Professional Activity Of Teacher Research Articles

THEORETICAL AND PEDAGOGICAL BASIS OF THE METHODOLOGY FOR IMPROVING PROFESSIONAL COMPETENCE OF FUTURE MUSIC TEACHERS

This article analyzes the theoretical and pedagogical foundations of the methodology of improving the professional competence of future music teachers. The theoretical knowledge and pedagogical practice approaches that are important in the formation of the professional competence of a music teacher are highlighted. Also, ways to develop important competencies in the professional activity of teachers - didactic, communicative, creative and technological skills are considered. In order to improve the professional competence of future teachers, the article focuses on strengthening the knowledge and skills of students through modern pedagogical technologies, interactive methods, analysis of musical works, and practical training.

Behavioral Segmentation of Personnel in the Human Resource Management System of Universities

In the conditions of modernization of higher education, the importance of effective methods of managing the personnel potential of universities and higher education institutions is increasing. The use of segmentation allows you to form an effective strategy for personnel management of various categories, minimize personnel risks, save time and financial resources. The purpose of the study is to identify the technologies of behavioral segmentation of the organization’s personnel and to consider the possibilities of their use in the management of the human resources potential of higher education institutions. The analysis of the data of sociological surveys indicates the presence of significant difficulties in conducting behavioral segmentation of university teachers, which is due to a wide range of objective and subjective factors that determine the specifics of professional strategies of teachers. Based on the research results, a variant of behavioral segmentation of teachers is proposed, taking into account two factors: on the one hand, the level of expectations from work, requests to the employer, the most significant for teachers, on the other hand, the level of practical implementation of requests and expectations from the professional activity of teachers. The general characteristics and boundaries of the segments allocated depending on behavioral characteristics can become the basis for the development and implementation of a differentiated personnel policy, the formation of an effective system of motivation of employees of different categories. The behavioural segmentation of teachers, proposed by the author of this study, is based on general marketing approaches to the analysis of motivational orientations and preferences of a specific category of employees; the article considers a wide range of factors that determine teachers’ satisfaction with their work. The complexity of the implementation of these approaches is due to the fact that there is no universal toolkit for behavioral segmentation of personnel, and the choice of criteria and methods for separating and dividing personnel should be specified each time taking into account the objectives facing managers.

Spiritual-value guidelines in the educational process: the way to a mature self-concept

The educational process in modern conditions requires not only a high level of professional knowledge and skills from teachers, but also the presence of a mature self - concept based on spiritual and value orientations. This issue becomes particularly relevant today as teachers are seen as agents of change who can influence the future of society. The article under review is devoted to the study of the role of spiritual and value orientations in the formation of a mature self - concept among teachers. In the context of modern social and cultural changes, special attention is paid to developing a harmonious and spiritually mature personality. The analysis of previous studies in this area revealed unresolved aspects, which have become the subject of the current research. The problem of spiritual and value orientations of teachers as a pathway to a mature self - concept is thoroughly explored. For the empirical study, a sample of 420 individuals was formed. These individuals were taking advanced training courses at the Central Institute of Postgraduate Education of the state higher education institution «University of Management of Education» of the National Academy of Sciences of Ukraine in Kyiv. The author's method «The Value of Self - сreation» was utilized in the research, aimed at studying the spiritual and valuable component of the teachers' self - concept. Additionally, the unconditional self - acceptance questionnaire by J. Chamberlain and D. Haaga (2001), adapted by O. Bondarchuk, N. Pinchuk, and O. Prokopenko, was used. The survey was conducted using Google forms. The study's results highlight the importance of spiritual and value orientations in developing a mature self - concept among teachers. The study also points to the need for further scientific exploration in this area to gain a more detailed understanding of the relationship between spiritual values and the professional activities of teachers.

