Practical Training Of Future Teachers Research Articles

PRACTICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS AT PEDAGOGICAL COLLEGES FOR INTEGRATED STUDENT LEARNING

The article analyzes the peculiarities of the practical training of future teachers of primary education in pedagogical colleges for the integrated education of students in the context of a systemic approach. The relevance of the research is due to the implementation of a large number of integrated programs in school practice, which requires a fundamentally different level of training from the teacher, which allows him to freely navigate in new conditions, fully use the opportunities of integrated learning, adapt to pedagogical innovations and quickly respond to modern and prospective processes of social and economic development of society. The content of the concept “practical training of primary education teachers in pedagogical colleges for the integrated education of students” is specified as a systematic and purposeful activity of all subjects of the educational process, which involves the formation of future specialists’ ability to design and conduct integrated classes for primary school students.Based on the analysis of the professional and pedagogical training of future teachers in the countries of Western Europe, it was found that in recent decades, the practical focus of education has taken a leading place in the formation of important practical skills and abilities, which are necessary for future successful work with children.It has been demonstrated that during pedagogical practice, theoretical knowledge is applied, reinforced, and expanded, while the practical skills of future teachers are developed and solidified. Additionally, future educators gain a clear understanding of their actual level of preparedness for integrated student education. Reflective analysis of their professional activity facilitates a transition towards self-awareness and personal growth.

Program for forming psychological readiness for professional communication in future pre-school education teachers during the process of studying at university

Introduction. The article deals with the problem of preparing specialists of the preschool education system for future professional activity in the process of studying at higher school. The authors present the basic concept for the creation and implementation of the main stages of the program for the formation of psychological readiness among students of preschool education for professional communication with all subjects of the educational process. The modular principle of designing a program based on the main components of the structure of psychological readiness is discussed, and the need to increase the practical training of future teachers of preschool education is noted. Materials and Methods. The research used: theoretical methods: analysis of scientific publications, psychological and pedagogical literature; synthesis and interpretation, method of generalization and systematization of information, modeling of the process of formation of psychological readiness for professional communication; empirical research methods: psychological and pedagogical experiment, testing, direct and indirect observation, proximetric techniques; data analysis methods: methods of mathematical statistics, quantitative and qualitative analysis of the results. Results. The authors substantiate and concretize the scientific and theoretical foundations, approaches and principles, organizational, psychodidactic and psychological-pedagogical conditions, present a detailed approbation of the program, assess the dynamics of the formation of psychological readiness for professional communication among future teachers of preschool education. The program allows undergraduate students to consistently master general cultural and general psychological communicative competencies; skills, abilities, actions of planning, designing, building, accumulating individual experience of interpersonal and professional communication with different subjects of the educational process; building personalized communication models with different target groups and subjects of education; to form the initial style of professional communication of the future teacher, his value-semantic, a substantial and structural-organizationaloutline. Discussion and Conclusions. The performed research has shown the need and possibility of systematic and systematic formation of psychological readiness for professional communication among students of preschool education in the process of studying at a university. The psychological readiness of students of preschool education has its own characteristics and correlates with the requirements for the professional competencies of a future teacher of preschool education.

Practical training of future teachers as prevention of psychological barriers in inclusive education

Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the emergence of psychological barriers in inclusive education in students of pedagogical directions through practical professional training, including the development of their communicative and organizational abilities. Materials and Methods. The study was conducted on the basis of the North-Eastern Federal University named after M.K. Ammosov (NEFU) among students studying in the following fields of training: "Special (defectology) education", "Pedagogical education", "Psychological and pedagogical education", in the number of 122 people, aged from 18 to 23 years. The following methods were used: analysis of sources, regulatory and educational-methodical documents of the North-Eastern Federal University on practical training of students, observation and surveys using the method of E.S. Slyusareva "Psychological barriers of teachers in the process of interaction in an inclusive educational environment" and the method "Assessment of communicative and organizational abilities" (V.V. Sinyavsky, V.A. Fedoroshin), statistical processing of the results by U-Manna-Whitney test. Results of the research. The system of practical training of higher education students for pedagogical activity in inclusive education of future teachers, including practice-oriented educational process, socially significant public activity is developed. A separate aspect of this training is the prevention of psychological barriers in inclusive education in future teachers. The application of the developed system of training contributed to the effective development of communicative and organizational abilities of students, and also demonstrated reliably significant reductions in the criteria "barrier of mental tension (anxiety, inability to initiate contact with a child with disabilities, etc.)" Uemp=178,5; p<0,001, and "difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education", Uemp=248; p<0,043, which indicates that the conducted preventive and developmental work contributed to a decrease in the expression of the presence of difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education. Conclusion. The results of the study indicate the need to rethink the organization and content of the practical component of higher pedagogical education in the aspect of preventing the emergence of psychological barriers in inclusive education in future teachers through the development of their communicative and organizational abilities in the system of practice-oriented learning.

