Preparation Of Future Teachers Research Articles

Готовность будущих учителей к работе в технопарке универсальных педагогических компетенций

<p style="text-align: justify;">The article considers the problem of future teachers’ readiness to work in the technopark of universal pedagogical competencies. The professional standard of a teacher, the Federal State Educational Standard of Higher Education is analyzed and the requirements for the activity of a physics teacher organizing the educational process in a technopark are highlighted. The article analyzes the importance and readiness of future teachers to organize the educational process when teaching physics by means of the technopark. The obtained results of experimental work based on the technopark of universal pedagogical competencies of the South Ural State Humanitarian and Pedagogical University among undergraduate students in the field of training “Pedagogical education” profile “Physics. Mathematics” and “Technology. Additional education” when introducing practice-oriented tasks. As a result of work in the conditions of the technopark, difficulties are highlighted, recommendations are given and a general conclusion is made about the readiness of students of a pedagogical university and future teachers to work in the technopark of universal pedagogical competencies.</p>

Preparation of Future Teachers for Organising a Health-Preserving Inclusive Space in Educational Institutions

The purpose of the research consists in analysing the current state of training future teachers for the organisation of a health-preserving inclusive space. The identified problems are actualised by the growing role of inclusive education, which is aimed at teaching children with different educational needs and disabilities. For realising the goal of the research, a number of theoretical (analysis, synthesis, abstraction, induction, deduction, generalisation) and empirical (observations of the educational process of a higher education institution, in which future teachers undergo professional training), study of documentation (academic programs, curricula, syllabi)), questionnaire) methods. In particular, the documentation of Ivan Franko State Pedagogical University of Drohobych has been studied, and 120 students of the first (bachelor’s) and the second (master’s) degrees of higher education have been surveyed. The conducted research has proved the ability of a modern higher education institution to form specialists with developed inclusive competence. This is facilitated by the systematic work of the higher education institution regarding the formation and implementation of academic programs for training future teachers and regarding the inclusion of a number of educational components, which are aimed at forming inclusive competence and future teachers’ relevant skills in the process of pedagogical practice.

Теоретические аспекты готовности будущего педагога к аналитической деятельности

Introduction. In the realities of modern society experiencing the processes of globalization and informatization, there is an increasing demand for young professionals with the skills and abilities to analyze large amounts of information, able to make decisions based on data efficiently and quickly. Theoretical analysis. This article discusses the main features of the implementation of the analytical activity of the teacher. One of the key components of a teacher’s professional competence is analytical activity, which allows to analize, predict and evaluate the results of their work, as well as quickly respond to changes in the educational environment. Interpretations of the concept of “readiness” were analyzed, and the essence and structure of the readiness of future teachers for analytical activity were revealed. The novelty of the work lies in the revision of the structural components of the teacher’s readiness for analytical activity, corresponding to modern requirements of educational standards. The necessity of training specialists with the skills and abilities to work with data and information technologies is emphasized. Conclusion. The conclusion is formulated, according to which the formation of the future teacher’s readiness for analytical activity is a necessary factor of his or her successful professional activity, which can be carried out through the use of simulation modeling software in the educational process.

Discourses of resistance: pre-service teachers’ reflections on the challenges of inclusion in physical education

ABSTRACT Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers’ prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study enquired into the following question: What discourses of resistance can be identified in PE pre-service teachers’ written reflections on the challenges of inclusion and the need for changed pedagogical practices in PE? The sample in this qualitative research comprised 11 PE pre-service teachers enrolled in a general teacher education programme, and the analytical approach involved textual analysis of reflection notes written by the pre-service teachers. The findings highlighted two discourses of inclusion (‘More gender inclusive PE is needed’, and ‘PE practices must embrace diversity’) and two discourses of resistance (‘Resistance to PE transformation’, and ‘Resistance to gender diversity in PE’). Drawing on discourses such as the assertion that education is better suited for girls, the students expressed resistance towards accommodating girls’ need in PE, with the use of interpretive repertoires such as ‘gender differences are natural and inevitable’ or ‘boys need PE because girls do better in other subjects’. Secondly, referring to discursive understandings of a general openness towards gender diversity in society, they exhibited resistance against breaking the gender binary in PE in fear of confusing vulnerable youth. Thus, although the pre-service teachers challenged how gender is reproduced through PE practice, their perspectives remained within a cis-normative frame of reference. We argue that with increased understanding of how pre-service teachers rehearse and reproduce interpretative repertoires in their written assignments, teacher educators are better equipped to help students develop their critical thoughts and arguments.

