Teachers Of Institutions Research Articles

An Investigation into the Relationship between HRM, Transformational Leadership and Teachers’ Well-being in Educational Institutions

Today’s dynamic and competitive environment requires our educational sector to be growing. In order to have successful educational institutes, there is a dire need to pay attention on the overall well-being of teachers. Thus, this research aims to provide an empirical evidence of the impact of Human Resource Management strategies and transformational leadership on teachers’ well-being. Data were collected from 246 full-time working teachers in the educational institutes of Lahore. Whereby, results revealed the positive significant impact of both HRM Strategies and Transformational leadership on teachers well-being, the TL association with teacher’s well-being found to be stronger as compared to HRM Strategies. The insights offer valuable practical implications to assess the level of well-being of teachers and the ways to increase it.

Between Policies and Practices: a Quantitative Analysis of Teacher Training in Private Higher Education in São Paulo

Objective: The objective of this study is to investigate, analyze and discuss the aspects, paths and perspectives that permeate teacher training in Higher Education at a private university in São Paulo. Theoretical Framework: This research is based on theories and discussions in the areas of the history and philosophy of education, teaching and learning, teacher training, curriculum theories, active methodologies, reflective and researching teachers, and French discourse analysis. Method: This research will have a mixed approach, i.e. it will be quantitative and qualitative at the same time. It will make use of quantitative processes that require logistical and numerical proof, when we tabulate the answers to the questionnaires answered by the teachers. It will also use qualitative processes when analyzing the responses from the focus group conducted as data collection in this study. Results and Discussion: This study will investigate teacher training by collecting information from the teachers themselves who work in private higher education. Therefore, the main objective of this work is to understand how the training of these educators has been carried out in order to propose new paths and strategies to enrich teaching work. Research implications: One of the possible outcomes of this research will be a proposal for teacher training based on learning communities, in which there is space for discussion, creation and reflection on teaching and learning environments in higher education. Spaces for teachers to exchange and share information. U1, the university that is part of this study, already creates moments of reflection for the institution's teachers, as we will see in the course of this article. Originality/Value: The discussion about the training of higher education teachers at private universities in Brazil does not have many studies investigating the pedagogical work of these professionals, so this study seeks to understand the pedagogical work and training of these specific educators.

EDUCATION IN KASTAMONU ACCORDING TO EDUCATION YEARBOOKS AND PROVINCE YEARBOOKS (1869-1903)

Yearbooks, which are first-hand sources, are important for obtaining information about the Ottoman education system. This study aims to reveal the educational status in Kastamonu province between 1869 and 1903, which aligns with the data in the Kastamonu Provincial Yearbooks and Education Yearbooks. The first publication of the Kastamonu Provincial Yearbook was in 1869, and the last was in 1903. Education Yearbooks were published between 1899 and 1903. It is known that Kastamonu provincial yearbooks were not published every year. Although they occur at different intervals, twenty-one Kastamonu Provincial Yearbooks and five Education Yearbooks, excluding the Education Yearbook of 1902, are the main data sources in the study. Data in the study was collected using the document review method and subjected to descriptive analysis. Historical research was used as the study method. In the years examined, educational institutions understood to exist in Kastamonu province are primary schools, middle schools, high schools, industrial schools, and schools for non-Muslims. The change in the number of students and teachers in educational institutions over the years is also among the study's important findings.

Characteristics of medical student education during the COVID-19 pandemic

Introduction. After the last pandemic, the university community faced a number of issues related to the management and conduct of training, so improving the quality of education and training of medical students is relevant. The transition to distance learning on various platforms with all kinds of media support, on the one hand, made it possible not to interrupt the educational process during a difficult period of social restrictions, and on the other hand, created a load and stressed both students and teachers of educational institutions. Purpose. To assess the impact of changes on the educational process of medical students during the COVID-19 pandemic, including the implementation of distance learning technologies and the use of online platforms, and to identify the need for social support measures to reduce academic burnout and improve students’ psychological resilience. Materials and methods. A comparative observational study was conducted at the Urology Clinic of the Russian University of Medicine, which used an anonymous Internet survey. Two hundred forty eight 4th year medical students were interviewed from 2020 to 2021 and 501 respondents from 2021 to 2022. Results. Two groups of students were compared, distributed according to a time criterion. The most frequent area of application of social networks in the educational process was consultation with teachers and search for information for educational activities. In relation to distance learning, positive responses were received from 170 respondents (68.55%) in group 1 and 342 (68.26%) in group 2, and negative responses from 68 (27.42%) and 127 (25.35%) respondents, respectively. Research limitations. A narrow focus on the sample of medical students, which does not reflect the diversity of opinions and experiences in the wider population, as well as conducting research during the COVID-19 pandemic. Conclusions. Given the changes in educational activities against the background of the coronavirus pandemic, as well as the lack of regulated norms, rules, and support for students and teachers during this period, comprehensive coverage and development of distance learning methods are necessary.

