Professional Training Of Future Teachers Research Articles

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.

ФОРМУВАННЯ ПРЕДМЕТНИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ ЗАСОБАМИ ІКТ

The article considers the importance of the competence approach in the training of future specialists, which means the focus of the educational process on the formation and development of key and subject competencies of the individual. The need to improve the system of professional training of future teachers based on a rational combination of traditional and innovative forms of organization of the educational process, in particular the use of modern pedagogical software training tools, is well-founded. The methodological features of conducting physics classes when using ICT differs from the classical one in that the teacher needs to develop new structural and logical schemes, a whole package of electronic materials (electronic applications in the form of tables, graphs, diagrams, electronic textbooks, presentations, video materials, complexes of electronic virtual laboratory works, etc.) before classes. ICT tools allow the teacher to expand the possibilities of presenting various types of information, to activate the attention of students, to strengthen their motivation, to develop cognitive processes: thinking, imagination and fantasy, to introduce modelling of physical processes and objects, to carry out automated control of knowledge, to implement the technology of remote and personally-oriented teaching.

PROBLEMS OF STUDYING CHOREOGRAPHIC DISCIPLINES IN THE CONDITIONS OF DISTANCE EDUCATION

The article analyzes the process of distance learning of graduates of the Department of Choreography of Kharkiv National Pedagogical University named after H.S. Frying pans Factors affecting the formation of professional abilities of students with traditional and distance forms of education are considered. Introduction of distant education in Ukraine has been stipulated by objective demands of modern Society. Cause-and-effect relationships between teaching methods and the formation of pedagogical competences of choreographers-apprentices have been established. On the basis of the studied facts, conclusions were drawn and recommendations were made regarding the improvement of the quality of the educational process of students of choreographic specialties during distance learning. Having considered the positive and negative aspects of distance education of students of the Department of Choreography of the Kharkіv National University, it should be noted that this form of education is effective, but only in a mixed format together with traditional education, along with the acquisition of professional practical knowledge, skills and abilities. There must be specially equipped rooms, but, unfortunately, most of the students do not have any. Moreover, there is a lack of motivation, self-discipline, and a lack of system as for gained knowledge. It is proved that the effectiveness of the distance format of professional training of future teachers of choreography during martial law depends on the level of studentsʼ motivation for learning and their self-organization. Self-organization ensures the studentʼs ability to plan and carry out their own learning activities in accordance with the priorities of professional training. It is motivation that is the driving force behind the studentʼs acquisition of the necessary professional knowledge and professional skills.
 It should be noted that this work does not cover all the issues related to the study of choreographic disciplines in the conditions of distance learning. This study requires further study and determination of the impact of distance education on the formation of competencies of students of choreographic specialties.

On the pedagogical conditions of the humanization of modern domestic education

The article is devoted to the problem of humanization of the educational process in the conditions of Russian society. The views of scientists on the humanization of education are revealed, the analysis of which makes it possible to determine the pedagogical conditions for the humanization of modern domestic education. The position on the leading role of the personality of the teacher in the implementation of the humanization of the educational process in a particular educational institution and on the importance of the image of a model humanist teacher in the professional training of future teachers is substantiated. The possibility of considering the humanization of education in the context of the needs of the individual and from the perspective of the functions performed by the teacher, the relations between the subjects of the educational process, and values is argued. The role of the student’s personality in the humanization of the educational process is revealed. The correlation of humanization and humanitarization of education is shown, in which humanization acts as the goal of personality formation, and humanitarization as a means of achieving it. The possibilities of pedagogical reflection in the implementation of humanization of the educational process are outlined. The pedagogical conditions of the humanization of modern Russian education are substantiated: determining the content of education in a pedagogical university on the basis of scientifically based ideas about the personality of a humanist teacher; orientation of the educational process to meet the basic needs of the individual; the teacher’s implementation of moral values in relations with students, while simultaneously introducing such values to the students themselves; formation of the student’s personality as an active subject of the educational process; introducing students to the humanitarian culture of humanity; development and formation of the teacher’s ability to carry out pedagogical reflection according to the criterion of humanism.

