Postgraduate Pedagogical Education Research Articles

Research of the Problems of Professional Support for Teachers in the Implementation of Inclusive Education

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.

LMS MOODLE ЯК ЗАСІБ ОРГАНІЗАЦІЇ СЕРЕДОВИЩА ЗДОБУТТЯ ПЕДАГОГАМИ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

The article addresses issues related to the effective organization of the educational process in postgraduate pedagogical institutions through the use Information and Communication Technologies (ICT), specifically exemplified by LMS Moodle. The possibilities LMS for creating a learning environment that meets the requirements of high-quality postgraduate education for educators are demonstrated. The authors elucidate the role of postgraduate pedagogical education amidst the contemporary transformations of Ukrainian society, emphasizing the necessity for additional knowledge and experience in ICT utilization among educators. Postgraduate education courses facilitate the integration of professional and educational activities of educators, aiming to foster their abilities for self-organization, self-development, and independent acquisition of constantly evolving information, enabling them quickly adapt to changes in the socio-economic environment. The substantial flow of information necessitates additional knowledge and experience in using information and communication technologies by educators, thereby imposing new demands on the organization of postgraduate education for teachers. The authors proved that the effective solution to the personalization task in postgraduate education is possible only through the integration of teaching technologies and information and communication technologies. Modern learning management systems have a powerful arsenal of tools for implementing innovative teaching models. This paper analyzes the capabilities of LMS Moodle in terms of course administration, personalized learning, organizing group and individual interactions (Forum, Chat, Choice, Workshop, Wiki, MindMap), monitoring, and analytics of the educational trajectory of each student. Construction of branched course structures (Lesson element), the organization of problem-oriented content with elements of group processing, tracking the interests of each learner through the selection of educational information blocks and feedback (Lesson elements, Assignment, Feedback, Survey), operational monitoring of knowledge quality (Lesson elements, Quiz, Choice), and the organization of the educational process using the flipped classroom model are analyzed. According to the authors, future research prospects may involve the development of new tools to support the learning process in LMS Moodle, particularly related to addressing the complexity of questions to ensure the objectivity of assessing learners' knowledge.

THE STAGES OF IMPLEMENTATION OF THE TEACHER'S DIGITAL COMPETENCESELF-ASSESSMENT TOOL IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT

The article highlights the development and steps of implementing a tool for self-assessment of digital competence of a teacher based on the experience of domestic specialists in the period of 2020- 2023. An analysis of approaches to the development of a self-assessment tool in the international educational community is carried out. Approaches to compiling a survey questionnaire based on the Digital Competence Framework for Educators (DigComp 2.1) are substantiated. The stages of development of a self-assessment tool for the teacher's digital competence are presented: development, improvement, implementation. The procedure for conducting the survey over four years is described. A block diagram of the creation and implementation of a teacher's digital competence self-assessment tool is presented. The principles that contributed to obtaining reliable data during the self-assessment of a teacher's digital competence are substantiated and presented. It is proved that the self-assessment tool of the teacher's digital competence should contain elements of identifying the degree of readiness to use ICT by teachers and educational institutions, which contributes to the development of recommendations and finding solutions to overcome existing problems. The concept of the readiness of teachers to use the tools of the information and educational environment for the implementation of educational activities in quarantine conditions is defined. The main indicators obtained during the all-Ukrainian survey of teachers in the system of general secondary education were analyzed, and the dynamics of the development of digital competence of teachers were revealed. The main content of methodological recommendations for postgraduate education, developed on the basis of the approbation of the self-assessment tool, is presented. The scientific novelty of the presented research lies in the discovery of new approaches, the development of principles and forms of self-assessment of the teacher's digital competence in the conditions of restrictions caused by the long quarantine and wartime in the country. The conclusions regarding the further use of the teacher's digital competence self-assessment tool in the system of postgraduate pedagogical education are substantiated. Prospects for further research are outlined.

