and methods of health care activities.The experience of observing the educational activities of students of the Poltava National Pedagogical University named after V. G. Korolenko shows that the best methods of obtaining pedagogical knowledge for these components are: a) the results of solving specially set valeological tasks; b) the ability to analyze and self-assess the process and results of activity; c) lack of tension when performing tasks typical for a future physical culture teacher: manner, style, which are associated with the need for increased concentration, tension, expenditure of energy and time.We recommend using different approaches to health care: didactic, event-based, problem-based, and individual, which will help create a health-care environment in educational institutions; will form healthy lifestyle skills; will improve physical culture and health work; will carry out monitoring and dynamic monitoring of children's health, etc. We have determined indicators of the health-preserving competence of the future specialist, which represent the process of becoming a health-preserving personality, the formation of professional competencies, which are a prerequisite for successful future professional activity in modern conditions. Its substantive basis should be person-oriented training and a competency-based educational paradigm for the development of future professionals.This process requires the modernization of the Ukrainian professional and pedagogical training of future teachers of physical culture to the European system of training these specialists.

EUROPEAN EXPERIENCE OF TEACHERS TRAINING OF GENERAL EDUCATION INSTITUTIONS (ON THE EXAMPLE OF GERMANY, FRANCE AND ITALY)

Relevance: the integration processes in the relations between Europe and Ukraine on the organization of education and public life actualize the need to analyse the European experience in training future teachers, but the process of reforming the education system today has many problems in training highly qualified specialists in the field of education. Aim: determining the specifics of vocational teacher education in the leading countries of the European Community. Methods: analysis to determine the state of professional and pedagogical training of future teachers in Germany, France and Italy; generalization to formulate conclusions about the state of training of future teachers. Results: it is established that the ultimate goal of introducing inquiry-based learning in German teacher education is to increase the professionalization of future teachers, which can be described by two internationally known concepts: "teacher as a reflexive practitioner" and "teacher as a researcher"; it is determined that in France there are uniform standards of teacher education throughout the country, integration of theoretical, practical and research components of professional training; passing a competitive exam to fill a vacant position in educational institutions of various types due to the fact that teaching staff belong to the category of civil servants, a competency-based approach to the expected learning outcomes; the article reveals that the Italian teacher education system is based on a "sequential model" for secondary school teachers, which requires a strong disciplinary competence, followed by a one- or two-year training program. Conclusions: Germany has announced significant investments in the digitalization of education. The country is preparing for fundamental changes in the skills of its workforce by implementing digital initiatives and reorienting the adult education system. The teaching staff is aging, and Germany faces the challenge of replacing a large number of teachers. In France, efforts continue to improve educational outcomes and reduce inequality, with support for teaching staff and increased funding measures. Authorities face the challenge of balancing the rapid pace of reform with the need to consult with stakeholders to ensure optimal impact. The proportion of Italian teachers satisfied with their jobs is among the highest in the EU, but only a small proportion feel that their profession is valued. The level of higher education is low, and the transition from education to work remains difficult even for highly qualified people.

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

The relevance of the research is due to the fact that in modern education there is a growing need for training qualified teachers who are capable of organising dialogical training of younger schoolchildren. In this regard, this article is aimed at identifying and diagnosing aspects and features of the psychological and pedagogical training of future teachers who will teach children dialogic communication and develop in them the need for intercommunication. The leading methods of studying this problem are induction, deduction, comparison, and analysis, which will facilitate determining the features and traits of psychological and pedagogical preparation of future teachers for professional activity, presenting the results of their readiness to develop components of speech competence in younger schoolchildren. The article covers and substantiates the ways of development of communicative skills in younger schoolchildren during the learning process, which should be used by the teacher effectively. The materials of the article are of practical value for students, teachers who should be ready to teach dialogical speech to future generations, develop communication and conversational skills to meet the requirements of the education system and shape a personality that can freely fulfil its potential in all spheres of life.