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.

Professional Training of Future Teachers Based on the Principles of Decorative and Applied Art: Theoretical Aspect

Professional Training of Future Teachers Based on the Principles of Decorative and Applied Art: Theoretical Aspect

MARKING OF THE STAGES OF DEVELOPMENT OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF THE UKRAINIAN LANGUAGE AND LITERATURE

The development of a periodization, which predicts the separation of the stages of development of the professional training of future teachers of the Ukrainian language and literature, is of great importance for retrospection analysis. The purpose of the study is to perform a theoretical analysis of the features of distinguishing the stages of periodization and markers that testify to the beginning of the stages of development of the professional training of future teachers of the Ukrainian language and literature, to clarify their specifics. To study the raised problem, methods of analysis, synthesis and generalization were applied, which enabled a comparative analysis of approaches to distinguishing the stages and main markers of the stages of development of professional training of future teachers of the Ukrainian language and literature. The analysis of the marking of the stages of the development of professional training of future teachers of the Ukrainian language and literature proves that only in isolated cases researchers clearly describe the markers for fixing the stages (T.Atroshchenko, T.Bondar, I.Haidai, L.Pasichnyk, O.Shkyr). In most of the reflected works, there is no marking of differentiated stages. The markers highlighted by the authors serve to indicate the stage within the developed periodization. The criterion for distinguishing a marker is the significance of its influence on the development of the next stage. Markers testify to the beginning of a new stage of development and make it possible to compare historical changes in the development of education. The results of the study show that the normative and legal framework is an objective marker, since the adoption of laws contributes to the development of a new stage and predicts changes in the functioning of domestic education.

Development of skills in the fi eld of neural network technologies for future teachers: opportunities and advantages

The article discusses the experience of teaching neural network technologies and their use in education in the context of professional training of future teachers in a pedagogical university. Based on the existing practical experience, the authors analyzed and briefly presented the advantages of using the developed neural networks in education and described the possibilities of their development. In addition, a modular content of the training course on neural network technologies for future teachers is proposed, which contributes to the development of their special competencies to create their own projects to fulfil professional and pedagogical tasks in the conditions of digital transformation of the school. Approaches and methods for the development of skills in the field of neural network technologies for pedagogical areas of training with a view to their introduction into the educational process of a pedagogical university are determined. The article describes the ways and directions of using neural networks, including data analysis, content adaptation to the individual needs of trainees and the organization of personalized learning

Подготовка студентов к здоровьеориентированной деятельности с младшими школьниками

Based on the conducted research, the article examines the problem of preparing future primary school teachers for health-oriented activities. The main research methods were system-analytical, comparative, questioning, and mathematical processing of empirical data. Data on the health status of younger schoolchildren and students is disclosed. The content of the concept of “health-oriented activity” is clarified and specified and its semantic characteristics are highlighted. The value of health and the role of a healthy lifestyle in the development of the younger generation are substantiated. The authors analyzed legislative and regulatory documents in the field of education from the perspective of the problem of developing a healthy lifestyle among the younger generation and youth. Contradictions have been identified between the professional requirements for a primary school teacher and the absence of this competency in the Federal State Educational Standard of Higher Education. The need for targeted and systematic training of future primary school teachers for health-oriented activities with students is substantiated. The results of the ascertaining experiment conducted on the basis of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University and the Pedagogical Institute of Derzhavin Tambov State University, to identify the value of health and students’ readiness for health-oriented activities with younger schoolchildren. Conclusions are drawn about the formal approach and the insufficient focus of the professional training of future teachers on this type of activity with different age categories of students.

