Professional Training Of Future Teachers Research Articles

PEDAGOGICAL CONDITIONS OF FORMATION OF STYLE OF PEDAGOGICAL COMMUNICATION OF FUTURE MUSIC TEACHERS IN THE PROCESS WORKING WITH THE CHOIR

The article updates the significance of the formation of an individual style of pedagogical communication for a future music teacher. The pedagogical orientation of the professional training of future teachers of musical art is emphasized, in which a significant place is given to conducting and choral training, which determines and specifies their work with the choir. As a result of the analysis of the scientific literature, the views of modern researchers regarding the pedagogical conditions of the professional training of future teachers of art disciplines are summarized. The author's understanding of the pedagogical communication of future music teachers in the process of working with the choir is presented. Pedagogical conditions that ensure the effectiveness of the formation of the pedagogical communication style of future music teachers in the process of working with the choir have been determined. To determine the effective pedagogical conditions for the formation of the style of pedagogical communication, the methods of scientific and theoretical analysis and generalization are applied.Keywords: future music teachers, pedagogical conditions, style of pedagogical communication, communication, creative interaction, conducting and choral training.

IMPLEMENTATION OF STEM EDUCATION IN THE PROCESS OF PROFESSIONALTRAINING OF FUTURE TEACHERS

The article is devoted to the topical issue of introducing STEM-education into the process of professional training of future teachers. The introduction substantiates the relevance of the research related to the needs of information society for specialists who possess STEM-competencies. The problem statement lies in defining effective strategies, methods, and practices for integrating STEM-approaches into pedagogical education, as well as evaluating their impact on training future teachers for modern educational environments. The analysis of recent research provides insights into the theoretical foundations of STEM-education and the experiences of implementing STEM-approaches in education both in Ukraine and abroad. The theoretical framework of the study is grounded in the works of domestic and international scholars in STEM-education, pedagogy, and psychology. The research results reveal effective strategies, methods, and practices for implementing STEM-approaches in pedagogical education and assess their influence on the formation of STEM-competencies in future teachers. The conclusions summarize the research findings and outline prospects for further research in this field. The article underscores the importance of implementing STEM-education (Science, Technology, Engineering, Mathematics) in the training process of future teachers. The authors justify the necessity of integrating STEM-competencies into pedagogical practice in light of contemporary educational demands and the job market. They analyze approaches to integrating STEM-education into teacher training programs and highlight methods and tools that facilitate effective preparation of educational professionals with a STEM-component in mind. Furthermore, the article examines the challenges and prospects of implementing STEM-education in higher pedagogical education and provides recommendations for further research and development in this field. The conclusions of the article contribute to understanding and developing strategies for implementing STEM-education in the training of future educators with the aim of enhancing their competitiveness in the modern job market.

“Defense of Ukraine” degree program for future school teachers: a new element of ukrainian higher education

The article examines various aspects of professional training of future teachers of the “Defense of Ukraine” course for effective legal education among students. The key aspects in this process are the formation of practical skills, legal culture, socio-psychological and methodological readiness of teachers. Emphasis is placed on the use of modern technologies and interactive methods in pedagogical universities to develop legal thinking and patriotic values. Several theoretical methods have been used in the course of research. In particular, the article extensivеly refers to empirical research methods, such as observation, comparison, and monitoring. Modern challenges in the field of national security of Ukraine require active participation of teachers in the formation of legal awareness of students. It is emphasised that successful teacher training requires not only knowledge of law, but also taking into account of individual characteristics and application of innovative pedagogical approaches. In general, the article points out the importance of providing teachers with the necessary competencies to educate Ukrainian citizens who consciously observe their duties and execrise their rights (freedoms).

Directions of modernization of professional training of future specialists in physical culture and sports in conditions of martial law

The professional training of future specialists in physical education and sports in institutions of higher education (hereinafter referred to as higher education institutions) in the conditions of martial law is an urgent problem today. Despite the large number of works devoted to the study of various aspects of the training of future specialists, it is worth stating that the study of the professional training of future specialists in physical culture and sports in the conditions of martial law requires special attention of scientists and practitioners.
 The purpose of the work: revealing the peculiarities of the professional training of future specialists in physical culture and sports in the conditions of martial law, highlighting the main directions of modernization of this process.
 Research has proven that modern requirements for physical culture and sports specialists are significantly different from those that existed a few years ago. Curricula as well as work programs for educational disciplines need to be updated in the aspect of increased attention to modern health systems, various innovative forms of physical activity, in particular, national-patriotic sports and folk games among schoolchildren and students.
 The article reveals the conceptual apparatus of the researched topic, the structure and content of the professional training of future specialists in physical culture and sports, identifies and characterizes the directions of its modernization. It has been established that the process of training future specialists in physical culture and sports under martial law needs not only renewal, but also modernization. The areas of modernization of the professional training of future teachers of physical education are highlighted and characterized: conducting effective career orientation work; update of educational and methodical literature on educational disciplines for higher education applicants in specialty 017 Physical culture and sport; introduction of innovative forms and methods of education into the educational process.