Review of research works done on Rajata Bhasma [Incinerated Silver] at Institute of Teaching and Research in Ayurveda, Jamnagar

Rajata a well-known metal known for its Medhya, Rasayana and Balya Karma. Rajata is cost effective compared to Swarna and possess similar properties to that of Swarna. Rajata Bhasma (RB) is a calcined silver compound widely used by practitioners of Ayurveda for various ailments like depletion of body elements, neurological disorders, muscular dystrophy, infertility, diabetes, various infectious conditions. Aim of the present study was to compile such available research works done on Rajata in the Department of Rasa Shastra and Bhaishajya Kalpana (RS and BK), ITRA, Jamnagar and provide brief information about pharmaceutical, analytical, and pharmacological studies. Total five studies on Rajata Bhasma, which revalidated the impact of classical guidelines, safety issues, and therapeutic utilities, were screened from Department of RS and BK, Institute for Teaching and Research in Ayurveda, Jamnagar. All studies revealed that Rajata Bhasma is safe clinically, experimentally at Therapeutic Equivalent Dose (TED) levels as no toxic hazards were reported during the treatment period. The clinical efficacy of Rajata Bhasma has been evaluated in Female infertility, Depression (Avasada) and memory enhancing activity. conditions. Satisfactory responses with a decrease in the intensity of signs and symptoms were reported in all the studies. Though certain limitations were observed in these researches, the results can be considered as a lead for further well stratified studies covering larger population. No adverse effects were reported in any of these studies.

Review of research work done on Nishamalaki in type 2 Diabetes at institute of Teaching and Research in Ayurveda, Jamnagar

Background: Nisha and Amalaki Churna are most commonly prescribed drugs used individually as well as in combination with other drugs in various diseases by Ayurvedic practitioners. The use of Nisha and Amalaki in Prameha is found in various classical texts, including Brihatrayees, Chakradatta, Bhaishajya Ratnavali among others. Diabetes is a major cause of health concern affecting around 10.5% of population. The most worrisome part is that its incidence is on the rise even in rural areas. Prameha (Madhumeha) wsr to Type 2 Diabetes) has adverse effects on many physiological processes and anatomical structures in the body (Saptadushya) and is considered as Mahagada. Aim of the present study was to compile such research works carried out on Nishamalaki at ITRA, Jamnagar and provide brief information about the studies. Material & methods: Total nine studies on Nishamalaki were screened from various PG departments of Institute of Teaching and Research in Ayurveda, Jamnagar. Results and Conclusion: All studies revealed that Nishamalaki reduces the clinical symptoms of Diabetes. The clinical efficacy has been evaluated in both type 1 (in modified form) and type 2 Diabetes. Satisfactory response with a decrease in the intensity of signs and symptoms was reported in all the studies. No adverse effects were reported in any of these studies.

Informational and Methodical Support of Out-Of-School Education Institutions: Basic Principles and Current State

The article reveals the essence of informational and methodical support of out-of-school education institutions. It was found that informational and methodological support is a system of necessary and sufficient conditions for the organization of the educational process, which includes a set of informational, educational, methodological and scientific materials to ensure the need for information sources. It was determined that when developing educational and methodological materials, certain principles should be followed: scientificity, availability and reliability of information, systematicity, relevance, adaptability and innovativeness of educational materials. The main principles of informational and methodical provision of out-of-school education institutions are characterized, in particular, the principle of legality and compliance of the regulatory and legal field; the principle of unity of purpose and goals; the principle of information security; the principle of functional structuring; optimization principle; principle of availability; the principle of sufficiency of informational and methodological support. An analysis of the current state of informational and methodological support of out-of-school education institutions in wartime conditions was carried out by interviewing leaders of clubs and other creative associations from all over Ukraine. The exception was Zaporizhzhia, Kharkiv and Kherson regions, which, due to the hostilities, could not participate. The level of provision of out-of-school education institutions with the necessary teaching and methodical materials for conducting classes has been determined; the quality of extracurricular education programs was analyzed; forms of improvement of the professional level of leaders of circles and other creative associations during the last five years have been clarified; the level of use of innovative forms and methods of work by teachers and which innovations are mainly used by teachers of extra-curricular education institutions is established. It has been proven that informational and methodological support plays a key role in the system of extracurricular education, contributing to the improvement of the quality of the educational process and the effectiveness of pedagogical activities.

Methodical Principles of Using Mobile Applications in the Professional Training of Future Biology Teachers

The article explores the methodical principles of using mobile applications during the professional training of future biology teachers in higher educational institutions. It is determined that the significance of using modern mobile learning tools is driven by the informatization of the educational process and the necessity to develop key information and digital competencies among future teachers. It is emphasized that forced distance learning requires new teaching methods and tools. It has been found that recently almost all students in general secondary education institutions possess and use mobile phones at a professional level. It is proven that smartphones or tablets can be effective learning tools for the educational process, provided that teachers are skilled in their application. The possibilities of using mobile applications in the educational process of the professional training of future biology teachers are analyzed, revealing methodical approaches to their use: in lectures and laboratory sessions on the methodology of teaching biology, in completing independent work tasks, and in informal or non-formal education.