Individualization of independent work in the professional training of future teachers: An experimental study

The individualisation of independent work in the professional training of future teachers contributes to the stable achievement of results in professional and pedagogical training, as it takes into account the needs, motivation, and capabilities of the student. One of the leading technologies of innovative education is tutoring, which ensures an open educational environment in a higher education institution. The article outlines the results of an experimental study of the state of individualisation of independent work in the professional training of future university teachers on the basis of comprehensive, competence-based, systemic and activity-based approaches. The experiment was conducted in the form of a questionnaire among 54 respondents – master students majoring in “011 – Educational, Pedagogical Sciences” of the Mykhailo Drahomanov Ukrainian State University in order to find out their attitude to the current individualisation of independent work and the introduction of tutoring technology. The respondents were offered a Google Forms questionnaire “The current state of individualisation of students' independent work in higher education institutions”, which consisted of 10 questions with possible answers. The results of the experiment showed that modern higher education institutions do not provide adequate conditions for the development of important skills and qualities in students, such as independence, the ability for self-education, self-development, and self-knowledge. It is established that the majority of master's students express their dissatisfaction with the organisation of individualised independent work in higher education institutions, which is due to insufficient attention to their interests, needs, and motives. It is proposed to introduce an integrated form of professional and pedagogical training of future teachers – tutoring technology as an important mechanism for innovating education, which can ensure the openness of the educational and scientific environment. The essence of the educational process under the guidance of a tutor, when a student acts as a tutor on the basis of subject-subject partnership interaction, is revealed. The results of the confirmatory experiment make it possible to further study the conceptual foundations of tutoring as a leading technology for individualising the educational and scientific process. The developed experimental study on the current state of individualisation of independent work in higher education institutions can be implemented at all levels of training of future pedagogical specialists

THEORETICAL CONCEPTS OF METHODOLOGICAL INNOVATIONS IN THE INSTITUTION OF HIGHER EDUCATION

Theoretical concepts of methodological innovations in higher education institutions were comprehensively analyzed in the article. It must be stated that among the whole spectrum of pedagogical technologies, we prefer interactive ones. The implementation of these methods allows to conduct diagnostics and assessment of knowledge acquired by students as well as to conduct control of theoretical concepts of the necessary material, the result of all these must be filling of information gaps between existing and unknown knowledge for students. It must be stated that these technologies are effective both for conducting lectures and practical classes. Dialogic communication between the lecturer and the audience leads to mutual understanding, interaction, joint solution of general but significant tasks for each of the participants. At the same time, during the lecturer's dialogue with future teachers, they learn to think critically, solve complex problems, taking into account the analysis of the circumstances and the information provided. No less important is the formation of alternative approaches, making deliberate decisions, skills of debating with the lecturer or fellow students, taking as a basis their own vision of the problem. Particular attention is paid to contextual learning, which greatly contributes to the optimization of learning. It is primarily based on students' creative and productive thinking, actions and communication, but not exclusively on the processes of perception or memory. Contextual learning is organized in such a way that knowledge, skills and abilities are not transferred as objects of student activity, but as means of solving tasks of professional activity.We found out that interactive technologies and strategy of contextual learning contribute to the consciousness of professional position and self-actualization of the future teacher. These technologies help to level out some "problem areas" of professional training of future teachers, guarantee the achievement of the expected results of the educational process and improvement of the quality of graduates’ training.

Pedagogical Support for Ukrainian War-Affected Children: Future Teachers’ Readiness to Work in Crisis. Comparative Analysis of Research Results in Ukraine and Poland

The significance of the defined issue of psychological and pedagogical support of children affected by the russian military aggression in Ukraine (2022-2023) is substantiated in the article based on the analysis of scientific literature and monitoring of media resources. Several types of crimes against Ukrainian children are presented, such as kidnapping, deportation, forced russification, etc. The questionnaire has been developed and the results of the survey of Ukrainian and Polish students (prospective teachers) with pedagogical experience of dealing with temporarily displaced persons due to the war are presented. Typical challenges they face from a psychological and pedagogical perspective have been identified: psycho-emotional worries of students; communication problems in educational activities; homesickness (which can sometimes be accompanied by depression, sleep disorders and high levels of anxiety); adaptation to new surroundings; periodic air raids, military operations (like those in Ukraine); low motivation to study, lack of interest; double workload for students in Poland (studying in Ukrainian schools online and in foreign schools offline), etc. Based on the qualitative and quantitative analysis of the questionnaire findings, recommendations for the professional training of future teachers to deal with children in crisis, in particular children with war trauma, are proposed. The author emphasizes the importance of developing infomedia literacy, critical thinking, future teachers’ skills in creating a media lesson, and media hygiene as the use of electronic communication and distance learning is a priority in the post-war period and requires information safety from ideological manipulations. Considerable emphasis is given to the development of teacher resilience as the capacity of the human psyche to recover, increase stress resistance, and prevent burnout when dealing with students who have suffered from russian aggression or are experiencing other crisis conditions