FORMATION ENVIRONMENTAL COMPETENCE OF FUTURE TEACHERS OF NATURAL SPECIALTIES BY MEANS OF STEM-TECHNOLOGIES

The article examines the modernization of the didactics of teaching educational components by means of educational STEM technology in the system of professional and pedagogical training of future teachers of natural sciences. For successful pedagogical activity in this new information and high-tech society, the teacher needs to develop his capabilities much higher than those that were in the past by forming professional competences in general, hence environmental competences in particular. Educational STEM technology is a modern didactic tool, the conceptual basis of which is aimed at: forming the professional competences of the acquirers at a qualitatively new level-STEM and environmental competences, which transform the educational achievements of the acquirer into the professional activity of a specialist; are the key to the successful socialization of applicants and are designed to make them competitive on the labor market. The content, functions and structure of STEM technology were studied. The methodical features of the application of STEM technology during professional-pedagogical training with the aim of forming the environmental competence of students of higher pedagogical education have been clarified. A methodical way of introducing educational STEM technology into the system of pedagogical training of future teachers of natural sciences with the aim of forming environmental competences is proposed. An algorithm for the organization of educational and cognitive activities of applicants during the STEM technology “Tourist Secrets of Ukraine” has been developed. The abstract should contain the purpose of the research, the methods used, and the results obtained.
 Keywords: future teachers of natural sciences; educational STEM technology; environmental competence; educational and cognitive activity; educational components; professional and pedagogical training; didactics; students of higher pedagogical education.

Cultural Studies’ Approach as a Methodological Basis of Modern Pedagogical Education

The subject of this article is the methodological features of the cultural studies’ approach as the foundation, the basis of modern teacher education. The article deals with various types of culture; the need for understanding at a new historical stage characterized by global environmental and social challenges, the role of the teacher as a carrier of Culture in the modern school, the application of various aspects of the cultural studies’ approach to building individual cultural trajectories of students in the process of modern teacher education is noted. Based on the consideration of the views of scientists from various scientific schools regarding possible solutions to the above very complex and urgent tasks, the significance of art and creative activity in the professional and pedagogical development of a modern teacher is revealed. The result of the theoretical and empirical study of this issue by the authors of the article was the development and implementation on the basis of pedagogical universities of the Russian Federation of a parametric model of professional and pedagogical training of future teachers for the organization of culturally appropriate pedagogical interaction with schoolchildren. The goals, objectives and fundamental principles of introducing this model into the educational process are briefly disclosed in this article.

ФАКТОРИ ВПЛИВУ НА ПРОФЕСІЙНИЙ РОЗВИТОК МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКО-МАТЕМАТИЧНИХ СПЕЦІАЛЬНОСТЕЙ

In the article, based on the analysis of normative and legal documents, psychological and pedagogical literature and scientific research, it is established that the professional development of teachers involves a continuous process of acquiring new and improving previously acquired professional and general competencies necessary for professional activity. According to the conducted research, it was found that the expectation of higher education applicants is related to the realization of their own potential. This indicates the ability for self-development in achieving acme through regular concentration of one's key desires, active efforts (actions) to realize them in order to achieve balance and harmony. Future teachers of physical and mathematical specialties approve of the quality of knowledge, methodical skills and stable moral relations on the part of teachers, which is projected on their attitude to the own specialty. The results of the study made it possible to single out the main factors influencing the professional development of future teachers of physical and mathematical specialties based on psychological and pedagogical training. External and internal positions were clearly defined, namely: external – interpersonal relations, nature of educational activity, educational and professional requirements; internal – individual characteristics, internal activity, need for self-improvement, readiness for psychological and pedagogical activity. It is stated that the effectiveness of the professional development of future teachers of physical and mathematical specialties can be significantly increased if psychological and pedagogical training is oriented towards achieving the optimal level of psychological and pedagogical competence (as a final result) and the appropriate organizational and pedagogical conditions for its implementation are provided: competence orientation of external and internal components of psychological and pedagogical training; updating the content of psychological and pedagogical training taking into account the peculiarities of the professional activity of teachers of vocational and technical education institutions and modern requirements; organization of acmeological influence and support in the process of psychological and pedagogical training of future teachers of physical and mathematical specialties. Key words: professional development, future teachers, factors of influence.

The Dual Model of Practical Professional and Pedagogical Training of Future Teachers for Vocational Schools in Germany

Aim. The aim of the research is to identify and analyse the particularities of a dual model of practical professional and educational training of future vocational school teachers in Germany; to outline the prospects for the use of advanced ideas and positive experience of such a model in the training teachers in higher pedagogical educational institutions. Methods. The following methods have been used: interpretative - analytical method, some elements of general philosophical dialectical method (analysis, synthesis, analogy, comparing, systematisation, generalisation); empirical level methods (interview, observation); the method of theoretical generalisation. Results. The prospects of using the positive experience of a dual model of practical professional and pedagogical training of teachers of vocational school in Germany in a similar practice of teacher training have been determined: initiation of previous practical activity in the production of the chosen speciality as a necessary prerequisite for admission to a higher education institution; introduction of pedagogical internship; cooperation of higher education institutions with enterprises, institutions and organisations. Conclusion. A dual model of organising practical vocational training for future vocational school teachers, guarantees a high level of practical training for higher education applicants, makes balance among the educational needs of young people, labour market requirements and educational opportunities. Originality. The structure and content of the practical training of future professional school teachers in Germany have been characterised; the features of a dual model approach to its organisation have been investigated.