IBN SINА AND HIS CONTRIBUTION TO SPIRITUAL AND MORAL EDUCATION: RETHINKING THE HERITAGE OF EASTERN THINKERS

The article examines the relevance of spiritual and moral education in modern society, especially in conditions of moral crisis and geopolitical problems. The author emphasizes the importance of a harmonious combination of national and universal values in creating a new model of the educational process. Special attention is paid to the study of the heritage of thinkers of the past, in particular, the contribution of Ibn Sina, an outstanding thinker of the East. Ibn Sina presented education as a complex process, including mental, physical, aesthetic and moral development. His ethical ideas, especially in the field of morality and friendship, can be valuable for modern teachers and specialists in the field of spiritual and moral education. The article calls for rethinking and using the heritage of Eastern thinkers in the process of raising children and adolescents, as well as in the professional training of future teachers.

The use of Class Dojo in the preparation of future primary school teachers for the organization of distance learning

The urgent transition to distance learning has necessitated the preparation of teachers to organize the educational process based on the use of information and communication technologies in emergency situations. Therefore, research on the process of preparing future elementary school teachers for distance learning in higher education institutions using learning management systems, particularly ClassDojo, is relevant. The purpose of the study was to investigate the effectiveness of implementing the ClassDojo platform in preparing teachers to organize distance learning in elementary schools. The methodological basis of the research consisted of basic theoretical (analysis, synthesis, comparison, abstraction, and specification), empirical (observation, surveys, diagnostic practical work methods, pedagogical experiment), and statistical methods (variation characteristics, Student's t-test, Pearson's criterion). The article describes the main characteristics, functions, interface features, and advantages of using ClassDojo in the educational process of elementary school, namely: its positive impact on shaping behaviour, learning motivation, value orientations, character, and emotional intelligence of younger school students. The main ways of preparing future elementary school teachers to use distance learning platforms in their professional activities in higher education pedagogical institutions are presented. Examples of preparing students specializing in “Elementary Education” for organizing distance learning through practical work using the ClassDojo learning management system are described. The results of the research on the effectiveness of using the ClassDojo learning management system in preparing students specializing in “Elementary Education” at the Communal Higher Education Institution “Barsky Humanities and Pedagogical College named after Mykhailo Hrushevsky” are presented, analysed, and summarized. The effectiveness of the teaching methods used by education seekers is statistically verified. The research results demonstrate the effectiveness of the forms, methods, and techniques used in preparing teachers to organize distance learning in elementary school. The practical significance of the research results lies in their applicability by higher education institutions in the professional training of future teachers to organize distance learning and by practising teachers of elementary school classes

FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGY BY MEANS OF UPCYCLING TECHNOLOGY

The article is devoted to the problem of the formation of professional competences of future teachers of labor education and technology by means of upcycling technology in the process of designing eco-bags. The project activity is aimed at the development of critical thinking, reflects the pedagogical process as a system based on the theory of universal human values, humanization, a person-oriented approach, the priority of subject-subject relations, and is effective in shaping the personality of future teachers. The main features of the process of designing eco-bags using upcycling technology are determined - interdisciplinary, communicative and dynamism through the use of information services of social networks, environmental friendliness under the conditions of recycling of secondary raw materials; creative project and practical activity. The working hypothesis was accepted that the professional competences and creative abilities of the future teacher of labor education and technology are formed under certain conditions of project activity on upcycling: structuring of the project and stages of project activity; definition of educational and educational goals and tasks; implementation of an integrated program of technological activity; development of a criterion basis for determining the levels of educational achievements of education seekers for the implementation of eco-bag projects; development of information-subject and materialtechnical support of the educational process; modeling of systems of interdisciplinary connections of technologies with natural, mathematical and graphic knowledge; cooperation of teachers of subjects of general and professional training cycles regarding the content, organization of training, improvement of educational and methodological and software training of technologies of processing of secondary raw materials. In the study of the problem, methods of theoretical and empirical research were used: analysis and synthesis to clarify the main concepts and categories of professional training of future teachers of labor education and technology; study of psychological-pedagogical and scientific-methodological literature and advanced pedagogical experience on the problems of learning technologies in institutions of higher education; distinguishing regularities and formulating conclusions from the investigated problem. A three-stage pedagogical experiment was conducted at Mykhailo Kotsyubynskyi State Pedagogical University of Vinnytsia (Ukraine) (2020-2023): ascertaining experiment - a preliminary slice of knowledge (levels of formed professional competences of future teachers were determined); a formative experiment - the organization of teaching the technologies of making eco-bags by the upcycling method with the involvement of information arrays of the Pinterest social network and the formulation of pedagogical conditions of the project activity); control and generalization stage – analysis, processing of research results using statistical methods, formulation of theoretical-experimental conclusions and recommendations.