PEDAGOGICAL CONDITIONS OF TEACHER TRAINING FOR THE DEVELOPMENT OF LITERARY AND CREATIVE POTENTIAL OF PRIMARY SCHOOLCHILDREN

Among the various types of creativity, the literary creativity of primary school children occupies a special place. At the initial stage of development of literary and creative potential, most primary school children need the help of a teacher who will manage the processes of pupils’ creative search and will be able to create a learning environment that will stimulate the development of interest in literary creativity; in the process of organizing creative work, he or she will use a variety of effective methods and techniques and will take into account the individual characteristics, needs, interests and abilities of each pupil.The formation of future primary school teachers’ readiness to develop the literary and creative potential of junior pupils takes place in the process of their professional and pedagogical training.Based on the analysis of scientific sources and the results of the experimental study, the pedagogical conditions for the effective preparation of future primary school teachers for the development of the literary and creative potential of primary schoolchildren are determined, namely: mastering theoretical knowledge of literature and methods of teaching literary reading; creating a creative, personally oriented educational environment on the basis of subject-subject interaction between the teacher and the student, which involves active cooperation and interaction between the teacher and the student on the basis of mutual respect, trust and openness; implementation of varied curricula and courses that promote the use of innovative approaches to teaching literature and developing pupils’ creative abilities; motivation of future teachers to develop pupils’ literary and creative abilities, who play a key role in the formation and development of children’s creative potential; intensification of students’ reflective activity on their own literary and creative abilities and the possibilities of developing the literary and creative abilities of primary schoolchildren in the process of educational activity.
 Keywords: primary school teacher; primary schoolchildren; literary and creative potential; professional training of future teachers; formation of future teachers’ readiness; pedagogical conditions; creative educational environment; literary creativity; methods and techniques; stimulation; innovative technologies.

Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Relevance. Teachers of mathematics and computer science play an important role in shaping the fundamental knowledge of students. This knowledge manifests itself in the form of in-depth theoretical knowledge, readiness to apply it in practice, critical attitude to information, creativity in their actions. In the conditions of digital transformation, fundamental knowledge enables an individual to take an active part in the life of the modern society and generate new decisions in unfamiliar situations. The aim of the article is to identify due strategies for professional training of mathematics and computer science teachers in the conditions of digitalisation of education, those who are ready to implement the educational process at school with a focus on transfer of fundamental knowledge. Methodology and methods. The methodological basis of the research involves: systemic approach in defining the new role of the teacher as a subject of digital educational ecosystems; environmental approach in characterising the potential of digital educational environment; activity-based approach in training future teachers of mathematics and computer science towards enhancing their ability to form a system of fundamental knowledge in students. The results of the study are presented by describing digitalisation as a modern trend towards modernisation of education, defining the essence of fundamentalisation of education, establishing the interrelation between these processes. The priorities of digital educational space helping to improve the work of mathematics and computer science teachers aimed at the formation of students’ system of fundamental knowledge, to make it more efficient, rational, dynamic and creative, include: continuous online support of educational process, availability of high-quality verified and variable educational content, personalisation of educational trajectory of each student, operational feedback and monitoring of learners’ academic achievements, flexibility of educational programmes, due potential to create sustainable motivation, support of students’ involvement in active learning through the use of new educational tools (virtual simulators and laboratories), interactivity, multimediality and hypertextuality of the environment, automation of teacher’s routine activities, etc. Conclusion. Fundamentalisation of education is viewed as a process of formation of solid, profound basic knowledge defining a person’s scientific worldview and allowing for integration of this knowledge through interdisciplinary links, enabling a person to continuously engage in self-education. The presented results can be used for the development of educational programmes of pedagogical baccalaureate, programmes of supplementary professional education providing for due training of teachers of mathematics and computer science, development of their readiness to form a system of fundamental knowledge in students relying of the digital learning environment resource.