General Characteristics of Pedagogical Conditions and the Structural and Functional Model for the Formation of Future Vocational Education Teachers’ Pedagogical Tolerance by Means of Interdisciplinary Integration

Modern social processes are characterized by a global trend towards the priority of fundamental educational needs in the formation of a developed personality with significant intellectual and creative potential. The article provides a general description of the main pedagogical conditions for the formation of future vocational education teachers’ pedagogical tolerance by means of interdisciplinary integration, as well as the features of the structural and functional model for the process. The purpose of the article is to characterize the theoretical foundations and conditions for the formation of future vocational education teachers’ pedagogical tolerance, with the involvement of means of interdisciplinary integration, as well as a description of the structural and functional model for the process. Research methods. During the implementation of the research, a number of general scientific research methods were used, in particular, methods of analysis, synthesis, concretization and formalization, abstraction, induction and deduction, comparison. Results. It is determined that among the main vectors for modernizing the national system of vocational education is the optimization of the process of theoretical and practical training of future teachers. The article establishes that the need to actualize the phenomenon of pedagogical tolerance is conditioned by the specific requirements for the professionally significant qualities of a vocational teacher, those are characterized by the specific content and specific focus of pedagogical activity. In the course of the study, it was found that one of the promising areas of pedagogical education is the formation of personal qualities of a future vocational education teacher as a specialist, including his/her pedagogical tolerance. Attention is focused on the importance of forming pedagogical tolerance of future vocational education teachers with the involvement of interdisciplinary integration. The essence of the phenomenon under study is identified as a personal quality and principle of a teacher's activity, which consists in recognizing the value of and expressing respect for the differences between the subjects of the educational process, recognizing the right to be different, refusing to change it in one's own image, the ability to adequately understand each other, and the desire to build democratic relations with all subjects of the educational process. Conclusions. The study highlights the main provisions of modern legal acts that legitimize the need to transform the algorithms for training future vocational education teachers, as well as the conceptual foundations for organizing the educational process in higher education. In addition, the basic principles of implementation and development of interdisciplinary integration of the educational process are characterized.

Practical training of future teachers for innovative activities: International experience

One of the joint tasks of the global educational space is the high-quality practical training of teachers with formed modern professional competences based on theoretical knowledge, acquired during studies in Higher Education Institutions, the ability to creatively implement them and carry out innovative professional activities, effectively using the latest technologies training, all this strengthens the role of pedagogical practice as a certain means of achieving effective results. The purpose of the article was to analyze, justify and generalize the foreign experience of practical training of future teachers for innovative activities. Theoretical methods were used, such as the analysis of the practical training of future teachers abroad, generalization of the obtained data in order to determine the state of their practical training. The article analyzes and summarizes the experience of economically developed countries (Great Britain, the USA, Germany, Japan, France, Denmark, Austria, the Netherlands) and countries with a transition economy (Greece, Ireland, Portugal, Poland, Hungary) regarding the practical training of future teachers to innovative activity. The general specifics of pedagogical practice in these countries have been clarified (the active use of innovative information and communication technologies; a large amount of independent training of students and the wide terms of practice in General Secondary Education Institutions; the transfer of partial responsibility for practice from Higher Education Institutions to General Secondary Education Institutions; the improvement of coordination between Higher Education Institutions and General Secondary Education Institutions; the provision of payment and bonuses to teachers responsible for practice, together with benefits during certification, professional psychological and pedagogical assistance and methodical support; taking into account new requests of society to teachers). The experience of Ukraine is highlighted on the example of Hryhorii Skovoroda University in Pereiaslav. It is noted that in Higher Education Institutions of Ukraine and abroad a pedagogical practice is a leading factor in self-improvement and self-development, creative self-realization in pedagogical activity, increasing the levels of professionalism and pedagogical skill of future teachers. Methodological recommendations for conducting pedagogical practice are proposed, which take into account global trends and can be implemented in pedagogical Higher Education Institutions of Ukraine with the support of General Secondary Education Institutions in order to improve the practical training of future teachers for innovative activities