Preparation of Future Teachers of Mathematics for the Development of Logical Thinking of Students

There is a great contradiction between the need for specialists in the modern education system who are ready to develop students ' logical thinking, and the discrepancy between the level of training of future teachers in the process of studying at universities. Based on a survey of the teaching staff, it was found that future mathematics teachers are not systematically trained in logical thinking of students (85.8% in the responses of teachers). In particular, the problem under study has not yet been sufficiently studied in the psychological and pedagogical literature: a) the conditions and system of logical thinking of students are poorly developed; b) an exhaustive model of preparation for logical thinking has not been developed. The goal of developing students ' logical thinking is: cognitive truth; formation of the correct system of cognitive techniques and methods. This is due to the fact that logic is a collection of knowledge about the forms and laws of abstract thinking in the knowledge of the world. Therefore, this article discusses the preparation of future mathematics teachers for the development of logical thinking of students.
 
 Received: 17 August 2023 / Accepted: 21 February 2024 / Published: 5 March 2024

Professional Competence of Teachers Concerning the Content of the Educational Area: Man and the World of Work in Pre-primary and Primary Education

In the introduction of the paper, the issue of the quality of technical education from the point of view of the professional competence of teachers, with a focus on undergraduate preparation of future teachers and their successful performance in their future careers, is discussed. Further, in more detail, the authors analyse study programs, including the teaching subjects incorporated into them, of pre-primary and primary education at three universities in Slovakia concerning the content and goals of the educational area Man and the world of work. Results of their comparative analysis have shown significant differences in the teacher trainee preparation at the concerned universities. As to the bachelor study programs, these correspond with the topics of the educational area. In the master study programmes, the topical units of the educational area are indicated indirectly in the frame of the learning outcomes. At the same time, the emphasis is put mainly on didactical aspects.

Подготовка будущего педагога к осуществлению психолого-педагогической поддержки интеллектуально одаренных школьников: констатирующий эксперимент

This article presents the features of preparing a future teacher to provide psychological and pedagogical support for intellectually gifted students. The authors determine the components, criteria and methods for diagnosing the readiness of future teachers to provide psychological and pedagogical support to intellectually gifted students.

Readiness of future teachers to work at school: Review of theoretical and empirical research

Introduction. The current review article studies and systematises modern knowledge about the readiness of future teachers to work at school. The relevance of the study is due to the un­willingness of graduates of pedagogical universities to work in their speciality, the departure of novice teachers from the profession, and the increase in the number of open vacancies. The speed of ongoing changes, information and technological progress, the need to carry out online education and use artificial intelligence make it necessary to systematise the results of modern research. A review of various scientific fields allows us to take a step towards interdisciplinarity and describe different points of view in theoretical and empirical research. Moreover, it is important to answer the question of the representation of concepts and models of readiness, as well as to investigate the areas of further research directions.Aim. The present research aims to review and systematise international and Russian theoretical and empirical studies on the readiness of future teachers to work at school.Methodology and research methods. The methodology of the study was a descriptive (semi-system­atic) approach to the review of theoretical and empirical studies. The search strategy consisted of the following stages: (1) identification of research questions; (2) search for relevant studies; (3) selection and exclusion for analysis; (4) data comparison; (5) generalisation and presentation. The methods of systematic search, comparative and content analysis were employed. The search for English-language publications was conducted in World Scientific, Scopus and Elsevier (ScienceDirect), which are in open access (open access&open archive). A total of 531 sources were identified. Then, by the Prisma method, 119 articles were selected, with a search depth from 2016 to 2023. The analysis of Russian-language ar­ticles was carried out in the scientific electronic library eLIBRARY.RU. A set of words “readiness&future teachers&work at school” was used for the search; as a result, 120 sources were obtained. The selected articles were analysed from the point of view of concepts, directions, models and factors of readiness for professional pedagogical activity and work at school.Results. The number of studies on this topic has been growing since 2008, with the highest values observed in 2016 and 2020. In 54.6 % of publications, theoretical models are considered. It is revealed that the concept of “readiness” of a graduate of a pedagogical university/college or already a teacher to work at school significantly depends on the field of scientific knowledge within which this term is con­sidered. The thematic mismatch of Russian and foreign studies has been established. 39.7 % of Russian studies are devoted to professional competencies, and every fourth foreign article (25.7 %) focuses on educational outcomes. The most frequent methods of data collection in empirical studies are interviews, surveys and experiments. External and internal factors of readiness are revealed. External ones are the content of the educational programme at a pedagogical university or college, the duration of training and the conditions for passing pedagogical practice. Internal factors include the choice of specialisation in accordance with individual preferences, knowledge of pedagogical support resources and modern teach­ing technologies, options, and features of the school context.Scientific novelty. For the first time, a systematic review of international and Russian studies on this topic has been conducted. A unique contribution to the field of research is the resulting database of pub­lications in this area, which is publicly available for researchers and other interested parties (certificate of state registration of the database № 2023622782). The results obtained make it possible to develop a comprehensive interdisciplinary model of future teachers’ readiness to work at school, considering all the changes and challenges of an information and technologically advanced society.Practical significance is due to the possibility of using the results obtained in the development of ed­ucational programmes in pedagogical training. Based on the data obtained, future researchers and teach­ers can conduct a meta-analysis, qualitative and quantitative assessment of readiness for professional pedagogical activity. The research outcomes make it possible to conduct further research and evaluate the author’s readiness models for completeness, adequacy, and validity.