SCIENTIFIC APPROACHES TO FORMING READINESS FOR PROFESSIONAL SELF-IMPROVEMENT OF FUTURE SPECIALISTS IN MUSICAL ART

The article is devoted to the substantiation of the leading scientific approaches to the problem of forming the readiness of future music specialists for professional self-improvement. The role and place of the scientific approach in the structure of methodology as a teaching is determined, and its definition is defined. The analysis of such scientific approaches as: acmeological, synergistic, person-oriented, cultural, axiological, activity, environmental, from the standpoint of which the leading aspects of the problem of professional self-improvement in the professional training of future teachers were investigated and certain features of the implementation of the process of forming the readiness of future teachers-musicians for the specified activity. It was determined that the acmeological approach in the context of the research problem acts as a process of conscious development of potential opportunities, qualities and properties of the individual; the cultural approach involves the formation of the professional worldview of future specialists, their personal and professional values, orientations, guidelines and is based on the desire to independently master and deepen the level of professional knowledge, skills and abilities; the synergistic approach involves a clear structuring of the process of professional self-improvement and its activation by ensuring the process of self-organization and self-development of the individual; the axiological approach is based on the emergence of the need and value orientations for professional self-improvement, awareness of the importance of professional activity and, accordingly, provides opportunities for its analysis and regulation in order to improve it; the activity approach is based on personal activity in the process of educational activity, which involves self-organization of the individual, implementation of systematic self-control and self-analysis of one's own activities, orientation towards self-transformation and transformation of the surrounding world; the environmental approach constitutes a system of opportunities for managing the process of self-change of the individual, determining the optimal ways of its implementation and aiming at achieving high results. Based on the results of the analysis, it was concluded that the specified scientific approaches in their interaction and integrity serve as a conceptual basis for the effective construction of the process of preparing future music specialists for professional self-improvement, become the basis for determining the structure and characteristics of the relevant structural components of readiness for professional self-improvement of future music specialists and justification of certain organizational and pedagogical conditions of its formation. As a result of the research, a conclusion was made regarding the role and significance of the implementation of selected scientific approaches in the process of forming the personality of a student of higher education as a future professional teacher.

THE FEATURES OF DEVELOPING RHETORICAL COMPETENCE IN FUTURE TEACHERS

The article explores the theoretical foundations of developing rhetorical competence in future educators during their professional training. The purpose of the article is to substantiate the theoretical foundations for the development of rhetorical competence among future educators in the context of professional training, using a competency-based approach. The research on the issue of rhetorical competence among future educators was conducted using theoretical research methods, including comparative analysis of scientific publications, psychological-pedagogical and methodological literature, and the experience of pedagogical and scientific-educational staff in higher education institutions to determine the current state and prospects of the researched problem. Structural analysis, systematization, and classification were employed to organize and categorize the theoretical materials related to the research problem. It is established that the issue of forming rhetorical competence in future educators is the focus of comprehensive research on the professional training of future teachers, carried out based on a competency-based approach. The views of scholars on the essence of developing rhetorical competence in future educators are examined. It is determined that "rhetorical competence" of future educators is an important component of their education in higher education institutions and involves the ability to effectively shape a communicative strategy, formulate thoughts logically and comprehensibly, communicate proficiently, and skillfully employ rhetorical techniques to develop an individual speaking style.