ЦИФРОВІЗАЦІЯ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА РОЗВИТКУ ПРОФЕСІЙНОГО МИСЛЕННЯ МАЙБУТНЬОГО ВИКЛАДАЧА

The article considers the importance of using modern technical means, which significantly improves the learning process. Ways to solve the problem of using modern information and communication technologies at various stages of the future teacher's professional activity are outlined. The subject specifics of the future teacher's professional activity make it possible to use modern communication tools at various stages of project implementation, combining technical tools with the latest educational technologies. Methodological features of ICT application during information search, project development, its assessment and self-assessment are highlighted. Variants of the appropriate use of publicly available computer programs and means of communication are offered in order to increase the professionalism of project implementation, optimize feedback between the teacher and subjects of study, and an innovative approach in the performance of complex tasks. It has been proven that the training of future teachers is effective on the basis of ICT (programming languages, ready-made software products, the Microsoft Office program package, cloud services, Internet resources, WEB-site), implemented in the educational process of special and psychological-pedagogical disciplines. The task of implementing ICT is to make the use of these technologies common and familiar in the activity of the teacher and become an integral, organic part of any lesson. At the same time, digital technologies also help in the implementation of scientific research work and guide students to practical activities. The results of the analysis of professional education in Ukraine and European countries show that digital educational technologies are the basis of the training of modern future teachers. The article notes that the process of personality development of the future teacher and his professional thinking increases the level of professional maturity, so he needs to realize the importance of using digital educational resources in his work.

Study of digital approach in education and psychology among selected users in Ukraine

The purpose of the article is to study the digital approach in pedagogy and psychology of the future, to characterise the main trends and globalisation challenges that will accompany this process in the future. The scientific research methods used for the study are survey (with a coverage of 300 people), analysis, synthesis. Descriptive statistics, correlation and thematic analysis were used to summarise the quantitative results. The results of the study indicate that significant transformations are observed at the level of interaction between mentors and students, in the process of shaping the content of education and using tools for knowledge transfer. Until now, the focus of digital technologies has been on the interaction between teachers and students, but in the modern context, this approach has evolved into comprehensive horizontal communication within the educational community. The results of the study confirm that the use of digital tools is a productive and useful measure, which is recognised by most respondents. At the same time, a significant number of respondents use digital tools on a regular basis, even daily or several times a week. This indicates a high level of integration of digital technologies into the work of teachers and psychologists in general. It is important to note that, unlike European and American colleagues who actively introduce elements of artificial intelligence into the educational process and activities of psychologists, Ukrainian respondents mainly focus on the use of online platforms such as Zoom, Microsoft Teams, Google Meet, Moodle, Google Classroom, etc. This is in line with current trends in assessing the impact of digitalisation on the professional activities of teachers and psychologists. The conclusions indicate that it is equally important to further develop research in the direction of using foreign experience that actively implements the capabilities of artificial intelligence.

Possibilities and prospects for the professional development of university teachers in the conditions of digitalization

Relevance. The relevance of the study is due to insufficient study of the issue of implementation of measures to develop the professional competences of university teachers, taking into account available digital technologies and gadgets in the Republic of Kazakhstan.Purpose. This article is aimed at identifying the most promising teacher training programs, taking into account the mass digitization of the educational environment, which can practically lead to an increase in the efficiency of higher education in Kazakhstan and, as a result, contribute to the economic development of the state.Methodology. The leading approach to the study of this problem is the method of a natural experiment, with the help of which it was possible to assess the effectiveness of classical and innovative methods of professional development of university teachers. In addition to the natural experiment method, the article used system analysis, logical analysis, synthesis, deduction, classification, comparative analysis, observation and interviewing of respondents.Results. The article presents the results of a cross-sectional study: the digital literacy skills necessary for a university teacher are described, which allow for the safe and productive use of digital technologies and gadgets, the five spheres of a university teacher's activity are presented, which are constituent elements of a teacher's professional activity, formal and informal ones are disclosed educational events aimed at the development of professional competences, two educational programs were developed and implemented; a comparative analysis of the results of the survey of respondents and their assessment of the effectiveness of the completed programs was carried out, the parameters for evaluating the prospects of the teacher's professional development in the conditions of digitalization were proposed.Conclusions. The materials of the article represent practical value, as in practice they demonstrate the effectiveness of digital technologies used for the professional development of university teachers.