FEATURES OF PROFESSIONAL AND PEDAGOGICAL TRAINING OF THE FUTURE TEACHER OF TECHNOLOGIES IN THE HIGHER EDUCATION INSTITUTION

The article considers the problems of intensive restructuring of certain parameters of training of future teachers of technology, in particular those that strengthen their professional and pedagogical qualifications, without violating the constructive developments of the past. The need for significant updating of the content, forms, methods, means and methods of teaching is determined, which will improve the quality of pedagogical qualification of graduates and its contradiction with the lack of reasonable and experimentally tested organizational and pedagogical conditions for modernizing professional and pedagogical training of future teachers of technology. It also reveals the professional and pedagogical training of future teachers of technology, which is based on strict consideration of modern educational requirements, such as: qualification characteristics of teachers and working professions in certain fields; requirements for the system of continuing professional education; subject-activity approach to professional training; age and individual opportunities of higher education students in the field of "Technology".

METHOD OF PROJECTS IN THE CONTEXT OF FORMATION OF ENVIRONMENTAL COMPETENCE OF FUTURE TEACHERS OF NATURAL SCIENCES

It has been analysed that the educational system in higher education institutions aims to ensure the advanced development of education by modernizing the educational process in accordance with the needs of society for the training of future professionals. It is noted that application of innovative didactic tools has affected the transition from the reproductive style of learning to the productive one, which stimulates the educational and cognitive activity of students. It is established that the use of the project method is effective in the formation of environmental competence in the system of professional and pedagogical training of future teachers of natural sciences, because it involves the achievement of educational goals means of Ecology, thereby expanding the scope of professional competence. The pedagogical purpose of the project method is to develop in students the ability to transform information into knowledge and independently use didactic tools to obtain a learning product. The priority values of ecological-competence education for the future teacher of natural specialties have been highlighted, they include cognitive, subject-practical and personal experience. Prospects for the formation of environmental competence of future teachers in the context of the project method imply fulfilling the educational process with new achievements of the natural and pedagogical field in the context of the project method; inclusion in the one’s own pedagogical activity of a method of projects on the basis of subject modelling; use of the project method in the cognitive activity of an applicant on the basis of solving project tasks; combining and reconstructing familiar techniques of creative activity to solve new problems; self-education, self-development and self-realization of an individual in the process of project activities on an individual and group basis. The research paper is focused on the methodological features of using the project method in the training of future teachers of natural specialties in the process of formation of environmental competencies; an interactive model of interaction "teacher-applicant" and methodological development introduction of the method.

PROFESSIONAL READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO THE WORK IN THE INCLUSIVE EDUCATION

In modern terms, the inclusion has become a priority in the educational policy of our state. It is noted that effective and successful organization of the educational process in the conditions of inclusive education is possible only under the condition of special systematic professional and pedagogical training of future teachers with children with special educational needs. The aim of the article is to substantiate and analyze the theoretical aspects of professional readiness of future primary school teachers in the inclusive education within a higher education institution. Research methods: analysis, synthesis, generalization of theoretical aspects of professional readiness of future primary school teachers in the conditions of inclusive education within the institution of higher education. The updated conditions for the functioning of general secondary education lead to the updating the system of teacher training, the restructuring, the special training of teachers in higher education: changes in content (taking into account changes in society), goals and objectives of professional activities of primary school teachers; the formation of pedagogical competence; training on the principle of integrity, system and integration; taking into account the following components: psychological, methodological, scientific-theoretical, special, practical and methodological, as well as the components of professional and personal training of future teachers to work in the inclusive education. The final result of professional training is the formation of pedagogical competence, which will ensure the readiness and ability of the individual to carry out the inclusive education of primary school students in general secondary educational institution.

