Professional Training Of Teachers Research Articles

DIDACTIC PRINCIPLES OF TRAINING FUTURE TEACHERS FOR THE USE OF INNOVATIVE TECHNOLOGIES

The article analyzes developments on the application of didactic principles in the process of professional training of future teachers of pedagogical disciplines for the innovative technologies use. The conditions and ways of implementing the specified didactic principles are revealed. The following didactic principles are highlighted and systematized: the principle of scientificity; the principle of accessibility of education; the principle of systematicity and consistency; the principle of strength of knowledge, abilities and skills; the principle of visibility; the principle of connection between theory and practice; the principle of consciousness, activity, independence. It is emphasised that the classical principles of didactics in the methodological system with the use of innovative technologies have their own specifics. A discipline using innovative technologies is subject to a number of requirements in the design process: psychological, reflecting the patterns of knowledge acquisition; scientific, reflecting the scientific orientation in the discipline; related to future professional activities reflected in the model of specialist training; software, designing curricula or selecting software methodology for use at a certain stage of the educational process. For the successful implementation of the proposed principles, the following conditions must be met: a high level of organization of the educational process using innovative technologies; the use of appropriate means that stimulate the emergence and development of motivation among future teachers of pedagogical disciplines to use innovative technologies in all types of cognitive activity; systematization of knowledge and skills in the application of innovative technologies in the process of studying a special course; acquisition of future teachers of pedagogical disciplines with the experience of using innovative technologies during social-pedagogical and propaedeutic practices; ensuring the emotionality of learning and creating a favorable atmosphere in the process of educational activities. It is noted that the use of innovative technologies should be carried out taking into account the classical didactic principles that are implemented in the process of training in the conditions of traditional education.

Pedagogical conditions for developing professionalism in future teachers-choreographers in the system of choreographic education

The article studies the complex of conditions ensuring the development of professionalism in future teachers in the system of choreographic education and describes these pedagogical conditions. We have identified the factors that determine the effectiveness of their implementation in the pedagogical process.In the current sociocultural paradigm, the relevance of the article is conditioned by such factors as: the need to improve the quality of choreographic education; the revisal of the whole system of professional training of dance teachers; the lack of a well-founded system of effective pedagogical conditions for the development of professional qualities in students-teachers-choreographers. The purpose of the article is to solve the identified problems in terms of scientific and theoretical substantiation of pedagogical conditions for the development of professionalism in future teachers-choreographers. The personality-oriented approach is chosen as the leading approach in the study of the problem. The results of the study present the proposed and substantiated pedagogical conditions that contribute to the development of professional competencies in students – future teachers-choreographers. The practical value of the results obtained is the possibility of introducing the developed pedagogical conditions into professional training of future choreographers.

Stakeholders as a Factor of Quality Professional Training of Future Teachers

The article reveals the forms of extracurricular work of university students to ensure the cooperation of the graduation department with stakeholders. Extracurricular work with the participation of community representatives and stakeholders performs educational, regulatory, corrective, communicative, compensatory, evaluation and correction functions. The experience of the Department of Pedagogy and Education of the Mariupol State University regarding the organization of cooperation with representatives of the Mariupol community and stakeholders of the educational program “Primary Education” at the bachelor’s and master’s levels is described. The work is carried out in the direction of attracting external stakeholders (representatives of the Department of Education of the Mariupol City Council and the Centre for Career Development, heads and deputy heads of the city’s educational institutions, primary school teachers) and internal stakeholders (students of higher education) to participate in the scientific and methodological seminar “Pedagogical workshop of the future specialist”. The experience of reviewing and examining student scientific reports and presentations by stakeholders, presented within the framework of the seminar, is described. Emphasis is placed on the fact that such an examination provides a comprehensive impact on the motivational, intellectual, emotional and activity spheres of students. Based on the expertise, stakeholders formulate conclusions regarding the degree of readiness of future primary school teachers for pedagogical activity, the relevance and practical significance of qualification works in the speciality “primary education”; offer recommendations for improving educational and professional programs. An example of one of the seminar programs, which includes a pedagogical assembly and discussion platforms on the subject of student presentations, is given in the article. The analysis of the experience of conducting the ongoing scientific and methodological seminar “Pedagogical workshop of the future specialist” allowed us to draw a conclusion about its effectiveness as an active form of extracurricular work and a means of involving stakeholders in the process of ensuring high-quality professional training of specialists.