Computer Technologies as a Method of Forming Students' Information Skills in the Process of Learning

The article investigates the problem of formation of future teachers' readiness to innovative activity, the role of computer technologies as a method of formation of students' information skills in the learning process. Based on the stated and analyzed interpretations of the authors about the concept of "innovations in education", the research position to consider innovation as an important element of education support in a state of dynamic development, adequate to the demands of today's society as a phenomenon of collective or formed individual professional creative activity of a teacher was formulated. On the example of the course, in which a systematic theoretical, methodological and practice-oriented training of students is carried out, the experience of formation of readiness of future teachers to innovative activity is described, the leading forms of pedagogical activity are presented. According to the results of the study it is concluded that the formation of the future teacher's readiness for innovative activity contributes to the identification of the conceptual position of the specialty, the identification of development resources and innovation (including potential) and their critical evaluation, creating conditions for finding innovative solutions in education. This competence is an important part of the professionalism of the today's teacher. Also in the article the role of computer technologies as a method of formation of students' information skills in the learning process is studied; e-learning tools as a basic step of realization of digital pedagogical technologies, the structure of the author's system of preparation of university teacher to the application of e-learning tools in professional activity is given.

Criteria and levels of development of the reflexive competence in a foreign language teacher

Relevance. The relevance of the study is conditioned by the fact that pedagogical education faces huge problems, since modern changes impose higher requirements on future foreign language teachers, where special attention is paid to the development of reflexive competence in the context of a continuous learning system. Reflexive competence is an important driving force of pedagogical activity, through which internal experience is reflected upon when one's own knowledge can be sublimated and one's practical behaviour tends to be deliberate. Purpose. The purpose of the study is to reveal the problems of university preparation of future teachers of a foreign language for reflexion and to consider the main aspects of the development of a future teacher's reflexive competence. Methodology. To achieve research goals, the following methods were used: structural and functional, theoretical, and experimental. Results. The results of the study have determined that the training of a future foreign language teacher with reflexive competence today is one of the most important and significant tasks of pedagogical universities and the education system in general. The analysis showed that future foreign language teachers are not sufficiently prepared to work with reflection methods, and universities have serious shortcomings in understanding the essence of this concept. The development and improvement of the ability of future foreign language teachers to recognise problems and reflect on them play an important role in changing educational concepts, which contributes to their growth and development. Conclusions. The practical significance lies in the analysis of the current state of teaching, the formulation of criteria and levels of development of reflexive competence in a future foreign language teacher, and the formulation of criteria and appropriate levels of development of reflexive competence in the process of professional education in higher education, which determines the level of development of self-reflection.