Individual trajectory of professional improvement of a teacher: results of scientific research

The article presents the results of scientific research aimed at studying theoretical research and practical solutions focused on the design and implementation of the individual trajectory of professional improvement of teachers. The purpose of this article is to outline theoretical approaches and practical solutions for the professional improvement of teachers in the system of postgraduate pedagogical education. The task of the article is to clarify the meaning of the concepts of "professional improvement of the teacher" and "individual educational trajectory" based on the analysis of domestic and foreign researches; identify key contradictions in the practice of designing and implementing the individual educational trajectory of professional improvement of teachers in the system of postgraduate pedagogical education; determine the directions of further scientific research in theory and practice. As a result of the research, leading approaches to the professional development of teachers were clarified; clarified the content of the key concepts "professional improvement of the teacher" and "individual educational trajectory"; outlined the results of a number of experimental researches, including in the system of postgraduate pedagogical education in Kyiv.. Based on the analysis, the directions of further scientific research have been determined, which will focus on the theoretical justification and experimental verification of the model of designing the individual trajectory of the professional improvement of teachers, the development and testing of tools for individualization of professional improvement in the system of postgraduate education.

DEVELOPMENT OF THE SUBJECT-METHODICAL PROFESSIONAL COMPETENCE OF SECONDARY SCHOOL TEACHERS-PHILOLOGISTS

The article examines the problem of developing subject-methodical professional competence of teachers of Ukrainian language and literature, foreign literature in the context of STEM education. Emphasis is placed on the relevance of language and literature school disciplines to STEM education. This is important for a teacher to participate in the formation of STEM competencies during language and literature lessons defined by the Concept of the Development of Science and Mathematics Education. The author considered forms of work on the formation of subject-methodical professional competence of teachers of Ukrainian language and literature, and foreign literature in the context of STEM education in the system of postgraduate pedagogical education. The content of such activities during advanced training courses is specified. There is a list of literary works in the article, which is advisable to work effectively on the formation of STEM competencies. The author defined topics of school programs and examples of tasks based on some works of the course «Ukrainian literature», and the integrated language and literature course «Ukrainian language, Ukrainian literature, Foreign literature», based on which it is advisable to form STEM competencies: cognitive skills, scientific literacy; information processing skills, creativity – qualities that contribute to the creativity of education seekers; the ability to make creative functional decisions, innovativeness; communication skills - effective teamwork, ability to be a leader and executor, etc. Consideration of the problem of the development of the subject-methodical professional competence of teachers of the Ukrainian language and literature, foreign literature in the context of STEM education will contribute to the improvement of the process of improving the qualifications of teachers of philological disciplines and teachers' awareness of the importance of combining the efforts of participants in the educational process in the formation of the necessary competencies of schoolchildren, stimulates inquisitiveness and supports the interest in education of students, forms in students a scientific worldview, the ability to perceive, analyze, interpret, and critically evaluate information.

FEATURES OF THE IMPLEMENTATION OF THE PROFESSIONAL STANDARD "HEAD (DIRECTOR) OF PRESCHOOL EDUCATION INSTITUTION": MODERN VECTOR

In the article, the author analyzes the current state of the problem of implementation of the professional standard "Head (Director) of Preschool Education Institution", analyzes the current regulatory documents; conducts all-Ukrainian monitoring of the implementation of the Professional Standard in educational institutions, analyzes the directions of implementation at all levels. Priority forms and methods of implementation were identified. The components of the roadmap are designed, the main ways and directions of implementation of the Professional Standard in practice at different levels of education are outlined: state, regional, local, local (preschool education institution) and personal. 
 The tasks for the implementation of the Professional Standard for different target groups are defined: heads of preschool educational institutions, founders of preschool educational institutions, in-service training subjects, centers for professional development of pedagogical workers, professional communities of pedagogical workers, higher education institutions. 
 The results of the online training of regional trainers for 95 people from all regions of Ukraine are presented, including 21 teachers of preschool education departments of higher education institutions, 28 teachers of preschool education departments (laboratories) of postgraduate pedagogical education institutions, 22 specialists of professional development centers for pedagogical workers, 24 heads (directors) of preschool education institutions.
 The article focuses on designing an individual professional development trajectory. All priority areas of activity are interconnected, forming a single through system, creating a continuous process. Effective solutions for the implementation of the professional standard "Head (Director) of Preschool Education Institution" are predicted. The approaches to the professional development of pedagogical workers in the process of implementing the professional standard "Head (Director) of Preschool Education Institution" are substantiated. The results of the training of preschool teachers according to the standard program for the implementation of the professional standard "Head (Director) of Preschool Education" are presented.
 The experience of implementing the Professional Standard in different regions is presented. The further steps of the Professional Standard implementation are determined.