RESEARCH-BASED STUDENT PRACTICE IN GERMAN UNIVERSITIES

Higher education in Germany is characterized by a tendency to form an educational space of an organic combination of student learning and scientific research activities. Involvement of applicants into scientific researches contributes to the formation in them of a stable interest in the future profession, an active position in life, motives for realizing one's potential, self-development and self-improvement throughout life. The experience of Germany is of particular interest for domestic research, since this country has developed methodological and technological potential, as well as effective forms and methods for organizing student research activities, including during practice. The purpose of the article is to analyze the peculiarities of practical training of students in higher education in Germany as a means of forming their research competence. Research methods – analysis of scientific literature, systematization (to clarify the key concepts of the study), comparative analysis (to clarify the peculiarities of practical education in higher education in Germany and its research component), generalization (to form the author's conclusions). It has been established that research training of future teachers during practice is carried out by ensuring its consistency and modularity - orientation practice takes place on the basis of the university, professional field practice (referendariat) takes place at the Center for Practical Training of Future Teachers. Interaction between the university and the Center occurs in the following areas: agreement on the basic principles of student learning in practice; defining a practical training strategy; exchange of experience in practical training of future teachers. It has been determined that the German model of practical training of students includes five components (blocks): 1) subject-institutional (cooperation council, Centre for Practical Training of Future Teachers, Centre for Pedagogical Research, practical semester working group, coordinators, university teachers, school teachers, students); 2) functional-practical (determines the functional responsibilities of subjects of practical training); 3) content-targeted (represented by the stages and goals of practical training, defined by the humanistic-constructivist concept); 4) procedural-technological (involves the formation of research skills through the use of such forms and methods as: seminar, consultation, discussion, case analysis, individual task, reflection of performance results, portfolio); 5) control and evaluation (involves comparing the learning outcomes obtained by students in practice with the regulatory requirements for the professional activities of teachers).

THE PROBLEM OF NON-DISCRIMINATORY EDUCATIONAL SPACE IN THE FUTURE TEACHERS TRAINING SYSTEM

The article is devoted to the content of theoretical and practical training of future teachers on the problem of non-discriminatory educational space within the author’s course “Non-discriminatory educational space”. The content of the theoretical training of future teachers on the specified problem should reflect the content of the lexical-semantic groups of the non-discriminatory educational space, which include the following: legislative imperative regarding human rights, child rights, national minorities rights, gender equality, non-discrimination in education, education of children with special educational needs and inclusive education, anti-discrimination examination of textbooks, etc.; scientific, educational, methodical, visual materials that investigate, highlight and shape the opinion of society on the concepts of gender identity, ethnic origin and citizenship, migration, multiculturalism, social affiliation, place of residence, family composition, religious and political beliefs, etc.; concepts of tolerance and anti-bullying, etc.; concepts of critical, inclusive, feminist, gender pedagogy, etc.; non-discriminatory language in education: gender-sensitive, non-sexist and non-androcentric, feminitives, etc. Theoretical training involves the formation of awareness of the phenomena of non-discrimination and anti-discrimination in education, the normative and legal basis of non-discrimination in education, the scientific and methodological basis of the strategy of non-discrimination in education, gender attitudes and gender competence of the pedagogical community, linguistic sexism and gender-sensitive/non-discriminatory language, theoretical and methodological principles of gender and anti-discrimination examination of textbooks. Practical training of future teachers on the problem of non-discriminatory educational space involves forming in them the skills of anti-discrimination examination of the textbooks for primary school and creation educational content on the basis of non-discrimination.
 Keywords: professional teacher training; non-discriminatory educational space; non-discriminatory approach in education; creation of non-discriminatory educational content; thesaurus of non-discriminatory education; non-discriminatory teaching; educational and methodological content on the basis of non-discrimination; diversification of educational programs.