Рівень готовності майбутніх учителів фізичної культури до тренерської діяльності з ігрових видів спорту

The article is devoted to the study of the problem of the readiness of future teachers of physical education for coaching activity in game sports. The task of the article is to determine the initial level of readiness of future physical education teachers for coaching activity in game sports. The essence of the scientific definition of “readiness” is summarized. The components that ensured the formation of the readiness of students of higher education institutions for coaching activities were determined. An analysis of the results of the entrance examination was carried out regarding the formation of motivational, scientific-theoretical, practical, psychophysiological and physical components of higher education applicants of the first (bachelor) level. Therefore, the results of the entrance examination showed a real need for the formation of future physical culture teachers’ readiness for coaching activities in the sports section of game sports even during their studies at a higher educational institution.

Особенности подготовки студентов-филологов к эстетическому воспитанию школьников в процессе проектной деятельности

The article discusses the features of the preparation of future teachers of Russian language and literature for the aesthetic education of schoolchildren in the process of project activities. The importance of project activity in the preparation of students of philology is emphasized, the types of educational projects are considered; the types of projects that can be performed both in the classroom and extracurricular work are described. The results of the study of changes in the attitude to project activities among philology students in the process of their preparation for the aesthetic education of schoolchildren are presented.

The Influence of AI ChatGPT on Improving Teachers' Creative Thinking

The latest technologies, such as Artificial Intelligence (AI), have emerged as pivotal tools for fostering creativity, aiding in the development of novel and interactive pedagogical methods, and catalysing innovation within the educational process. The integration of technology into education opens avenues for creative expression and the cultivation of creative skills among students. Investigating the cognitive styles of educators is imperative for adapting instructional strategies, as divergent modes of thinking can impact the efficacy of teaching and facilitate the customization of approaches in pedagogy. In this article, the predominant type of thinking among student teachers is investigated, the average level of creativity is determined, and the potential influence of employing an innovative method - ChatGPT - on the creative abilities of future educators is explored. The study sample consisted of (450) university teachers at three universities, Udmurt State University (Izhevsk, Russia), Peoples' Friendship University of Russia (Moscow, Russia), and Beijing Institute of Technology (Beijing, China). Participants were invited to participate in two assessments: J. Bruner's test on thinking styles, and a proprietary questionnaire designed to gather additional insights into the perception and influence of ChatGPT on creative potential. This research employed a quantitative approach. The study revealed that 70% of the surveyed student teachers exhibited a sign-oriented type of thinking. The experimental findings indicated a moderate level of creativity among these students. Only 28% of the participants demonstrated a high degree of creativity. In contrast, educators who utilized the developed programme exhibited a higher level of creative ability and better performance compared to teachers in the control group. This suggests that the incorporation of ChatGPT in education exerts a positive influence on enhancing educators' outcomes when compared to conventional teaching methods. The practical significance of this study lies in its contribution to expanding knowledge about the impact of ChatGPT on the development of creative potential. It underscores the importance of employing contemporary information and communication technologies in the preparation of future teachers.

FEATURES OF FORMATION OF READINESS OF FUTURE TEACHERS TO BUILD A PROFESSIONAL CAREER IN CHANGING CONDITIONS

Introduction. The professional activity of a teacher is multifunctional, and responsibility for their own professional success rests with the teacher himself. However, a significant part of the graduates of the pedagogical university is not ready enough to build their professional career.
 The purpose of the work is to theoretically substantiate and describe the effectiveness of the implementation of pedagogical conditions that ensure the formation of the readiness of future teachers to build a professional career.
 Methods and materials. Systematic, acmeological, activity-based, personality-oriented approaches are considered as the methodological basis of the author’s research. The solution of research tasks is provided by a set of complementary theoretical and empirical methods.
 Results. The essence of the concept of readiness of future teachers to build a professional career is clarified. The criterion apparatus for determining the readiness of future teachers to build a professional career is presented. The effectiveness of pedagogical conditions for the formation of the readiness of future teachers to build a professional career has been experimentally proved. The research materials can be used in the system of secondary vocational and higher pedagogical education to form students – future teachers’ readiness to build a professional career.
 Conclusion. The revealed pedagogical conditions contribute to the formation of the readiness of future teachers to build a professional career. The presented practical experience can be used in the construction of a professional training space for future teachers and in other educational organizations.