The Role of the Zakarpattia Institute of Postgraduate Pedagogical Education in Adult Education During Martial Law: A Case Study from Ukraine

The Role of the Zakarpattia Institute of Postgraduate Pedagogical Education in Adult Education During Martial Law: A Case Study from Ukraine

The Role of Scientific and Methodological Support for the Professional Development of Teachers in the Context of Reforming Basic Secondary Education

This article discusses the state of scientific and methodological support of teachers, which is aimed at implementing the tasks of reforming basic secondary education on the basis of the Concept of «New Ukrainian School».
 The presented material is based on the results of the analysis of scientific, methodological and innovative activities of institutions of postgraduate pedagogical education, aimed at improving the system of quality assurance of education and professional growth of the teacher.
 Taking into account the changes in the content of education, the practical implementation of student-centered learning, the introduction of innovative pedagogical technologies into the educational process, it is indicated how the professional formation of a teacher in the system of postgraduate education is practically ensured. On the basis of the study, the authors determine the organizational and pedagogical conditions for improving the process of professional growth of teachers in the system of postgraduate pedagogical education, as a factor in increasing their competitiveness.
 The role of the system of postgraduate pedagogical education, as a system of adult education, in improving the process of professional growth of a teacher is disclosed. It is noted that the system of postgraduate pedagogical education, under the influence of socio-economic changes that take place in society, ensures the continuous professional development of teachers and their mastery of competencies that are closely related to the implementation of their professional pedagogical activities and the transition to a new quality of education.

Investigation of Readiness of Pedagogical Teams for Implementation of an Innovative Educational Project «Organizational-Pedagogical Conditions For the Functioning and Development of а Safe School in Wartime/Post-War Period»

The article reveals the readiness of the administration, pedagogical teams of experimental institutions of general secondary education, and scientific-pedagogical workers of regional institutes of postgraduate pedagogical education for the implementation of innovative activities within the framework of the implementation of an innovative educational project at the national level on the topic «Organizational-pedagogical conditions for the functioning and development of a safe school in wartime/post-war period» (2023–2027). The study of the readiness of educators and researchers for innovative activities is considered as one of the important tools for obtaining more effective results in the implementation of the innovative educational project.
 The necessity of a comprehensive approach is substantiated, which positively influences the study of the readiness of project participants for innovative activities. Personal factors related to the competencies of the direct executors of the innovative educational project – teachers and scientific-pedagogical workers, heads of general secondary education institutions – are highlighted.
 The article reveals the content of the concepts «readiness», «innovative activity», «teacher's readiness for innovative activity». Criteria, indicators, and levels of teachers' readiness for innovative activities are determined. Attention is drawn to the fact that innovative activity in the modern educational environment requires not only high professional qualities from the teacher but also the ability to effectively use tools and resources to achieve specific pedagogical goals.

POSTGRADUATE EDUCATION OF KINDERGARTEN EDUCATORS IN THE SYSTEM OF CONTINUOUS EDUCATION OF THE REPUBLIC OF POLAND

The article examines the problem of postgraduate education of kindergarten educators in the system of continuous education of the Republic of Poland. The article emphasizes the significance of lifelong learning and continuous education in the modern world, particularly in acquiring precise and specialized knowledge and skills necessary for professional, scientific, and technical activities. Based on scientific evidence, the article asserts that the system of advanced training for kindergarten educators through postgraduate education serves as a vital resource for continuous education and contributes to the country’s effective political, socio-economic, and cultural development.
 In the context of studying the problem of postgraduate pedagogical education of kindergarten educators in the system of continuous education of the Republic of Poland, the Polish model of professional training of future kindergarten educators has been considered. The legal requirements set out in a number of provisions of the current legislation of the Republic of Poland regarding the professional qualifications of kindergarten educators have been studied. The continuous education of kindergarten educators in the Republic of Poland aims to develop professional competences that encompass knowledge of traditional and innovative forms, methods, and technologies used in preschool education institutions, along with the ability to apply them in their professional practice.
 Therefore, during the research, the competences and professional requirements of a modern kindergarten educator in the Republic of Poland, which were determined by Polish researchers, have been highlighted. The study concludes that modern kindergarten educators in the Republic of Poland should continuously strive for self-improvement. Continuous education for kindergarten educators is facilitated through the postgraduate education system, as well as through non-formal and informal education opportunities such as participating in projects, internships, courses, trainings, seminars or webinars, exchanging pedagogical experiences, and attending open classes, both in face-to-face and distance formats.