Pedagogical Mentoring as a Condition for the Quality of Practical Training of Undergraduate Students of Preschool Profile in a University

The article discusses the problematic aspects caused by the increased requirements for the level of practical training of future teachers of preschool education in a university. Currently, one of the key directions in the development of education is mentoring, which is a process of accompanying and supporting a student in personal and professional development. In the professional development of a future teacher, mentoring is determined by an effective tool for increasing motivation, developing self-regulation skills, social responsibility and career prospects. Practical training of pedagogical university students through pedagogical mentoring is an important stage in the process of preparing future teachers for the profession and provides them with the opportunity to acquire the necessary experience and knowledge for successful work. This article presents a theoretical analysis of the current state of the implementation of pedagogical mentoring as an indicator of the quality of training of preschool bachelor students in the conditions of the Republic of North Ossetia-Alania. The main attention in the article is paid to the problem of the implementation of pedagogical mentoring in the developed model “high school teacher-university student-teacher-mentor of a preschool educational institution (head of practice); disclosed its stages in the content of the methodological practice of university students. The conclusions state that this model will improve the quality of practical training of future teachers of preschool education in a university environment, ready to work with preschoolers, as well as improve the professional level of pedagogical skills of university teachers and preschool teachers. The implementation of the main idea of the project of pedagogical mentoring will make it possible to determine promising opportunities for the further professional development of future preschool teachers.

Social practice of bachelor students as a new type of practical training of future teachers for professional activities in inclusion

. The purpose of the proposed article is to generalize the experience of implementing a new type of practical training for bachelors of the 3rd year of study for a pedagogical university. Social practice is aimed at the acquisition by future teachers of experience in organizing the processes of education, upbringing and socialization of students with special educational needs. Taking into account the special educational needs of different categories of students today, in the context of inclusive education development, is a necessary requirement for labor activities, knowledge, and skills of a teacher in accordance with the professional standard of a teacher. The article analyzes the results of a study of the reflection of social practice experience among students, and also offers the results of a focus group with employers and students in order to study their attitude to the phenomenon of inclusive culture and their willingness to act in an inclusive environment.

DEVELOPMENT OF ICT COMPETENCE OF PRIMARY SCHOOL TEACHERS IN THE PROCESS OF CONTINUOUS EDUCATION

The article examines the problem of formation of informational competence of future primary school teachers in the process of continuous education . On the basis of the methodological provisions of systemic, personal-activity, competence, and acmeological approaches, the essence of the process of formation of information competence of future primary school teachers is revealed, the peculiarities of theoretical and practical training of future teachers are reflected under the conditions of implementation of the model of formation of information competence of future primary school teachers in the process of continuous education. The research defines the essence of the concept of "information competence of the future primary school teacher" as a systemic personality quality that reflects the theoretical and practical ability of the future primary school teacher to use ICT in the process of implementing training methods for students of the first level of comprehensive general secondary education, self-educational activities.

Самооценка профессиональной направленности личности студентов - будущих педагогов дошкольных организаций в рамках практической подготовки

The aim of the study is to present the structure of the professional orientation self-assessment of the personality of future teachers of preschool organizations, which contributes to their self-government and self-development in practical training. The article proposes the structure of self-assessment of future teachers of preschool organizations, consistent with the components of their professional orientation in the process of mastering the practical part of the university educational program. The scientific novelty of the study lies in determining the content of the emotional, cognitive and regulatory components of professional orientation self-assessment of the personality of future teachers of preschool organizations. As a result, the methodology for diagnosing the professional orientation self-assessment of students’ personality, as well as the criteria and levels of its formation, clarified in relation to the practical training of future teachers of preschool organizations, are presented.

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.

PROFESSIONAL PRACTICE OF MASTER’S STUDENTS-UKRAINIAN PHILOLOGISTS ON THE BASIS OF PARTNERSHIP

The article outlines the peculiarities of the organization and conduct of master’s students professional practice according to the educational and professional program Secondary education (Ukrainian language and literature, English language) on the basis of partnership interaction. The requirements for the practical training of future teachers of the Ukrainian language and literature in the conditions of war are also summarized and include: training based on European criteria and standards and national practices, pedagogical partnership, introduction of info media literacy into the educational process. The specific principles of professional practice are clarified and contain student-centeredness, interdisciplinary integration, pedagogical partnership, infomedia literacy. The implementation of the principle of student-centeredness is realised in the “teacher-student” interaction, the teacher’s creation of conditions for the student’s self-development. The principle of partnership during the educational process is “manifested” in mutual respect, in the obligation to fulfil agreements. Professional practice is outlined as an interdisciplinary educational process, which is carried out based on partnership between institutions of higher pedagogical and general secondary education, allows mastering the key competencies of learning the Ukrainian language and literature, contributes to the formation of value orientations and an individual style of professional activity. The course of professional practice in Ukrainian language and literature in high school is presented on the basis of interregional partnership interaction of the resource centre for the professional development of teachers of Ukrainian language and literature of Sumy State Pedagogical University named after A.S. Makarenko, general secondary education institutions of the Sumy region, Ivan Zyazyun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine and the Ukrainian Language and Information Fund of the National Academy of Sciences of Ukraine, National Academy of Sciences of Ukraine. Joint educational projects aimed at the restoration of Ukraine in the post-war period are also outlined, taking into account the nationbuilding priorities of teacher training, Ukrainian-language personality culture, media education, etc.