TEACHER’S PROFESSIONALIZATION UNDER MARTIAL LAW IN UKRAINE

The article examines the professionalization of teachers in the context of unforeseen situations, in particular the war of the Russian Federation against Ukraine. It is concluded that martial law in Ukraine has affected the priorities of teacher professionalization, as the priorities in the mission and professional activity of the teacher have changed. In the article, the professionalization of a teacher is considered as a process aimed at developing such qualities as adaptability, stress resistance, flexibility, creativity, critical thinking, and provides for such teacher training that provides awareness of a wide range of social needs and challenges to the country, society and the teacher generated by the war, equipping the teacher with knowledge, technology, new competencies that allow him to work, maintain and improve the quality of education in the conditions of uncertainty. Two priorities in the teacher's mission are highlighted: preserving the generation that will further shape the future of Ukraine (professional activity and professional training of teachers should be considered through the prism of preserving the health and lives of children and youth); ensuring the maximum resource of the teacher's own state for professional activity. The challenges to the professionalization of teachers under martial law are analyzed, in particular, the acquisition of new competencies, primarily digital, overcoming the educational losses of students, mastering new forms and methods of teaching in the virtual space (remote, correspondent, mixed, hybrid, mobile, etc.), mastering the technologies of creative development of students, in particular, the expansion of educational and creative tasks to increase the psychorehabilitation effect of the educational process.

СОВЕРШЕНСТВОВАНИЕ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ УЧИТЕЛЕЙ В УСЛОВИЯХ СЕЛЬСКОЙ ШКОЛЫ

The relevance of the article is due to the need for focusing on the development of rural schools and raising the level of competence of rural school teachers. The article brings to light problems and difficulties that a rural school teacher faces. The specifics of the professional activities of rural school teachers is revealed. The purpose of the article is to identify the features of a rural teacher professional activity and determine the ways of improving his/her professional competence. In the article, the authors clarified the concepts of “professional competence”, “rural teacher”, “professional competence of a rural school teacher”, “teacher advanced training” and “personalization”. The authors’ merit is the analysis of rural schools specifics, as well as the identification of ways of improving the professional competence of a rural school teacher through advanced training and making an individual educational route for a teacher’s professional growth. The conducted research has proved that the developed professional competence allows a rural school teacher to organize and manage the educational process efficiently, thereby providing optimal conditions for teaching, upbringing and development of students.

THE MOTIVATION COMPONENT OF READINESS FOR PROFESSIONAL ACTIVITIES IN THE APPLICANTS FOR HIGHER PEDAGOGICAL EDUCATION

The motivation component of readiness for professional activities in the applicants for higher pedagogical education is investigated. The relevance of the research stems from the fact that in the process of a teacher's professional activity, his/her motivation becomes an essential aspect of the specified activity. Therefore, one of the key problems of psychological and pedagogical science is connected with the study of the motivational sphere of the participants in the educational process as a leading factor in the effectiveness of educational activities. This, in turn, involves the study of realized motives involved in the formation of a personality, being a unique and free entity capable of self-determination as an important component of readiness for a certain activity. Readiness for pedagogical activity is understood as an integral formation of the personality, which consists in a focusing on pedagogical activity, arising on the basis of a positive attitude towards such activity and being conditioned by personality needs and sustainable motives, by awareness of the social significance of work, as well as by presence of professionally important and socially significant qualities, that ensure proper performance of professional duties. It was found that the motivation for the teacher's professional activity reveals a complex structure and hierarchy, and the teacher's activity is prompted by several motives forming a motivational complex that makes up a system or hierarchy of motives. In order to study the motives of future professional activity in the students of pedagogical specialties, a study of student motivation for obtaining higher education at Zhytomyr Ivan Franko State University in 2021-2022 was conducted. It was determined that the motives that occupy the leading place in the professional activity of a future teacher are being constantly actualized, act and exert a significant motivational influence on human activity; these are real motives. Some other motives, located at the bottom of the hierarchy of motives, have little influence on human activity and are often not detected at all; these are potential motives that can be actualized under certain circumstances.