MODERN CONCEPTS OF VOCATIONAL EDUCATION TEACHER TRAINING: PEDAGOGICAL SUPPORT AND FACILITATION

In the study, taking into account the current circumstances of ensuring the effectiveness and quality of future teacher training of the country’s professional council system in wartime conditions, the emphasis is on the well-known but insufficiently implemented concepts of pedagogical support and facilitation, which ensure the orientation of the training process to the realization of the individual potential of each student, his independence, aspirations to self-improvement in the chosen profession throughout life.
 The purpose of the article is the theoretical search, systematization, and characterization of external and internal conditions for the implementation of the concepts of pedagogical support and facilitation in the process of professional future vocational education teacher training in Ukrainian higher education institutions. These conditions include the following: personal knowledge, practical experience of humane interaction, subjective experience of an individual, and students’ social and cognitive activities. The external conditions of the process of training future teachers for the manifestation of pedagogical support include the content of training, which involves knowledge of existential security, humanistic foundations of educational sciences and psychology; the organization of the educational process focused on the usage of interactive and personally relevant technologies that model the social and subject content of future professional activity; creation of dialogic interaction between the teacher and students, which is based on orientation to the personality of each future vocational education teacher.
 It emphasizes the need to instruct the methodological and theoretical foundations of the introduction of modern concepts of future vocational education teacher training at the master’s level of ethical, existential, and ontological aspects of content and professional activity; these aspects are classified as promising areas of research.

Competence-based approach as the basis of the education system for teachers of Russian language and literature

In this article, the author explores the scientific and theoretical basis for the formation of professional competencies of teachers of Russian language and literature. Highlights key competencies that will be in demand in the near future and which currently need to be taught to specialists in the education system. The author of the article pays special attention to the fact that the competency-based approach is currently acquiring particular importance in the professional training of teachers. Within the competency-based approach, two basic concepts are distinguished: competence and competency. The article provides a detailed examination of these concepts proposed by various scientists. The problem highlighted is the development of a model of competencies that will be necessary for highly effective activities of teachers of the Russian language and literature. Competency models have been developed by a significant number of authors, but Kazakhstan’s practice in this matter nevertheless indicates the presence of “blank” spots in the topic under study. As a conclusion, attention is focused on the fact that competencies in the field of education (as, indeed, in any other field) represent a sphere of conceptual understanding of reality. At the same time, educational organizations act simultaneously as integrators of activities, both as spaces and as subjects of cognitive constructions that determine the final result of the work, expressed in the professional competencies of teachers of the Russian language and literature.

The phenomenon of artistic and pedagogical mentality in terms of the professional activity of a fine art teacher

In the study, an attempt was made to represent the conceptual meaning and specifics of the artistic and pedagogical mentality of a modern art teacher. The aim of the study was to highlight the structural organization of the phenomenon of artistic and pedagogical mentality of an art teacher. The article highlights the terminological contours of the categories “mindset” and “mentality” in modern scientific discourse. It was revealed that the psychological and pedagogical content of mentality consists in a special way of thinking, the orientation of thoughts that are born in the subconscious, but gradually absorb what is common, what consists of natural data and socially conditioned elements and is reflected in the perception of professional reality. It is maintained that the professional mentality of a teacher is an integrative characteristic of a personality that reflects the system-specific features of the mental makeup and worldview of people in the teaching profession. The structure of artistic and pedagogical mentality of art teachers includes: artistic and figurative thinking, artistic and creative reflexivity, pedagogical creativity, multi-artistic orientation, professional and pedagogical intentionality, scientific-research culture. The functional-role and conceptual significance of the phenomenon “artistic pedagogical mentality” in terms of the specifics of the professional activity of a modern art teacher is determined. The author determines pedagogical conditions for the formation of the artistic and pedagogical mentality of future fine art teachers: the formation of a positive value attitude of future art teachers at the worldview level and an active motivational focus on the formation of the artistic and pedagogical mentality; introduction of pedagogical situations of quasi-professional activity, which require activation of the mechanisms of artistic and pedagogical mentality into the process of professional and pedagogical training of future art teachers; actualization of personal and professional reflection as a basis for artistic and creative self-development of future art teachers.