Peculiarities of Professional Training of Future Teachers for Innovative Educational Activities in an Intercultural Environment

The European integration policy of Ukraine, the “New Ukrainian School” Concept, and the institutional documents adopted for their implementation simultaneously motivate and aim the national education system at the implementation of the competence paradigm and the professional training of future teachers who are ready to live and work in an extremely globalized, intercultural and dynamically changing world. to perceive it between culture and variability as essential components of one’s own way of life. That is why the main attention in higher education should be paid to the issue of overcoming conservatism in approaches to educational activity, existing stereotypes of pedagogical work and the thinking process of all subjects of the educational process. Only an inherently innovative education and an appropriately trained teacher can raise a young person who is able to live according to modern laws and taking into account the development trends of an intercultural society. The new Ukrainian school needs new approaches to learning, which are based on the principles of partnership pedagogy, moving away from the authoritarian model.

METHODOLOGICAL FEATURES OF USING COMICS IN PRIMARY SCHOOL TEACHER TRAINING

The article examines the peculiarities of preparing primary school teachers to create educational comics and the possibility of using them in the educational process of primary school as a technology for visualising educational material. It analyses scientific sources in order to understand modern pedagogical approaches to the use of digital resources for the organisation of the studied process in higher education institutions. The domestic and foreign pedagogical experience of using educational comics in education is generalised. The current state of future teachers' readiness to apply pedagogical cases of creating and implementing media products for educational purposes is determined. The modern online resources used to organise the work of teachers in the development and implementation of educational media products for the NUS are analysed and systematised. The authors describe the age restrictions on the use of digital resources, the openness of programs and restrictions on their use, the convenience and sufficiency of ready-made templates of characters and scenes in the program, etc. The authors presented a methodology for creating educational comics, taking into account the technical capabilities of existing digital resources. They demonstrated the benefits of using comics in the educational process of training primary school teachers in the classes of the courses "Information and Technology Education with Teaching Methods" and "Information and Technology Education" and at meetings of the NUS Mentoring Studio. The article presents a selection and analysis of the available platforms for creating comics, which are most often used by educators in the educational process. A detailed analysis of modern digital resources has made it possible to identify the peculiarities of their use in the process of professional training of future teachers in the current conditions of martial law in order to develop the professional competencies of students. The study was conducted at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University during the organisation of the educational process and student internships in general secondary education institutions. Student works, surveys and observations made it possible to identify effective digital platforms for creating and using comics in school practice (in particular, Canva, Pixton, StoryboardThat, My Storybook) by students of speciality 013 "Primary Education".

Phenomenon of Artistic and Performing Emotiveness of Future Piano Teachers

The article reveals the phenomenology of emotionality of future piano teachers. The relevance of the study of emotionality and emotiveness in the context of professional training of future teachers of musical art is substantiated. The importance of the study of emotiveness as a means of broadcasting the artistic and figurative content of musical works is determined. The purpose of the article is to summarize information about the interdependence of emotions, emotionality and emotiveness of future music teachers. The concept of "emotions", "emotionality", " emotiveness " was studied, the peculiarities of these definitions were determined in relation to the musical performance training of future teachers of musical art and their further professional activities. It is determined that unlike emotionality, which is a psychological phenomenon, emotiveness is a linguistic category. During the performance of musical performance by both the teacher of musical art and students, emotiveness and emotionality are in an inseparable unity, because musical art is impossible without emotional perception and performance, and work on a musical piece requires the use of emotionality. It has been established that emotionality is one of the aspects of emotional intelligence. The model of emotional intelligence is presented. The phenomenon of emotionality is necessary for the verbal interpretation of the artistic and figurative load of a musical work. The artistic performance presentation of a musical piece by a piano teacher lays the foundation for the student's understanding of the emotional and figurative content of the piece. The teacher must organize the students' verbal and non-verbal communication with the musical piece in an appropriate and accessible form. And this form has signs of emotiveness. emotiveness makes it possible to convey the symbolic language of music through the interpretation of artistic representations as a result of artistic perception through the verbal artistic and pedagogical interpretation of a musical work.