REVIEW on the manuscript of the textbook «Anthology of texts on content reform of general secondary education in Ukraine (1991–2017)»

The proposed textbook highlights the development of the content of general secondary education in the Ukrainian state. The collection includes the most important documents, including laws, programs, strategies, concepts, standards, and analytical materials that substantiated and regulated the processes of reforming the content of this link of education in Ukraine during 1991–2017.The publication is addressed to scientific, scientific and pedagogical workers of institutions of higher education and regional institutes of postgraduate pedagogical education, teachers, students of education, employees of educational libraries, as well as to all those interested in the history of education.Implementation of the educational edition is ensured by:– with free access on the web portal of the DNPB of Ukraine named after V. O. Sukhomlynskyi (https://dnpb.gov.ua/ua/?ourpublications=32243) аnd in the Electronic Library of the National Academy of Sciences of Ukraine (https://lib.iitta.gov.ua/732160/);– posting a video presentation of the textbook on the «Scientist Support Office» platform (https://fb.watch/hY_R4Q473B/).

USING EXPERIENCE OF PROFESSIONAL IMPROVEMENT OF POLISH TEACHERS OF SCIENCE AND MATHEMATICS IN POSTGRADUATE PEDAGOGICAL EDUCATION OF UKRAINE

The article examines the peculiarities of improving the qualifications of Polish teachers as one of the conditions for their professional advancement and obtaining professional degrees. 
 The main tasks of the system of professional improvement of teachers in Poland are characterized – namely, helping young teachers to adapt to the profession, supporting specialists during the period of professional self-affirmation or renewal of the subject, familiarization with the achievements of science, assistance in raising and expanding qualifications. 
 The principles of professional improvement of Polish teachers are defined. They include the relationships between theory and practice, changeability, variety of forms, continuity, multidimensionality, multilevelness and openness. The organizational structure of the system of improving the qualifications of teachers of natural and mathematical subjects in postgraduate education in Poland, which functions at the national, regional, municipal levels, is considered. It is emphasized that the system of improving the qualifications of specialists has a public-state character, is quite variable and flexible; it is created taking into account various needs for continuous professional development and improvement of teachers. 
 Attention is paid to consideration of the forms of professional development of teachers in non-formal education that is aimed at strengthening the internal motivation of specialists, and development of their pedagogical creativity.
 It is defined that teacher training system in Poland is aimed at the performance of tasks that include professional development, methodical work of teachers, self-education and self-improvement, as well as the implementation of general (educational, developmental, educational, diagnostic) and specific (technological, research, prognostic) functions.
 Conclusions are made regarding the directions, forms, and content of advanced training of mathematics and science teachers in postgraduate education of the Republic of Poland and the need to form the readiness of Ukrainian specialists to accept European standards in postgraduate pedagogical education.

TEACHER PREPARATION FOR THE IMPLEMENTATION OF INNOVATIONS IN THE EDUCATIONAL PROCESS OF THE NEW UKRAINIAN SCHOOL

The question of the teacher's readiness of the general secondary education institution for innovative educational activities in the conditions of the implementation of the "New Ukrainian School" concept was investigated. The need to implement systematic work in the institution of postgraduate pedagogical education regarding the preparation of teachers for innovative activities is substantiated, where the basis of knowledge, skills and values necessary for the implementation of successful and effective innovative activities can be obtained by a modern teacher-practitioner, first of all, in an institution of postgraduate education, a training system in which built on andragogic principles. The purpose of the article is the actual problem of defining the conceptual foundations of teacher training for the introduction of innovations in the educational process of a general secondary education institution in modern conditions of postgraduate pedagogical education. Criteria for assessing the level of teacher readiness for innovative activities have been developed to diagnose the teacher's readiness to implement innovations. Where the motivational and value component expresses the degree of formation of interest and motivation in the field of application of innovative technologies in the teacher's professional activity; the intellectual-cognitive component provides for the formation of the teachers' knowledge system on innovative activities; the activity-creative component determines the readiness of teachers for innovative activities according to the level of formation of certain skills. the analytical-reflective component involves the readiness of teachers for innovative activities through the assessment of comprehension, self-analysis, critical thinking, reflection and correction of activity results. For the successful implementation of innovative educational activities in the professional development programs of teachers of various specialties, lectures and practical classes are provided, dedicated to the search for educational innovations, adaptation to the conditions of the institution and their introduction into the educational process in the New Ukrainian School. It has been found that the successful and effective implementation of innovations in the educational process of general secondary education institutions in the context of the implementation of the tasks of the "New Ukrainian School" concept is impossible without a trained teacher who understands its content aspects and sufficiently possesses the necessary general and professional competencies.