Подготовка будущих педагогов к формированию основ безопасного поведения обучающихся в киберпространстве

The article presents one of the ways to improve the effectiveness of professional training of future teachers to form the foundations of safe behavior of students in cyberspace. The author substantiates the relevance of the issues under consideration, the degree of scientific elaboration, as well as the actual problems in the process of preparing future teachers to solve professional tasks of this type. To improve the process of professional training of future teachers to form the foundations of safe behavior in cyberspace for students, the author pro-poses and reveals the essence of two groups of conditions: substantive and procedural-technological. The list of substantive conditions substantiates the impact of the development and the introduction of the elective course “Fundamentals of security in cyberspace”, as well as filling the information and educational environ-ment of the university. Among the procedural-technological conditions, the author considers the importance of instructional assemblies and the inclusion of situational tasks in the educational process of professional train-ing of future teachers. The integrity and coverage of the conditions of all components of the activity allows the author to talk about improving the quality of professional training of future teachers to form the foundations of safe behavior of students in cyberspace.

THE USE OF FLIPPED CLASSROOM TECHNOLOGY IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF ENGLISH IN PRIMARY SCHOOLS

The relevance of the study stems from the change in the educational paradigm from traditional to information and communication using various computer technologies as a result of the global pandemic and martial law in Ukraine. The organisation of the educational process has undergone significant adjustments and updates, in particular, the introduction of blended learning in primary schools. The article explores and clarifies the concepts of "distance learning" and "blended learning" based on the views of various national and foreign scholars. The authors of the article focus on one of the types of blended learning – the method of "flipped learning" or "flipped classroom".
 The history of this approach and its improvement by various innovative teachers are analysed. In the course of the study, the definition of the concept of "flipped learning" is clarified and it is found that there are different forms of organising this type of learning. It has been proved that the pedagogical phenomenon of the "flipped classroom" as a form of teaching English in primary school has not received sufficient coverage in the system of professional training of future primary school teachers of English, so this topic is relevant.
 The article analyses the content of the concept of professional competence of an English teacher in primary school and finds out that its information component is of particular importance. In accordance with the requirements of professional standards, a graduate of the pedagogical profile should possess and operate the necessary information and communication techniques, including: the ability to apply various means of communication, use non-standard forms and techniques in solving pedagogical tasks in the classroom in online/offline modes. On the example of the training of the Masters of the Institute of Pedagogy of Zhytomyr Ivan Franko State University in the speciality "Primary Education and English Language", examples of the use of the "flipped classroom" as a form of teaching various educational components were given: "Methods of teaching English in primary school", "Innovative technologies of teaching English", "Theory and practice of teaching a foreign language using information and communication technologies".