The essence and specifics of organizing the teachers training for children with disabilities

In the article, to research the place of inclusive competence in the professional training of future teachers, the ways of forming inclusive competence in the professional training of future teachers, and the development of pedagogical conditions for the formation of inclusive competence, we found out the state of inclusive readiness of future students for inclusive activities among students. The results of the ascertainment experiment showed the need for the formation of inclusive competence in future teachers as early as possible and to continue throughout their lives with the aim of highquality inclusive education of students. For the formation of inclusive competence of future teachers, we identified the components of inclusive competence, clarified the place of inclusive competence in society and the teacher's professional activity, revealed the content of axiological, anthropological, holistic, personal, activity, differentiated, competence approaches, clarified important principles and developed and implemented pedagogical conditions for the formation of inclusive competence with the aim of quality inclusive education of students. As a result of the conducted research, we observe a higher formation of inclusive competence in the experimental groups than in the control groups.

APPLICATION OF THE CASE METHOD IN THE PROCESS OF STUDYING THE COURSE “METHODS OF MATHEMATICAL PHYSICS”

The article considers the use of case-study method while studying of the topic “Equations with partial derivatives of the hyperbolic type” from the course “Methods of mathematical physics”. The requirements for the educational institutions are outlined in accordance with the concept of mathematical education in Ukraine. The emphasis is placed on the system-activity approach to the learning process. Attention is focused on the necessity to use the method of problem-based learning and one of its forms – the case method. There has been analyzed the concept of a case. There have been described the advantages of the case-study method and the system of requirements for it. There has been revealed the importance of choosing the topic “Equations with partial derivatives of the hyperbolic type” related to its applied nature. The article demonstrates the main stages of the research work of students of the Faculty of Physics and Mathematics in establishing the minimum conditions for the solvability of a mixed problem for a linear homogeneous hyperbolic equation. The paper also identifies and characterizes the main groups of results to be processed. The investigation indicates the selection criteria that help to establish the minimum conditions for the existence of a solution of a mixed problem for a linear homogeneous hyperbolic equation. The results of the research are presented in the form of a table. The research presents the main statements recognized as the best conditions corresponding to the set goal of the study. The originality of the method of proving statements and the skillful combination of two important topics of the course “Methods of mathematical physics” – “Equations with partial derivatives of the hyperbolic type” and “Integral equations” are noted. Application of the case-study method makes it possible to activate the learning process, to form positive motivation and to renew the creative potential of teachers. Proven research work within the course “Methods of mathematical physics” provides a solid basis for using the case method in the further professional activities of teachers. Along with this, the theoretical and methodical preparation of case technologies in institutions of higher education requires further improvement.

ПІДГОТОВКА ВЧИТЕЛЯ ДО ВПРОВАДЖЕННЯ ІННОВАЦІЙ В ОСВІТНІЙ ПРОЦЕС НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

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.

ПРОБЛЕМА АКСІОЛОГІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НАУКОВИХ СТУДІЯХ

The article analyzes some aspects of axiologising the professional training of the future primary school teacher, presented in scientific studies. The problem of value orientation of higher pedagogical education, axiologising professional training of the future specialist, formation of his worldview position, value-targeted guidelines conceptualizing pedagogical activity, giving it meaning, integrity, universality and uniqueness is updated. The scientific discourse supports the opinion that the process of value formation of a future teacher at the stage of professional and pedagogical training involves a purposeful, systematic movement through cognition, value comprehension and evaluation to the creative transformation of knowledge, the formation of the ability for constant self-development and self-improvement, and the formed value orientations are the basis of formation value attitude of the individual to the future pedagogical activity. Attention is focused on defining the basic values of university education, which act at each stage of professionalization as moral imperatives and are the basis for self-organization and self-development of pedagogical activity, teacher-student interaction. An overview of the scientific ideas of the famous Ukrainian teacher, scientist O. Savchenko regarding values in the professional activity of a teacher, where, based on the idea that values characterize the socially and personally significant meanings of a teacher's professional activity, the addition of the theory and practice of the development of professional values of a teacher by filling new meanings of axiological concepts is emphasized, conclusions are made regarding the system- forming nature values in the activity of the teacher. It is summarized that positive changes in society indirectly depend on similar changes in the system of professional education, humanization of social life and humanization of education - on the axiological basis of the teacher, where the main criterion is his professional training from the standpoint of awareness of the realities of the modern world, axiological priorities as socially and personally significant meanings that actively stimulate the professional and pedagogical training of a modern primary school teacher in the conditions of personally oriented education.