Children’s play during wartime in Ukraine from the preschool teacher’s perspective

The article analyzes the results of a study that reveals characteristics of preschool children play activities in the conditions of the war in Ukraine, which were collected in two regions of the country significantly different in the scope of military operations carried out, life activities of the population (in the temporarily occupied territory of Ukraine and territories under Ukrainian control), as well as peculiarities of preschool education itself. The objectives of the research were: to find and highlight changes in the content, types and organizational forms of play activities of preschool children in the conditions of war based on the results of observations by preschool teachers; to identify the level of awareness of preschool teachers regarding play resources as an effective tool for psychosocial support of children in war conditions; to determine the need for preschool teachers to develop their skills in facilitating children's play activities in war conditions for the introduction of appropriate measures in the system of postgraduate pedagogical education; to approve a set of diagnostic tools for further research. The results of the research proved that: 1) the war in Ukraine significantly changed a nature of play activities of preschool children compared to the pre-war period, which is reflected in: the dominance of various plots of military actions in the content of a play, while children play new roles (of a positive nature – military, rescuers, firefighters, volunteers, doctors, construction workers, etc.), conditioned by the new military reality; children's active use of toy weapons and toy substitutes for modern weapons; increased time, spent on computer games, including war-themed games; reduced time, spent on play in general and free play in particular; refusal of children from noisy, active games in favor of quiet, quiet play alone; growing need of children for greater attention of adults during the play; emotional excitement of children, dominance of negative emotions in the play; increased weight of creative activities in children's daily routine, including play. The specified changes are found both in play activities of boys and girls of preschool age; 2) preschool teachers are aware of the importance of play for supporting the child's well-being in wartime conditions. They consider the level of their own knowledge and skills to support play activities of preschoolers to be insufficient, and so understand the urgent need for their additional training In-service Teacher Training institutions in the area of play facilitation

Periodization of the Development of Improving the Qualifications and Training of Educators of Orphanage Homes and Preschool Institutions of Ukraine (1920-s – 1991)

The article outlines the periodization of the development of professional development and retraining of educators of children's homes and kindergartens of Ukraine (1920-s – 1991). The purpose of the article is to investigate the periodization of the development of professional development and retraining of educators of children's homes and kindergartens of Ukraine (1920-s – 1991). In the course of our research, a retrospective analysis of the development of professional development and retraining of educators of children's homes and kindergartens of Ukraine (1920-s – 1991) has been carried out and a periodization of the development of this process has been developed. The analytical-descriptive method was used to study and generalize archival sources, which highlighted the experience of learning in postgraduate pedagogical education institutions, and the analysis of scientific-pedagogical sources was also used in accordance with the purpose of the research. Based on the examination of modern scientific-pedagogical sources on the issues of the development of postgraduate pedagogical education of pedagogical workers of pre-school institutions of Ukraine (1920-s – 1991), processing of archival materials, the article presents the periodization of the development of the specified problem and outlines the following periods: the 1st period (1920–1941) – formation of a system of retraining and advanced training of educators of children's homes and kindergartens; the 2nd period (1945-1967) – development of the institutional system of training and advanced training of educators of children's homes and kindergartens; the 3rd period (1967-1991) is the constant modernization of the system of advanced training of educators of children's homes and kindergartens, the active conduct of scientific research and the introduction of their results into the practice of postgraduate pedagogical education institutes in the context of democratization of social life, introduction of elements of market relations. So, after studying archival sources and works of domestic scientists, we can come to the conclusion that today there is an increased interest of scientists in the field of history of pedagogy in studying the problems of the development of postgraduate education of professional development and retraining of educators of children's homes and kindergartens as an organic component of their continuous education.