PECULIARITIES OF MANAGEMENT DIGITALISATION OF EDUCATIONAL ACTIVITIES OF A HIGHER EDUCATION INSTITUTION

The article deals with the peculiarities of management digitalization of educational activities of a higher education institution. The author analyses key research and scientific publications related to preparation for professional activities, organization of educational and cognitive activities of participants in the educational process, management and development of theoretical and applied foundations of management of an educational institution. The practical application of software and digital technologies in the educational process and other aspects related to these issues are studied. It is noted that the solution to the problems of modernization of education begins with the professional training of teachers aimed at developing their skills to effectively manage the educational process. The author analyses the components that ensure the functioning of the process of digitalization of the management of educational activities of a higher education institution as a single cyclic system. The need to simplify and improve management functions, such as management, analysis, accounting, planning, forecasting, and continuous monitoring, is highlighted. The methods and principles that were applied in the process of implementing the model of digitalization of the management of educational activities of a higher education institution are described. The impact of digitalization on the management of educational activities in higher education institutions is considered. It is highlighted that the use of modern software tools and digitalization technologies leads to a complete transformation of the working conditions of all participants in the educational process. It is noted that the automation of various stages of information processes and management activities significantly increases the requirements for the quality and reliability of information, the variety of programmes, the spread of innovations and the democratization of the process of management, education, and training. It is proved that the introduction of a model of digitalization of the management of educational activities of a higher education institution forms the entire group of skills used by the head of the institution in professional activities. The main directions of improving the management of the educational process of a higher education institution are described. It is observed that digital technologies create effective conditions for self-realization and solving problems of training modern professional staff in accordance with the State standards. The research presented in the article is an important step in the study of the digital transformation of higher education and requires further research.

Development of basic approaches to organizing methodical work to eliminate deficities in professional training of teachers based on informal education

Introduction. Intensive and global changes in the education system that have occurred in recent years, the conditions of digitalization and convergence of education, changes in value orientations and a decrease in interest in learning among the younger generation place ever-increasing demands on the professional competencies of teachers and the development of their personal qualities. One of the significant ways that can significantly improve the professionalism of teachers and improve the quality of education in general is methodical support for the process of eliminating professional deficits of teachers based on informal education. Based on the above, the purpose of this article is to develop and substantiate the main approaches to organizing methodical work to eliminate deficiencies in the professional training of teachers based on informal education.Materials and Methods. The research was carried out by analyzing scientific literature on the research problem, analyzing regulatory sources, and summarizing our own practical experience on this topic. Studying the scientific literature on this topic, the history of the formation of the methodical service in Russia, the current state of methodological work in general education, and the results of an empirical study aimed at assessing the methodical competence of general education teachers were analyzed. Research methods: analysis of theoretical and regulatory literature, historiographic analysis, generalization, formulation of conclusions, analysis of practical experience, questionnaires, method of expert assessments.Results. To summarize the above, the generalized characteristics of the methodological service during the period of its modernization can be described as internally contradictory. On the one hand, the processes of humanization of education contributed to the revelation of the creative potential of talented teachers, who at that time created a number of original schools, enriching pedagogy with a number of new approaches to teaching and upbringing, new methods and technologies of teaching. The results of the study, confirming the presence of deficiencies in certain components of professional training of teachers, have updated the task of finding measures to solve pressing problems for the regional education system. The competency improvement project developed for these purposes was based on the use of informal education.Discussion and Conclusions. A condition for the effective implementation of methodical work by means of informal education is the formation of a digital educational environment, which provides the opportunity to diagnose the professional competencies of a teacher and develop personalized learning trajectories based on diagnosis. Informal education of a teacher should be implemented in formalized organizational and managerial conditions that make it possible to track the individual dynamics of the teacher, identify areas of his professional difficulties, and provide expert support if necessary.

Strategi Kepala Madrasah dalam Meningkatkan Kualitas Pendidikan: Studi Kasus pada MI Muhammadiyah Dukuh, Watulimo, Trenggalek