USE OF BIOGRAPHICAL ANALYSIS METHODS IN THE TRAINING OF FUTURE TEACHERS: SCIENTIFIC AND THEORETICAL JUSTIFICATION OF THE PROBLEM

The article updates the problem of using biographical methods in the training of future teachers. The purpose of the research is the theoretical and methodological substantiation of the possibilities of using methods of biographical analysis in the professional and pedagogical training of future teachers to increase their methodological competence. Its solution involved a comprehensive analysis of foreign and domestic experience in the scientific understanding of the problem. The methods of analysis and synthesis, historiographical analysis, monographic analysis, selective analysis, and content analysis were used in the preparation of the research. Based on the results of the analysis of representative foreign and Ukrainian psychological and pedagogical literature, a consolidated position was revealed, according to which biographical analysis methods should focus on the study of a person's mental states, which are the result and consequence of his life path and highlight the features of his social experience. From the point of view of biographical studies, mental states are considered as a special section of the psychological characteristics of an individual, which reflects relatively static and permanent manifestations of his mental experiences at various stages of his life path. This allows us to assert that the methods of biographical analysis have significant potential as a tool for studying the mental states of education seekers and finding out how the behavior and life activities of school students and university students depend on their changes. It was concluded that the conducted research substantiates the effectiveness of using the instrumental capabilities of the methods of biographical analysis in the preparation of future teachers for professional and pedagogical activities. They provide an important key for self-discovery and ordering of her inner world. Therefore, the task of the teacher-biographer is to help the student understand his own life, correct his self-esteem and make his life whole and happy. The prospect of conducting experimental studies, which should verify and confirm the expediency and effectiveness of using methods of biographical analysis in the organization of the educational process, is determined.
 Keywords: methods of biographical analysis, future teachers, education seekers, mental state, professional and pedagogical training.

THE CONTENT OF PROFESSIONAL INFORMATION COMPETENCE OF FUTURE TEACHERS OF MUSIC ART

Today one of the main directions of art and pedagogical education in our country is the introduction of the concept of competence approach in the educational process of higher education institutions for the preparation of professional information competence of future teachers of music. In the course of training future music teachers in higher education institutions, they gain key competencies for their future professional activities, but quite often they are not enough for the entire period of work, and therefore there is a problem in retraining and advanced training of these respondents. Over the past few years in music and pedagogical education there has been a reorientation of the concepts of "education", "readiness" for "professionalism", "competence" of the future music teacher. In modern conditions, the information competence of the future teacher of music is a radically new field of activity, which is formed through the introduction into the educational process of higher education institutions of electronic and information technologies.The formation of professional information competence in future music teachers in higher education institutions is closely related to the use of motivational, operational and content-oriented activities provided by the formation and functioning of professional and pedagogical training of future teachers. It is thanks to this statement that we can consider professional information musical competence as an integral characteristic of the individual, which determines its ability to solve problems and tasks that arise in various areas of musical and artistic activities based on the use of knowledge, skills, personal experience and personal orientation. Thus, the professional information competence of the future music teacher combines the ability to work with information, the ability to solve educational problems, the ability to use interactive software on the basis of which is the implementation of applied methods combined with teaching methods that are based on individual and collective work with respondents. Nowadays, the professional use of information media is the main criterion for the formation of professional information competence of the future music teacher. This type of activity of the future teacher aims at active and creative use of knowledge and skills in the direction of information and communication technologies, which is a criterion of professional suitability of the future teacher of music art.

INNOVATIONS IN GENERAL PEDAGOGICAL TRAINING OF FUTURE TEACHERS

Modern higher pedagogical education should be innovative in nature and provide teacher training that also meets the criteria of innovation. The article substantiates the need for updating approaches to the general pedagogical training of future teachers who are able to conduct innovative educational activities, solve complex pedagogical problems taking into account national and world experience, and master the art of teaching and educating others. This implementation is implemented through the transformation of the content of general pedagogical education, which aims to develop professional competencies in future teachers, namely: to develop and implement innovative teaching and learning methods, to organize the educational process using online learning tools, to be able to make effective decisions in conditions of uncertainty, and others . The innovative activity of the university is implemented, first of all, through the transformation of the content of pedagogical education and ensuring the high quality of its results. The teaching of the disciplines of the pedagogical cycle begins with the first year and goes through all stages of education according to a comprehensive end-to-end program. In the first year, the academic discipline «General pedagogy» is taught, which consists of two interrelated modules: «Theoretical foundations of pedagogy» and «Teaching and upbringing in a multicultural environment». In the second year of undergraduate training, the scientific and pedagogical staff of the department teaches students the practice-oriented discipline «Provider educational technologies» — this is a complex complex discipline that consists of four modules: Digital learning tools, Inclusive education, Leisure pedagogy, Practical pedagogy. In the master’s degree, the discipline «Innovative pedagogy» is taught. Innovativeness in the training of future teachers is realized thanks to the implementation of the principle of learning through research, digitalization of educational content, creation of creative spaces, expansion of academic mobility and cooperation. Innovative transformations of general pedagogical training of future teachers have a powerful potential