Professional Development оf Teachers For The Implementation of Quality Scienceand Mathematical Education in the Context of War in Ukraine

The article highlights the possibilities and features of the professional development of teachers of mathematics and natural sciences in the conditions of war in Ukraine. The study is based on the analysis of the results of a survey of more than 200 teachers of the city of Kyiv regarding the provision of high-quality science and mathematics education in the conditions of war. The results of the study outline the directions of professional development of teachers of natural sciences and mathematics: the introduction of integrated education (STEM), psychological support of participants in the educational process, the use of digital and distance learning technologies, topics on life safety, inclusion, teaching methods New Ukrainian school, including the use of formative assessment, implementation of the State Standard of Basic Secondary Education. In the conditions of war, mathematics and natural sciences teachers need programs of professional development in distance, face-to-face and mixed forms of education and individual coaching. Digital technologies can help intensify postgraduate teacher education, and make it mobile, diverse, and adaptable in wartime. Educators believe that quality education can be provided under the conditions of the necessary availability of gadgets, access to the Internet, electronic educational resources, digital and distance technologies, blended learning, monitoring of educational achievements and professional development of teachers and unloading of educational programs. More than 60% of the teachers of Kyiv believe that the quality of science and mathematics education has deteriorated, and 7% point to its improvement. The analysis of interviews and surveys of teachers showed the importance of introducing individual trajectories of teachers' professional development, providing them with psychological and pedagogical support, and consultations in the postgraduate education system. The generalization of the areas of professional development of teachers should be considered in postgraduate pedagogical education for the creation and updating of educational programs for professional development.

ВІДНОВЛЕННЯ ТА ДІЯЛЬНІСТЬ ЗАКЛАДУ ДУХОВНОЇ ОСВІТИ СУМЩИНИ У НОВІТНІЙ ПЕРІОД (1997–2015)

The article is devoted to the latest stage of the only confessional institution of spiritual education in the Sumy Region which is Sumy Theological Seminary named after His Beatitude Metropolitan Volodymyr (Sabodan) of Kyiv. The article traces the history of the spiritual and educational institution: from the Okhtyrka Theological School (1819), which was moved to Sumy (1889), its closure in 1919, to the resumption of the school's activities in 1998 and the opening of Sumy Theological Seminary on its basis. The 25th anniversary of the educational process restoration in Sumy Pastoral and Theological School provides an opportunity to study the activity latest stages of Sumy Institution of Spiritual Education. Since 2015 the school was reorganized into Sumy Theological Seminary, which was named in honor of His Beatitude Metropolitan Volodymyr (Sabodan) and operates in this status today. The structure and specifics of the spiritual education institution activity are traditionally closed and have other specific features significantly different from other educational institutions. Thus, it causes research interest. The relevance and practical significance of studying the history and latest updates of Sumy Theological Seminary is also due to the exclusivity of the institution. Sumy Theological Seminary is currently the only denominational institution of spiritual education in the Sumy Region. The study of the spiritual educational institution in the Sumy Region, its history, and its current state, allow us to obtain more precise data about education in the Sumy Region in general. The history of spiritual education in the Region is an integral part of its heritage and defines the contours of its regional cultural and historical portrait, requiring further thorough research. The results of scientific research can be used in the process of studying the history of the Sumy Region as a separate region, educational institutions of the Region, the study of local history and historical-pedagogical courses in pedagogical higher education institutions of Ukraine, in institutions of postgraduate pedagogical education, as well as in religious educational institutions. The purpose of the research is to reproduce little-known facts of the history of Sumy and the Sumy Region, related to the activities of the theological school and seminary, as also individual facts of the religious and social life of the Sumy Region.