This article discusses a research aimed at understanding the strategy of the Head of Madrasah Ibtidaiyah Muhammadiyah Dukuh in the Watulimo Subdistrict, Tenggalek Regency, with the goal of improving the quality of education. Despite facing limitations in the number of students (40 students) and personnel (10 teachers), the madrasah has successfully maintained its level of quality and continues to receive positive interest from the community. The research also aims to identify challenges that arise during the implementation of the strategy and formulate solution-oriented steps to overcome these obstacles, with the objective of ensuring that the applied strategy achieves optimal results. The research methodology employed is a descriptive-qualitative approach, using observation, interviews, and documentation methods for data collection. The findings indicate that the strategy implemented by the madrasah head involves a series of stages, starting from communication management and analysis of the internal and external environment of the madrasah, formulation of strategies based on coordination with internal elements of the madrasah and input from the community, to the implementation and evaluation of the strategy. Identified obstacles involve inhibiting factors such as limited facilities and infrastructure, as well as a shortage of experts proficient in flagship programs. The solution-oriented efforts include optimizing the use of existing facilities and infrastructure, enhancing the quality of educators through teacher professional development training, and involving active participation from the community in flagship activities. With these steps, it is hoped that the applied strategy can be executed optimally, overcome emerging challenges, and produce optimal educational quality. As an added value, the excellence of Madrasah Ibtidaiyah Muhammadiyah Dukuh lies in the extracurricular activity of Volleyball. This activity serves as a flagship program attracting the local community, with outstanding achievements such as securing the First Place in the Trenggalek Regency Volleyball Championship.

Обеспечение формирования функциональной грамотности на уроках иностранного языка

Functional literacy is an important skill that can be developed in a second language classroom at secondary and high school. This article introduces a functional literacy program of advanced training for teachers of foreign languages. The author used axiological, personal-activity, and interdisciplinary approaches with non-participant observation methods and pedagogical modeling to analyze legal norms, school standards, and foreign and domestic publications. The program offers a single school-university track represented as a course of professional training for teachers of foreign languages at the Siberian Institute of Management, Novosibirsk. Teachers of foreign languages donated their teaching and learning experience in preparing students for state exams in foreign languages and functional literacy development. The study revealed some gaps in the academic standardization, advanced training for teachers, and methodological support for Second Language at school. The author identified vectors of prospective development in the field of functional literacy as school, as well as the reasons behind the passive attitude of most school teachers to functional literacy development. Advanced training in this sphere should be compulsory and interdisciplinary. The connection between functional literacy, state exam diagnostics, and teachers’ competences is of exceptional importance in Russian education and requires more continuity.

Diploma Research Approbation in Internet Resources Integration Into Teaching English

Aim of the present research is to share the experience in organizing diploma paper approbation procedure as an important part of professional training of future English teachers in Akhmet Baitursynov Regional University, Pedagogical Institute after Umyrzak Sultangazin (Kazakhstan). Objectives of the research include brief description of the professional training process in the mentioned above higher educational institution with the focus on future English teachers training; presentation of the diploma paper main idea and contents; sharing the experience of approbation organization process. Main methods used in the present research include scientific analysis and synthesis, description, discussion, lesson modelling, observation, questionnaire. Results of the research include the future English teacher professional competence development and practical experience of applying the Internet resources to English teaching that led to the enhancement of educational process and growth of basic foreign language skills of the approbation participants. Conclusions that were made on the basis of the research show how organization of approbation contributed to the professional skill development of the future English teacher as well as how the integration of Internet resources influenced the educational process with both positive and negative effects it produced. Materials of the research are original and were obtained during the professional training of a future English teacher who graduated in June 2023 from the above-mentioned university and after successful passing of the National Teachers Professional Testing took a teaching job in Kazakhstan. Further research is intended to implement the findings of the present stage in the English teachers pre-service professional training with subsequent presentation of the obtained results in professional journals and conferences.

СУЧАСНИЙ СТАН І РЕЗУЛЬТАТ ПРОФЕСІЙНО-МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.

The peculiarities of organizing pedagogical courses in Podillia in the first quarter of the twentieth century