Teacher Evaluation Documents and Procedures in High-Performing APR–Countries: Hong Kong and Singapore

The paper highlights the issue of teacher’s professional competence assessment and standardization in teacher professional activity as essential for improving teaching quality. The authors refer to the best-world experience in teacher evaluation and accountability in two top-performing educational systems in the world – those of Hong Kong and Singapore. This paper is an in-depth case study that aims to describe and compare the competency-based tools used there for teacher performance evaluation. The following aspects of the documents are paid attention to in the paper: the purpose of the standards/document, the target groups and, the structure. In the course of the research, some theoretical methods, including a comparative analysis, the method of evaluation and systematization of the used materials on the selected theme were used. The analysis of the professional standards for teachers in Hong Kong and Singapore has shown that, along with the differences in certain aspects, there are some features which are likely to make them effective in practice. It is assumed that using these documents contribute to holding these countries’ senior positions in performing teacher assessment systems and in the sphere of world education as well. The paper concludes by suggesting its contribution to the discussion of the problem of the development and implementation of a proper unified national teacher evaluation and accountability system based on competency-oriented teacher standards in Russia. It is also expected that the findings could be useful in the development of the Unified Federal Evaluation Materials for teacher assessment and accountability in the country.

State of health among academicians of higher medical and postgraduate educational organizations

BACKGROUND: The work of the teaching staff and department head is associated with great emotional stress, prolonged attention strain, and possibility of computer radiation exposure that affects vision.
 AIMS: To characterize the state of health of teachers of higher medical and postgraduate educational organizations.
 MATERIALS AND METHODS: During the study, content analysis, analytical methods, direct observation, organizational experiment, copying data from information and statistical documents, expert assessments, and questionnaire and personalized survey were conducted. In total, 1209 questionnaires were processed during the study (each teacher and head filled out 3 questionnaires). The main importance was on the state of health.
 RESULTS: Various diseases, regardless of the workplace, were detected in 76.6% of the interviewed department heads and 75.6% of the teachers. Risks for morbidity with central nervous, cardiovascular, and musculoskeletal diseases increased with work experience, indicating the relationship between morbidity and professional activities of teachers and department heads. The results showed that teachers and department heads do not always undergo regular medical examinations, which causes health deterioration and subsequently negatively affects the desire to improve their competencies.
 CONCLUSIONS: Insufficient preventive work in various educational organizations contributes to high levels of morbidity among doctors, especially nervous system disorders, leading to the syndrome of psycho-emotional burnout in the department heads of medical higher and postgraduate educational organizations.

Updating the professional profile of the modern teacher: the results of a regional study

The article presents the results of expert assessment of the importance of professional competencies for successful educational activity by the teachers of the regional system of secondary education. A theoretical review of the scientific literature on changes in general education and their impact on the professional activities of teachers, as well as the content of the current Russian professional teacher standard provided a methodological basis for the research tools of the current professional profile of the modern teacher. The expert survey and statistical data analysis procedures performed using SPSS software (version 23) allowed us to identify the latent factors that determine new important details of the professional profile of a secondary education teacher. The results of the study are the basis for the development of additional educational resources, professional development courses, internships in the system of supplementary secondary teacher education. Considering the requests of the professional teaching community, which faces staff shortages, it is possible to improve the quality and efficiency of educational organizations of the regional system of secondary education.