USE OF HEALTH CARE TECHNOLOGIES IN PRESCHOOL EDUCATION INSTITUTIONS

Introduction. Today, the problem of health and its preservation is especially relevant. Starting with preschools, the concept of "health technologies" has become firmly entrenched in the education system. The state of health of the younger generation affects the well-being and active development of society. In recent decades, environmental problems, unhealthy nutrition, declining living standards of families, deteriorating mental and emotional balance of preschoolers, and health care have had a negative impact on children's health from an early age. That is why the issue of maintaining children's health is especially important. The task of the preschool institution is to organize an educational process that will maintain a high level of mental capacity of preschool children and at the same time contribute to the health of children. The purpose of the articleis to theoretically and methodically substantiate the relevance of the use of health technologies in preschool education. A set of research methods was used to solve the tasks: theoretical – analysis, synthesis, systematization, comparison, modeling and generalization – to study scientific sources, on the theoretical basis of the use of health technologies in preschool education. Results. In the course of the research the results were obtained, which testify to the solution of the set tasks and give grounds for the following conclusions: the concept of "health-preserving technologies" is analyzed; It has been established that the problem of health and its preservation is relevant today, which is why healthpreserving technologies are actively introduced in preschool institutions. Accordingly, there is a need to form specific knowledge, skills and abilities of a healthy lifestyle and teach children to use the acquired knowledge in everyday life; the specifics of the use of health-preserving technologies in preschool educational institutions are characterized; The types of health-preserving technologies are considered and analyzed, namely: stretching, relaxation, breathing gymnastics, orthopedic gymnastics, sound gymnastics, reflexology, finger gymnastics or yoga, mind gymnastics, rhythmic plasticity; It is established that the effectiveness of the formation of a healthy lifestyle requires constant involvement of children in a healthy educational process, the formation of their position on strengthening and maintaining their own health; forms of work of the educator with parents for acquaintance with health-preserving technologies are considered; methodical recommendations for educators on the use of healthpreserving technologies in health care are offered. Originality. The scientific and practical significance of the research results is that the developed theoretical and methodological provisions are brought to the level of methodological recommendations that are proposed for implementation in the practice of preschool education. The main provisions of the study can be used in writing textbooks, manuals, guidelines, course, qualification and master's theses; parents of preschool children. Conclusion. The main criterion for the effectiveness of health education technologies is their impact on the child's development, increase its health reserves and, as a result, the child's willingness to easily adapt to changing environmental conditions. The effectiveness of health-preserving technologies is determined not only by quality, but also by competent "coherence" aimed at strengthening and maintaining the health of children. We believe that only the joint efforts of parents and educators can achieve the desired goal – the formation of the consciousness of a healthy preschooler. We see the prospects for further research in the problem we are researching in the further study of the issue of professional and pedagogical training of future teachers to use health technologies.

Features of pedagogical training of future teachers of art disciplines in modern institutions of higher education of Ukraine

Features of pedagogical training of future teachers of art disciplines in modern institutions of higher education of Ukraine

Innovative Models of Pedagogical Education at the Classical University

The article is devoted to the role of classical university education in the training of highly qualified, highly competitive teaching staff capable of forming the image of a new school in modern conditions. The achievement of such a complex task is ensured by identifying and implementing the heuristic capabilities of a classical university in the development of pedagogical education. The author associates such opportunities with its fundamentalization, research orientation, advanced character, etc. The purpose of the article is to present the results of a scientific study related to the definition and theoretical justification of possible ways to implement models of teacher education as an optimal “scenario” for training elite teachers in a classical university. Methodology and methods of research. The methodological basis of the research is the philosophical provisions about a person as a subject of his own life activity; the unity and interrelation of processes and phenomena, general and special. The general methodology of the research is represented by a system-synergetic approach that allows us to consider professional and pedagogical training in a classical university as an open developing system in the “school-university-school”continuity relations; a holistic approach as a methodological orientation towards the formation of a holistic personality of a future teacher, as well as the integrity of the system of professional and pedagogical training at a classical university; an individual-personal approach that provides an opportunity to study along an individual educational trajectory. The main research methods were the analysis of scientific literature, theoretical generalization and modeling. The results of the study. As a result of the theoretical and experimental work carried out, it is proved that the quintessence of the heuristic capabilities of the classical university determines the development and implementation of innovative models for the development of pedagogical education. The author gives a description of each model, indicating its features and “contribution” to the training of future teachers in the system of university classical education. In conclusion, it is concluded that the proposed innovative variable models for the development of pedagogical education at a classical university will ensure the success of professional pedagogical training of future teachers, bring it to a fundamentally new level by realizing the valuable potential of a classical university.