ЗАДАЧИТЕ ОТ ОНЛАЙН СЪСТЕЗАНИЕТО „VIVA МАТЕМАТИКА С КОМПЮТЪР“ – РЕСУРС ЗА РАБОТА В STEM ЦЕНТРОВЕТЕ

It is shown how a well-known task, also used in the „VIVA Mathеmatics with Computer“ and “Theme of the Month” online competitions, can become a base for regular classes and/or explorations in school STEM centers. The task is related to a special case of the classical Holditch theorem and allows the development of various substantive studies using the GeoGebra system. The structure of the necessary GeoGebra auxiliary files for these studies is described. The analysis of the results of the participants in the mentioned competitions gives a reason to consider that the tasks in the article are accessible to students from upper secondary education. In addition to work in STEM centers, the article can be used in preparation for participation in the "VIVA Mathematics with a Computer" competition, as well as for developing skills for working on independent student research. The article would also be useful in the preparation of future teachers.

INFORMATION TECHNOLOGY AS A FACTOR FOR IMPROVING THE TRAINING OF MODERN TEACHERS

The article analyzes developments in improving the training of modern teachers, considers the concept of «quality of education». Emphasis is placed on the fact that a modern specialist in the field of professional education must have a system of developed skills and abilities for the introduction of information technologies into the educational process to improve the assessment of the quality of education. An interpretation of the concept of «information technology» is provided. The author notes that due to the growth of information flows, the use of new pedagogical technologies, the need to meet the needs of personal and professional development of teachers, who are sometimes not fully prepared for the introduction of innovations in the educational process. This leads to certain difficulties in professional activities, including: organization of project and research activities of education seekers; development and implementation of methodical models, technologies and methods; analysis of the results of the educational process and their further use during the design of pedagogical activities; study, generalization and creative use of advanced pedagogical experience. It is noted that the structure of the readiness of future teachers of professional education includes the following components: motivational component as a set of motives adequate to the goals and tasks of pedagogical activity; a content component related to the cognitive sphere of a person and constitutes a system of knowledge necessary for productive pedagogical activity; operational component − a set of abilities and skills of practical problem solving in the process of pedagogical activity. a substantive analysis of the above definitions shows that there are currently two most distinct approaches to the definition of educational information technology. It is noted that in the first case, it is proposed to consider it as a didactic process, organized using a set of fundamentally new means and methods of data processing introduced into the education system, representing the purposeful creation, transmission, preservation, and display of information products with the lowest costs and in accordance with the laws of cognitive activity education seekers. In the second case, we are talking about the creation of a certain technical learning environment, in which information technologies occupy an important place.

Формирование профессионально-эстетической готовности и медиаграмотности студентов педвузов

Процессы, происходящие в культуре последнего десятилетия, целенаправленно меняют традиционные представления о роли эстетического воспитания в формировании личности учителя. Поэтому на данный момент возникают вопросы разработки и реализации целостной программы по формированию профессиональной и эстетической готовности (ПЭГ) будущего учителя. Также ситуация с коронавирусом показала, что профессионально-эстетическая готовность должна подкрепляется медиаграмотностью будущих учителей изобразительного искусства. В статье представлены результаты формирования профессионально-эстетической готовности будущих учителей изобразительного искусства, изучены направления по формированию профессионально-эстетической готовности. В формировании ПЭГ также применяются информационные технологии как основа последующей грамотности в использовании интернет-ресурсов в педагогической деятельности. Данная работа будет полезна педагогам педагогического вуза в виде инструмента проверки профессионально-эстетической готовности студентов. Авторами определен уровень сформированности профессионально-эстетической подготовки исследования: «Определение формирования ценностных ориентаций»; использованы тесты «Узнавать эмоции», «Категории анализа художественного содержания произведений изобразительного искусства» и «Мотивация профессиональной деятельности». Результаты работы демонстрируют низкий общий уровень познания эстетических знаний, методических умений использовать эстетический багаж в учебном процессе, стремление к творческой самореализации в художественно-педагогической сфере. Студенты показали средний и низкий уровни сформированности эмоционально-ценностного, познавательного, рефлексивно-конструктивного компонентов профессионально-эстетической готовности будущих учителей изобразительного искусства. Авторами статьи предложены параметрические характеристики и набор диагностических инструментов для оценки подготовки будущих учителей изобразительного искусства. Выделенные компоненты позволяют диагностировать степень сформированности каждого компонента профессионально-эстетической готовности педагогов образовательного направления «Искусство».