Based on archival and literary sources, the article examines the history of the creation of Vinnytsia short-term pedagogical courses for school, preschool and out-of-school education workers, Higher permanent 3-year pedagogical courses (Vinnytsia, Tulchyn, Bershad, Olgopil, Haysyn, Tyvriv, Khmilnyk, Nemyriv, Zholoby, etc.), which were established to provide teachers for all types of schools in Podillia in the first quarter of the twentieth century. The changes and innovations in the educational process of pedagogical courses have been considered, the peculiarities of the professional training of future teachers in the history of the formation of the national pedagogical system have been highlighted. It has been proven that pedagogical courses were almost the only pedagogical training that provided the retraining of teachers in the conditions of the transition period of pedagogical education, and as a result - the actual lack of professional training of future teachers, which negatively affected the entire educational system of Podillia, where graduates of pedagogical courses were working. It has been proven that pedagogical education has undergone numerous reforms and will continue to require in-depth study in the first quarter of the twentieth century in Podillia. Pedagogical courses were intended to improve the professional training of future teachers, to upgrade their future activities - to systematize purely pedagogical training, to acquaint them with the basics of didactics and methodology, with the best methods and techniques of teaching. It has been proven that, during the researched period of practice, the courses were assigned the same tasks that were to be performed by the pedagogical educational institutions, however, they could not replace the training of teachers in special pedagogical educational institutions.

Digital Tools in Professional Education Training

The article is dedicated to the study and analysis of contemporary digital tools utilized in the process of training specialists in vocational education. Various aspects of using virtual and augmented reality, interactive platforms, cloud technologies, mobile applications, and other innovative means aimed at enhancing the efficiency and relevance of education are examined. The authors explore the impact of these tools on learning, access to education, and the adaptability of educational programs to individual student needs. A detailed analysis of current trends in the use of digital tools in education contributes to understanding the prospective development of professional training in the context of challenges and opportunities in the digital era. The article aims to investigate and analyze modern digital tools used in the training of specialists in vocational education. It focuses on identifying the influence of these innovative tools on improving learning effectiveness, developing students’ practical skills, and aligning educational programs with the requirements of the contemporary job market. By combining theoretical analysis with practical examples of digital tool usage, the article aims to highlight the perspectives and possibilities introduced by these technologies in the realm of preparing qualified professionals. Methods. To achieve the goal, the authors used methods such as literary analysis, case studies, empirical research, trend analysis, and comparative analysis. Results. The relevance of the issue regarding the use of digital tools in training future specialists in vocational education is substantiated. The evaluation of how the implementation of digital tools has led to the improvement of the quality of education and the growth of students' practical skills is considered. The comparison of results between students using digital technologies and those learning through traditional methods is made. The analysis of challenges faced by students and educators when using digital tools, as well as the identification of advantages brought by these technologies, is done. The prospects for the development of digital technologies in vocational education are highlighted and possible directions for further research are determined. Conclusions. The authors make conclusions towards assessing how successfully the implementation of digital tools contributes to the improvement of the quality of professional training, and recognizing how digital technologies promote the development of practical skills necessary for successful professional activities. The challenges arising from the implementation of digital technologies and proposing solutions are analyzed. The perspectives and directions for the development of digital technologies in vocational education are identified. The results are compared, as well as the advantages of using digital technologies compared to traditional teaching methods. The necessity of further research for a deeper understanding and enhancement of the use of digital technologies in vocational education is emphasized.

PREPARATION OF FUTURE TEACHERS OF PRIMARY EDUCATION FOR THE ORGANIZATION OF A SAFE EDUCATIONAL ENVIRONMENT IN THE CONDITIONS OF MARTIAL LAW

Creating a secure educational environment is a crucial factor in shaping a well-rounded individual who feels comfortable, at ease, and engaged in the process of acquiring new knowledge. Providing an appropriate environment for children of primary school age is characterized by supporting their mental and physical health and well-being, responsibility, values, and benevolence. The task of future teachers of primary education is to ensure conditions in the educational environment that prevent manifestations of violence, aggression, bullying, bullying, limitations, etc. Training future primary school teachers to create a safe educational environment under martial law is characterized by the assimilation of knowledge, the formation of skills and abilities to act in emergency situations, respond in time to danger, psychologically adjust children to optimistic motives, inform them about the rules for handling dangerous and suspicious objects, on evacuation and air alert actions. The article highlights the factors affecting the organization of a safe educational environment. It was found that in the conditions of martial law, the future teacher must be aware and ready to act during the «Air alarm» signal, evacuation, staying in a storage or shelter, the use of various types of weapons (chemical, biological), radiation threat, fire, building collapse, detection of explosive objects, and provision of pre-medical and psychological assistance to children. In the author's opinion, the content of professional training of future teachers should include educational disciplines, innovative forms and methods that will help to understand the peculiarities of organizing a safe educational environment, which will allow them to be responsible in their own professional activities in the future. In order to increase the level of readiness to consciously treat the organization of a safe educational environment during the training of future teachers, it is worth holding thematic events, trainings, organizing meetings with emergency services workers, psychologists and medical specialists, etc. The direction of future research is shaped by an examination of the professional preparation of prospective primary education teachers to foster a secure educational environment within the framework of an inclusive educational setting.