DOMESTIC TRADITIONS AND INNOVATIONS IN FUTURE TEACHERS TRAINING

The article presents an analytical review of the changes taking place in higher pedagogical education from the moment of its emergence in the XIX century to the present time in the aspect of the relationship between domestic traditions and innovations of teacher training in universities of various profiles. The emphasis is placed on the need to research and search for scientifically based ways to fundamentalize the content of pedagogical education, to implement the continuity of theoretical and practical training of future teachers.

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.

Development of the Professional Skills of the Future Pedagogues through Activities in the Student Club “Mission: Teacher”

Research by a number of leading scholars shows that extracurricular employment of students is the strongest aspect of modern higher education. This is confirmed by the results of the activities of the Student Club “Mission Teacher” at the Burgas Free University. The new club unites the efforts of the students and the academic community of the Center of Humanities on the values, mission and vision of the Bulgarian education. The methods of non-formal education stimulate the initiative and creative energy of students who are future innovators in education. The article presents the concept of the club with its practical focus and the idea of continuity, as well as the results of a survey among the student community of BFU for their motivation and expectations regarding the practical training of future teachers.

DUAL EDUCATION AS A MEAN OF ENSURING PROPER QUALITY OF PROFESSIONAL TRAINING OF MATHEMATICS TEACHERS IN MODERN UKRAINE

Formulation of the problem. Qualitative training of teachers, in particular, teachers of mathematics, has always been and is the primary task of a pedagogical university. Currently, in pedagogical universities of Ukraine, master's training takes place in the traditional way, which involves reading lectures, conducting practical, laboratory and seminar classes, as well as practice at school. However, the traditional master's training scheme cannot be adequately provided always, because a significant part of students forced to work at school, and therefore do not attend the required number of lectures and practical classes, and practice at school is reduced to "practicing" it at the workplace. One of the effective ways to solve this problem is to create an effective system of qualitative combination of theoretical and practical training of future teachers with professional activities even during their studies at the university. Materials and methods. To achieve the goal of the work, we use the theoretical method of analyzing methodological literature on the researched problem. We also use some empirical methods: surveying students regarding their employment, observing the educational process of teacher training in pedagogical universities, analyzing the educational achievements of future mathematics teachers in the field of their theoretical and practical training. In this article, we also use a set of methods of scientific knowledge: comparative analysis to clarify different views on the problem; systematization and generalization in order to draw conclusions and formulate recommendations regarding directions for improving the methodology of training future mathematics teachers; summarizing the pedagogical experience and observations of the authors. Results. To reduce the main shortcomings of the traditional forms and methods of training future specialists, to overcome the gap between the teacher training program at the university and the current requirements of school practice, and to increase the quality indicators of the training of qualified personnel, taking into account the requirements of employers, with the aim of acquiring education seekers experience in the practical application of practical skills and their social and professional adaptation to the conditions of real practical activity is possible, in our opinion, by introducing a dual form of education. Solving the problem is envisaged through the implementation of a set of measures to modernize the structure, content, technologies and methods of training mathematics teachers, including the development and implementation of mutually beneficial partnership models between higher education institutions, employers and students, aimed at increasing the effectiveness of practical training of future teachers for the practical application of acquired knowledge and skills, their social and professional adaptation in the conditions of real professional activity. Conclusions. We are aware that the dual form of education is not the only way to overcome the crisis of mathematics teacher training in Ukraine. However, in our opinion, it is this form that allows to harmoniously combine the theoretical and practical training of the future teacher, will contribute to the establishment of mechanisms of close interaction between institutions of higher education that prepare teachers and institutions of general secondary education to take into account the needs of schools and the requirements of employers for professional teacher training. The introduction of a dual form of education will help to change the attitude towards one's own profession among teachers themselves, since the process of passing on experience from a teacher-mentor to a student ensures awareness of the necessity of one's own profession both for the entire society and for the next generations of teachers.