Debatability as a principle of teacher education: methodological aspects and practical implementation

Introduction. Debatability is considered as a manifestation of dialogism and as one of the conditions for the formation of democratic thinking. The main characteristics of debatability as a principle of teacher education are revealed: realization of the right to formulate one's own professional position and its public discussion; harmonious combination with the main methodological approaches in education; creative and probabilistic character; joint identification of the meanings of pedagogical activity. The preparation of future teachers for the implementation of debatability in the educational process is defined as the modern mission of a professional pedagogical institution. The relationship between the philosophical substantiation of the principle of discussion and its specific implementation in the activities of a teacher of pedagogical disciplines is shown.Materials and Methods. With the use of the theoretical analysis, the properties of the discussion that determine its use in the professional training of future teachers are highlighted. The ideas of students of the pedagogical college about the influence of the role and place of discussion in their professional training were studied and analyzed on the basis of the results of the survey and the products of activity. Also, a conversation was held with fellow teachers about the possibilities of using the discussion. The ranking method made it possible to identify the most effective methods for implementing the principle of discussion in the practice of teaching the academic discipline «Pedagogy».Results. The ideas of future teachers about discussion forms and methods of teaching have been studied. The main methodological methods for implementing the principle of discussion in teacher education are considered. The risks and limits of the application of the discussion are substantiated. The development of debatable forms and methods of teaching is considered as a condition for stimulating professional self-development. Potential directions for improving the professional training of future teachers for mastering the discussion are identified, including the expansion of the use of discussion by students in the course of teaching practice.Discussion and Conclusions. The implementation of the principle of discussion predetermines the rejection of traditional subject-object models of pedagogical education and the transition to a dialogic model. The equality of the main methodological approaches (culturological, dialogic, axiological, activity, anthropological, personal, technological) requires the implementation of their balance in the methodological activity of the teacher. The choice of discussion as a teaching method depends on the value priorities of the teacher. Modern students are ideologically ready to participate in dialogic forms of education. Democratic thinking as a tool for the humanistic worldview of future teachers is one of the main results of the discussion.

Simulation in Cisco within the Framework of Professional Training of Future Teachers of Computers Science

Simulation in Cisco within the Framework of Professional Training of Future Teachers of Computers Science

ЄВРОІНТЕГРАЦІЙНИЙ ВИМІР МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ У НАУКОВІЙ СПАДЩИНІ АКАДЕМІКА ОЛЕКСАНДРИ САВЧЕНКО

In her research work, O. Savchenko identified new conceptual foundations of pedagogical education related to its European integration processes: reforming the content of professional training of future teachers in the context of school education innovations and higher education standardization processes; introduction of the humanistic paradigm of education and upbringing of students; design of the individual educational trajectory of the applicants; implementation of a competence-oriented model of education in pedagogical higher education institutions. The scientist emphasized special attention on personally oriented professional education, designing the individual trajectory of professional development of each student during the of his studies. Unfortunately, this leading idea was not sufficiently implemented in practice for a long time. And only in modern conditions do we realize that the transition of university education to a student-centered model is becoming a through line of changes. This is reflected both in the development of educational programs based on the requests of education seekers, and in their more active involvement in the design of their studies, the creation of opportunities for choosing and constructing individual educational trajectories, and the development of a system of independent student evaluation of teachers' activities. In the scientific heritage of O. Savchenko, the problem of the formation of the «ability to learn» in future teachers, which she considered a meta-skill, is highlighted. The scientist claimed that mastery of this skill programs the acquisition of individual experience to become a successful teacher who knows how to prevent overloading of students, rationally use time, calmly and stress-free navigate in various life situations, independently search for sources of information, ways to solve non-standard problems. And in general, the ability to learn, according to O. Savchenko, changes the style of thinking, determines the ability to learn throughout life, creates guidelines for long-term and personally important learning incentives. The analysis of academician O. Savchenko's scientific heritage allows us to state that the scientist actively studied the experience of training future teachers in European countries. She had a unique ability to see better than others the examples of European practices of training future teachers and to submit her own ideas for their implementation in higher education institutions. The works of the famous pedagogue are an example of a successful combination of general theoretical provisions with practice, which testifies to high scientific achievements in the Ukrainian educational space. Key words: professional training of future primary school teachers, academician Oleхandra Savchenko's scientific heritage, European integration dimension, scientific achievements of an outstanding pedagogue.