Проблема професійної мобільності як одна з характеристик функціонування майбутнього педагога

The article reveals the essence of professional mobility as one of the characteristics of the successful functioning of the future teacher in professional activity. A description of the concepts «mobility», «professional mobility» is provided. The need to organize such a system of professional training of future teachers is emphasized, which can ensure a purposeful process of forming their readiness for continuing professional self-development, desire and ability to constantly raise the level of professional skills, which would ensure their efficiency and competitiveness in future professional activities. It has been found that the professional mobility of future teachers testifies to their internal readiness for qualitative changes, is manifested in the ability to quickly acquire and generalize new professional competencies; willingness to make decisions and the ability to adapt in the event of a change in the tasks of professional activity, which will ensure their efficiency and competitiveness in future professional activity. It has been determined that a significant amount of theoretical research on the problem of the formation of professional mobility of teachers has been accumulated in the pedagogical literature. The results of the research aimed at identifying the needs and opportunities of modern teachers for continuing professional improvement and changes in professional activity are appropriate. It has been revealed that the future specialist should be open to innovation, be included in teamwork, which will characterize him as a socially competent specialist capable of displaying creativity in professional activity. It has been emphasized that professional mobility is a value-meaningful, dynamic, integrative and integral quality of an individual, which is manifested in his or her specific activity through readiness, reaction and ability to innovate, improve, develop and realize himself in professional activity, ensuring the effectiveness of specific tasks solution within the limits of his or her profession, mastering new techniques and technologies, determining social activity and effective adaptability to transformation processes.

CURRENT PROBLEMS OF MODERNIZATION OF MUSIC EDUCATION OF THE PRC IN THE CONTEXT OF MODERN CHALLENGES

The scientific review article presents an analysis of the current problems of music education in the People's Republic of China, which are caused by the contradictions between the urgent need to preserve and multiply the national cultural potential and the requirements for the reorganization of the education system in accordance with the tasks of integration into the cultural and educational world space. The role of Chinese musical art in the historical, cultural and philosophical excursion is characterized. The main problems of music education in the People's Republic of China, which are determined by the music-pedagogical community, are presented. They are the following: orientation of Chinese music education on the training of performers, improvement of their technique; insufficient use of interdisciplinary connections with humanitarian disciplines to form a holistic view of musical art as a spiritual phenomenon; insufficient level of professional training of teachers of musical art; conservative approach in the organization and implementation of the educational process. The views of Chinese scientists, teachers, and art critics regarding the modernization of music education in the People's Republic of China are highlighted: updating and expanding the content of education by disciplines, topics of a national nature; the use of modern methods, techniques, organizational forms of training; raising the level of training of music teachers. The importance of building a national music school for the implementation of the state national cultural strategy is revealed. Among other important factors are solving the problems of national unification of the country, consolidation of the people, harmonization of relations in the society on the basis of cultural cohesion of the nation; elevation of the national identity of the Chinese nation. Prospective directions for the development of the national music school are outlined: updating the performing repertoire, supplementing the musical material studied in music lessons with examples of folk art; creating a historical and cultural context when teaching musical disciplines; promoting the spread of traditional Chinese music, its popularity and prestige in public consciousness; improvement of the process of teaching Chinese traditional music in educational institutions of all levels; defining and reconstructing the subjectivity of Chinese music, using the unique spiritual experience of national music.

On improving the professional training of future biology teachers

On improving the professional training of future biology teachers