TENDENCIES OF THE COMPETENCE-ORIENTED LANGUAGE EDUCATION DEVELOPMENT IN TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE

The peculiarities of educational tendencies in the processes of development and training of future teachers of Ukrainian language and literature in higher education institutions, methods, techniques, and means of their successful implementation are revealed. The article analyzes the process of competence-oriented language training of language teachers as an integrated phenomenon. The purpose of the formation of the professional competence of the future teacher of the Ukrainian language and literature is highlighted. The focus is on the problems of forming the professional competence of the teacher, and the importance of the requirements for language teacher. The development of communicative competence in the set of language, speech, and socio-cultural competencies is analyzed, which aims to rethink the tasks, content, and technology of future teacher training and review the forms and methods of organizing the educational process in higher education. The tendencies of practical training of future teachers of Ukrainian language and literature and the necessity of introducing innovative programs, and educational practices in the educational process, which are relevant needs of modern society, are revealed.The article highlights current issues of training of the future teachers of Ukrainian language and Ukrainian literature in pedagogical institutions of higher education, and their role in the formation of the competence-oriented, intellectually creative personality. The multifaceted process of studying the problems of ontogenesis of professional competence of a language teacher is revealed and the problems of formation of speech culture and linguistic competence of students are substantiated as an indicator of their readiness for professional reflection, self-realization in the educational space.The purpose of the article is to reveal the main trends in the development of competence-oriented language education, ways to form a competent speaker; to teach theories of language, to develop the skills of literate oral and written speech, and the formation of skills in text creation in the training of future teachers of Ukrainian language and literature.
 Keywords: competent speaker; competence approach; development tendencies; competence-oriented education; competent teacher; modernization of educational environment; professional training; person-oriented studying; competency model.

PROFESSIONAL TRAINING OF FUTURE TEACHERS IN BASICS OF HEALTH CARE

The purpose of the research is to explore the state of theoretical and practical training of future teachers in formation of skills and knowledge for schoolchildren’s health preservation. To implement the research goal, the following tasks have been set: to establish the state of scientific exploration for the problem of forming health preservation competence in psychological-pedagogical research works; to reveal the situation with training future teachers in formation of skills and knowledge for schoolchildren’s health care. To perform the said tasks, the following methods of research are applied: theoretical – analysis of academic sources and literature on the problem of forming health preservation competence in future teachers and healthy lifestyle in schoolchildren; empirical – questionnaire-based survey and mathematical analysis of the obtained results. As a result of the research, the issue of training future teachers in schoolchildren’s health care has been highlighted. Theoretical-methodological aspects of training future teachers for health preservation activities at institutions of comprehensive secondary education have been revealed. The practical importance of forming healthy lifestyle in future teachers in the course of studying medical and biological subjects has been demonstrated.The research involved a questionnaire survey of higher education applicants at the Bachelor level which focused on issues of forming health preservation competence, professional knowledge, skills and habits of maintaining healthy lifestyle for schoolchildren.

TEACHER TRAINING: THE DOMINANT OF MODERN NATIONAL EDUCATION DEVELOPMENT

The professional training of teachers in the conditions of independent Ukraine is analyzed. Graduates of higher pedagogical educational institutions form national consciousness and self-consciousness, social and civic competence, ensure their readiness to master professions, cultivate spirituality and patriotism of student youth. Therefore, the teacher must be a moral person, competent in the issues of socially and personally significant implementation of professional activities, capable of professional self-development. The current state of teacher training is characterized in the following sequence: legal and regulatory framework; a network of higher education institutions that train teachers; mechanisms for selecting applicants for the teaching profession; model and levels of teacher training; the content of theoretical and practical training of future teachers. It has been established that pedagogical education does not have time to adequately respond to changes that take place in the country and worldwide, so the emphasis is on the need for changes in the target, content, and technological aspects of teacher training. It is stated that there is a set of system problems that require an urgent solution in the pre-professional, professional, postgraduate, non-formal, and informal components of pedagogical education. In this context, it is advisable to take into account the European experience, which will contribute to the quality training of competitive teachers in Ukraine, in particular creating a common space to ensure the quality of higher pedagogical education, promoting academic integrity, ensuring academic mobility of future teachers. Implementation of the policy of autonomy of higher pedagogical education institutions, ensuring financial capacity, ensuring the quality of teacher training, creating resource content for informal training of future teachers, etc. we consider as the challenges in the process of reform changes in pedagogical education.