EXISTING PROBLEMS OF IMPLEMENTING THE DISTANCE FORM OF PEDAGOGICAL EMPLOYEES QUALIFICATION IMPROVEMENT

The current situation in the country has a decisive impact on the field of education, which leads to a more significant introduction and ubiquitous implementation of distance learning not only for teaching students, but also for training of teachers. Distance learning is characterized as an individualized process of acquiring knowledge, skills, abilities and means of human cognitive activity, which basically occurs through indirect interaction of distant participants of the educational process in a specialized environment based on modern psychological, pedagogical, and information and communication technologies. It is shown in the article that many scientific and methodological works analyze positive aspects of distance learning (e.g., mobility, constant access to materials, blended and / or flipped learning, the ability to involve large numbers of participants, efficiency, new teacher role, work in synchronous and / or asynchronous mode, etc.). The presented research revealed the insufficient coverage of existing problems in distance learning, especially distance learning of teachers by modern scientific works (low level of information and communication competence, lack of Internet, outdated equipment, poor self-organization of students, lack of «live» communication, the problem of personalization, copyright violations, etc.). In the paper, the main stages of the history of distance learning beginning from the XVIII century are described. The effectiveness of introducing distance learning of teachers in the postgraduate system of education is substantiated. We explore and analyze pedagogical, methodological and scientific works devoted to the problems of continuous professional education of teachers, professional development of teachers and their qualification improvement. The problems of implementing the distance form of qualification improvement of pedagogical workers in the system of postgraduate pedagogical education are investigated and described in the article.

(Non)conferences EdCamp Ukraine as an effective way of the teachers’ qualification improvement in Ukraine

The purpose of the article is analyzing the experience of the teachers’ qualification improvement in Ukraine nowadays using the example of EdCamp (non)conferences. In the process of writing the article, theoretical (analysis, synthesis, generalization etc.) and empirical (interviewing) methods were used. It was proved that the problem of the teachers’ qualification improvement has always been the subject of leading national educators’ and educational politicans’ attention. Over a considerable period of time, various forms of postgraduate pedagogical education have been accumulated in the national educational space - from courses and congresses, dated to the second half of the 19th century, to various retraining and advanced training faculties of a number of higher education institutions, in particular institutes of postgraduate pedagogical education (IPPЕ), research institutes etc. EdCamp has become widespread in Ukraine in recent years. EdCamp is the community of responsible teachers, which is not actually Ukrainian practice, but was borrowed from abroad. It has been established that EdCamp is a relatively new subject of the qualification improvement that immediately won its audience in Ukraine. The article summarizes the experience of the (non)conferences organized by this organization during the period of 2015-2022. The pages of the study also present the results of an interview of an active participant of both national (4 times) and mini- and affiliated EdCamps (7 times), a biology teacher of the Pervomaisky lyceum №2, Lozova district, Kharkov region, a headmaster of the MI “Center of Professional Development of Pedagogical Workers” in Pervomaisky Bihun Olga Oleksandrivna. The list of questions that were asked to the respondents included: How did you get to EdCamp? How is the event organized? What is the issue of the (non)conference? What are your impressions?

THE IMPROVEMENT OF TEACHERS’ INFORMATION-DIGITAL COMPETENCE IN THE FIELD OF NATURAL SCIENCES EDUCATION AS THE BASIS OF QUALITY DISTANCE LEARNING

The scientific article discusses the problem of teachers' readiness to work in a digital educational environment. The purpose of this work is to study the experience of using digital resources in the implementation of distance learning by teachers of the disciplines of the educational fieldof natural sciences. The analysis and interpretation of the results of the study will help to improve the content of teachers' training courses at the Municipal Institution of Higher Education "Dnipro Academy of Continuing Education" of Dnipropetrovsk Regional Council. This study will allow to model the educational process during the training courses of teacher training in order to form and improve information and digital competence in postgraduate education as the basis of qualitative remote learning of students and effective professional activity of teachers. The mastering level of digital tools by the teachers of natural sciences education branch of Dnipropetrovsk region and the experience of using digital resources during the distance learning implementation were analyzed. The results of science education survey teachers about readiness to work in a digital educational environment are given. The relevance of this issue is obvious in connection with the results of the conducted research, which demonstrate the insufficient level of information knowledge and communication technologies by teachers. The study showed that most respondents need to improve information and digital competence. In our opinion, it is the constant updating and implementation of new means and methods of teaching -oriented ICTs in the educational process that should be a mandatory component of the training courses of teachers of the natural educational sector. Of course, the study does not exhaust the solution of the whole range of problems related to the formation of information and digital competence of teachers in postgraduate education. It is possible to continue the scientific search in the following areas: detailed analysis of the structure and content of information and digital competence of teachers of the natural educational field, research of the correlation between levels of information and digital competence and other components of professional competences for natural sciences educational field in the system of postgraduate pedagogical education.