The transformation of the training of preschool educators in the digital age

Nowadays, the informatization of education, the purpose of which is the use of new information technologies in the global rationalization of intellectual activity, is considered as a mandatory and absolute condition for the creation of a new information society. Therefore, we have singled out the main ways of high-quality professional training of future teachers of preschool education institutions in the modern information society. The professional training of future teachers of preschool education institutions is considered as a multifactorial structure in the modern information society and its tasks and educational components are distinguished. Four stages are distinguished and two methods of integration of professional training of future educators are characterized (horizontal and vertical). The application of the personally oriented, competence-based, integrative, activity approaches discussed in the article will provide, by the requirements of employers, a high level of training of a creative, competitive personality of the future specialist. The main technologies and factors that are effective in the modern information society are highlighted for high-quality professional training of future specialists. The importance of distance education, cloud technologies, and educational blogs is proven and the advantages of using them for the professional training of specialists are shown.

Интеграция предметных и педагогических компетенций непрерывного профессионального развития в структуре профессиональной компетентности: методологические основания

В статье описаны компетенции непрерывного профессионального развития (НПР), их место в структуре профессионально-педагогической компетентности. Согласно разработанной методологии, профессиональная подготовка будущих педагогов осуществляется на основе интеграции предметных, педагогических и НПР-компетенций. Создаваемая образовательная среда способствует управлению профессионально-ориентированным развитием обучающихся и выпускников. Обосновано назначение компетенций НПР как ресурсов и инструментов улучшения качества функциональной профессиональной подготовки будущих педагогов. Применяемый в исследовании комплекс теоретических и практических методов позволил установить назначение компетенций НПР, которые отражают внутреннюю природу личности педагога и являются базовыми для предметных и педагогических компетенций. Показано, что компетенции НПР, являясь интеграторами профессиональных и предметных компетенций, направлены на укрепление в профессии начинающих педагогов и устойчивое продвижение в ней. Определена рамка компетенций, актуальных для обучающихся и выпускников направления «Педагогические науки», выстроенная на принципах студентоцентрированности, компетентностного обучения, практико-прикладной направленности подготовки. Уточнены направления обновления образовательных программ, реализуемых в образовательной среде Северо-Казахстанского университета имени М. Козыбаева и Карагандинского университета имени академика Е.А. Букетова как ресурсов формирования компетенций НПР в условиях академической самостоятельности вуза.

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.

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.

PROFESSIONAL TRAINING OF FUTURE TEACHERS WITH THROUGH OF MOOCs

The article defines the direction of professional training of future teachers who can dynamically respond to changes taking place in education. The development of innovations in the field of Education corresponds to the emergence and development of the innovation environment and methods of its management. The article examines the innovative educational environment, the educational space, the concepts of the innovation process, conducts a theoretical analysis of research and practices in the formation of the innovative environment in an educational organization, identifies the internal and external components of the educational environment. The problems of a systematic approach to the training of a teacher of vocational training in the context of information formation are considered in this article. The essence of the pedagogical system as the basics of improving the professional training of a teacher of vocational training is revealed. These processes are based on the content of technological support, including pedagogical technology. To solve the tasks and test the research hypothesis, the following methods were used: study and analysis of philosophical, pedagogical, psychological and methodological literature, legal documents; study and generalization of advanced pedagogical experience of teaching in pedagogical and classical universities; analysis of the content of mathematical and information technology disciplines within the framework of the studied problem; observation, modeling, questioning, expert assessment, pedagogical experiment, statistical processing of results.

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 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.

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.

The Formation of Ethnopedagogical Local History as a Means of Professional Training of Future Teachers

In the presented article, based on the works of scientific teachers, the socio-cultural and scientific-pedagogical prerequisites for introducing future teachers to the living sources of folk pedagogy are identified. Separate historical approaches to the organization of ethnocultural local history are described. The author highlights the theoretical, methodological and practice-oriented functions of ethnopedagogical local history. The main directions, contents and methods of organizing search, research, and self-educational activities of students in the process of ethnopedagogical local history in villages are described. The experience and positive results of organizing ethnopedagogical local history at the Pedagogical Faculty of Osh State University are summarized. Specific examples show how students expanded and deepened the knowledge of folk pedagogy acquired in the process of studying pedagogical disciplines. The multifunctionality of ethnopedagogical local history reflects the integrative nature of ethnopedagogical and local history knowledge. In conclusion, the Author comes to the conclusion that ethnopedagogical local history in the future can function as a full-fledged type of pedagogical practice.