IMPLEMENTATION OF THE PRINCIPLES OF SCIENTIFIC AND RESEARCH ACTIVITY OF FUTURE TECHNOLOGY TEACHERS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS

The article examines the importance and methods of introducing the principles of scientific research into the educational process of future technology teachers, emphasizing the importance of forming scientific consciousness, developing critical thinking, and the ability to innovatively apply knowledge in practical activities. Modern approaches to the integration of scientific research into the educational process of higher education institutions are analyzed, including the usage of active and interactive teaching methods, and the involvement of students in real research projects that contribute to the development of scientific and research skills.
 The key role of the implementation of scientific and research principles in the educational process of training future technology teachers is emphasized, and the importance of this aspect for the development of the necessary competencies in a dynamic information and technology environment is emphasized. The role of active and interactive teaching methods in involving students in a deep understanding of scientific concepts and practical application of knowledge is defined. The value of elective disciplines for the development of scientific and research abilities and skills, which determines the preparation of future teachers for independent research work, is clarified. An overview of opportunities for applicants to participate in scientific projects and publish their work is provided, which contributes to professional growth and scientific careers. The need to provide access to modern resources and improve the qualifications of teachers for the effective implementation of scientific and research activities in education is emphasized. A comprehensive approach to reforming curricula and teaching methods is proposed, which is crucial for the formation of highly qualified technology teachers ready for innovative activities and scientific research. Such systematic preparation for scientific research activity will contribute to the formation of future specialists’ readiness for innovative, creative, and critical professional activity.
 A conclusion has made about the need for further development of methods of integration of scientific research activities into educational processes to ensure a high level of training future technology teachers, taking into account the dynamically changing requirements of the modern educational and technological environment.

Prospects and priorities of the cultural aspect in education

Relevance In modern conditions of world globalization, the issue of prospects and the search for priorities for the implementation of the cultural aspect in education in Kyrgyzstan has become one of the most important problems in improving its quality.Purpose. The purpose of the article is to substantiate and introduce a methodology for the formation of cultural competence of future teachers in higher educational institutions of Kyrgyzstan, as a guarantee of their readiness to carry out professional activities.Methodology. The basis of the methodological approach of the study is the substantiation and verification of the effectiveness of the methodology for the development of cultural competence in future teachers during their studies at a higher educational institution; empirical methods: analysis, comparison, systematization, survey, questioning, testing, modelling, and design; experiment � ascertaining and forming; methods of mathematical statistics: processing the final indicators of the formation of the level of readiness of teachers for the formation of cultural competence during their professional training in higher educational institutions.Results. The content of the concept �culturological competence of the future teacher� is determined; its signs and features are disclosed, a methodology for the development of cultural competence of future teachers in the context of professional training has been developed and implemented. During a pilot study, methodological tools have been developed to increase the readiness of future teachers for the formation of cultural competence during professional training, namely: the implementation of readiness components with selected methods for their formation and pedagogical conditions. After conducting an experimental study, promising directions for improving the methodology for developing the readiness of future teachers for professional activities were formed through the formation of cultural competence during preparation for professional activities in higher educational institutions of Kyrgyzstan.Conclusions. The practical value of the work lies in the development of a methodological system for improving the training of future teachers in Kyrgyzstan based on a competency-based approach.

THE IMPLEMENTATION OF HRYHORII LEVCHENKO’S CREATIVE WORK IN FUTURE TEACHERS’ NON-FORMAL EDUCATION

The article is devoted to the significance of the creative work of the outstanding Ukrainian conductor, composer, arranger, and teacher Hryhorii Levchenko in the process of its implementation in the field of future teachers’ non-formal education. It is emphasized that non-formal, in particular, art education is a source of improvement of general and professional competencies of future specialists obtained in the process of formal education. The prominent teacher's life and creative activity motivates gifted youth to realize their artistic and pedagogical potential, and to develop their own artistic talents.
 Acquaintance with the artist’s life and professional path proves exceptional dedication to the chosen profession and is an example to follow.
 An important aspect of scientific, pedagogical, and artistic activity is the focus on the realization of the national, aesthetic, educational, and educational potential of the Ukrainian folk song, which has become dominant in the artist's work. It can be traced in his scientific works, research, compositional work, and activities as artistic director, and conductor of the Ukrainian folk choir “Kalyna” of Poltava V. G. Korolenko National Pedagogical University.
 H. Levchenko’s long-term systematic work on the organization and implementation of informal art education in a pedagogical institution of higher education contributes to the preparation of future teachers for educational work in secondary general and extracurricular education institutions.