DEVELOPMENT OF MEDIA COMPETENCE IN THE CONTEXT OF PERSONALITY EDUCATION

The article analyzes modern approaches to the development of media and human potential. It presents a modern European approach to digital tools in the educational process, especially in the professional activities of teachers, supporting new levels of communication and interaction for all participants in the educational process, as well as digital subjects of the educational process aimed at developing competencies. The study used the theoretical method of historical and pedagogical analysis, generalization, comparison, study of curricula, other documentation and practices of educational activities, and factual generalization, which allowed us to explore the origins of the concept of "media. Foreign experience in domestic practice is determined by the empirical method - observation and analysis. The results reflect the general state of digital literacy in Ukrainian society, it was determined that the most prepared in this regard are representatives of the age group of students. The categories of media and information and communication competence, structural analysis allowed us to consider the system of competencies based on their basic components. The article focuses on the importance of teachers and students acquiring the knowledge, skills, and abilities to realize and protect their democratic rights and responsibilities on the Internet. According to researches, media literate students should be able to critically and consciously evaluate media texts, maintain a critical distance from mass culture and resist manipulation. Media-literate students should be able to critically and consciously evaluate media texts, maintain a critical distance from mass culture, and resist manipulation.

Digital Educational Environment - the Basis of Digital Tools in the Professional Activities of Teachers

Digital Educational Environment - the Basis of Digital Tools in the Professional Activities of Teachers

Digital transformation and methodological aspects of education

The article studies the conceptual characteristics of education such as informatization, the impact of digital technologies on the goals, objectives and learning outcomes, the components of teacher's professional activity. The modern education system should be innovative marked by continuous education throughout life and self-education and the ability to update its structure in accordance with the requirements of society. New forms of education, in particular, those that implement “lifelong education”, are in demand in modern knowledge society, and the need for methods of educational and cognitive activities of educational subjects and their interaction in the information and educational space is increasing. Since the development of the lifelong education system implies the development and expansion of its constituent parts and the components of the methodological system of education through interaction with the content of the information and educational environment, education must develop and become informationally qualitative, corresponding to the level of the information society. The article emphasizes that in the digitalization and informatization educational system, goals, content, forms, and methods of teaching academic disciplines should be changed. The task of the methodology of education is to study the qualitative and quantitative impacts of digital technologies on the content of the information and educational environment, student’s personality and socioculture of the subject of education. The readiness of a teacher for professional and pedagogical activities in the information and educational environment is considered as professionally and personally significant qualities and ICT competencies. The teacher should creatively solve problems that arise in the educational and cognitive activities of students, be ready for qualitative changes in society and education influenced by digital technologies

Artistry as a necessary component of a teacher's pedagogical professionalism

The article considers the essence of the concept of "pedagogical artistry" as an important component of a teacher's pedagogical skill. That is why the training of pedagogical personnel is so important, as a result of which they must master a high level of professional competence, methodological thinking, general and professional culture, professionally significant personality qualities, and a creative approach to teaching and education.
 Integrating, these qualities form the teacher's pedagogical skill, which ensures a high level of his professional and pedagogical activity on a reflective basis. The fulfillment of this historic mission in the training of pedagogical personnel, so that students mastered the special art of teaching and educating others and self-learning throughout life, was directed by an outstanding scientist, a well-known specialist in the field of new pedagogical technologies of learning and education, economic theory, philosophy of education, the rector of the Kharkiv National Pedagogical University named after G. S. Skovorody from 1980 to 2020 Ivan Fedorovich Prokopenko. He believed that every teacher should possess a set of personal qualities that ensure a high level of self-organization of a teacher's professional activity. Among these qualities, artistry occupies a special place as one of the important professional components.
 Summarizing the views of the authors on the definition of this phenomenon, it was concluded that the teacher's pedagogical artistry is a high level of pedagogical activity, which is manifested in the teacher's ability to vividly, emotionally, uniquely convey the educational material, using all his experience, competence and pedagogical technologies.
 The professional activity of a teacher should include not only friendly communication, harmony of mind and feelings, but also pedagogical mastery at the level of art, which is ensured by a high degree of development of professionally necessary qualities, abilities, skills and, in particular, pedagogical artistry. Therefore, the formation of pedagogical artistry is one of the tasks of training. The result of artistic teaching is the formation of students' motivational and valuable attitude to the content of education. Emotional perception of the material contributes to maintaining sustained attention and interest, deepening the motives of educational cognition, in response to the desire to open up.