Methodological design difficulties spiritual and moral education in modern mathematics education in Russia

Introduction. Comprehension of the methodology of mathematics education from the position of the modern view of education becomes especially demanded, as Russia is currently facing the task of preserving traditional spiritual and moral values. The purpose of this study: to identify and reveal methodological difficulties and errors of designing spiritual and moral education in modern mathematics education, as well as to propose ways to eliminate them. Materials and methods. Comparative analysis, generalization and systematization of scientific ideas of Russian and foreign scientists, allowed to identify differences in the definition of the scope of the category «spiritual and moral values». The study was conducted by the authors for five years (2018- 2023). More than 100 people took part in the experimental work, including students of Bunin Yelets State University, mathematics teachers of higher educational institutions of Voronezh, Elets, Moscow, Orel and other cities of Russia. Results. On the basis of system analysis and experimental work, the reasons for the difficulties in designing education (specifics of the subject of mathematics, differences in the understanding of spiritual and moral values in different civilizations, etc.) were revealed. The greatest divergence of opinions was recorded in the evaluation of the experience of moral education in the Soviet school (46% of respondents were in favor and 48% were against borrowing this experience). At the same time, 82% of respondents agree with the need to form spiritual and moral qualities in schoolchildren in the process of teaching mathematics. Discussion of results and conclusion. Designing spiritual and moral education at present involves a number of methodological errors and difficulties inherited from the Soviet past. The Soviet experience of moral education in the process of teaching mathematics does not meet the requirements of modern Russia, the European experience contradicts national traditions, and the experience of Eastern countries with communitarian consciousness only partially meets the principles of Christian ethics. The scientific novelty of the study lies in the development of a conceptual model of designing spiritual and moral education, which includes three levels (education of a good person, education of a good citizen, education of a Christian) and allows to partially eliminate the identified methodological difficulties.

REFLECTION IN THE STRUCTURE OF INNOVATIVE COMPETENCE OF TEACHERS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The issue of the article concerns the topical issue of innovative competence and its components. The author aimed to characterize one of the components of this education, which refers to the ability to analyze the effectiveness and efficiency of pedagogical activity, as well as to adjust it as necessary. It is about the skill of reflection as one of the leading features of a teacher with highly developed innovative competence, since the creation and implementation of innovations requires regular analysis not only of the process of implementing something new in the educational process but also of observing and evaluating the personality of the teacher as a specialist who carries out innovative activities. Thanks to the use of such methods of scientific research as system-structural and system-functional analysis, generalization and systematization of theoretical aspects of the topic, observation, and study of the products of pedagogical activity, the author conducted a review of scientific literature regarding the essence of innovative competence of a teacher of a general secondary education institution, its structure and key characteristics, in particular, reflection skills. In addition, the publication provides information on reflective competence, which, on the same level as innovative competence, occupies a prominent place in the system of professional characteristics of a teacher regulated by normative documents. The unifying feature for both is the skill of reflection, therefore the article also presents the views of domestic scientists on the essence of this phenomenon and methods of its development and improvement. In addition, practical tools (reflective questionnaires, tables; reflective essays; pedagogical portfolios, etc.) are characterized, which contribute to the formation and improvement of the ability to reflect on one's pedagogical activity, in particular innovative ones. The publication analyzes fragments of reflective essays from teachers of general secondary education institutions who took the experimental course "Innovative aspects of the teacher's activity". This made it possible to conclude the reflexive competence of teachers, the development of reflection skills, as well as to substantiate reflection as a component of innovative competence.

Evaluation of Strategic Planning Practices of Managers in Primary Education Institutions

Purpose. Rapid changes that have affected the world from past to present have caused educational institutions to change in order to keep up with the times and raise people for the future. It has become important for educational institutions to turn to new approaches in order to keep up with the changes taking place, to overcome the problems they will encounter and to chart their future. What strategic planning, one of these approaches, can do in educational institutions has become more and more important day by day. One of the important factors in the applicability of strategic planning in educational institutions is the closeness of school administration and teachers to this concept. In this study, the strategic planning practices of administrators and teachers in primary education institutions in the Mesarya rural area, the Turkish Republic of Northern Cyprus will be aimed and evaluated in order to shed light on the knowledge level of administrators and teachers in the country's educational institutions about strategic planning, whether they carry out these plans in their schools, and similar questions. Methodology. In this regard, in order to achieve the intended goal, semi-structured interview questions were prepared, and the collected data was finalized based on expert opinions and a pilot application. As a sample, 5 administrators and 5 teachers in the Meserya rural area of the Turkish Republic of Northern Cyprus were selected, and content analysis was conducted based on the data collected through face-to-face interviews. Result. As a result of the research, it was underlined that the administrators and teachers mostly did not make strategic planning in the schools where they worked. In light of the results, it is recommended that administrators and teachers who lack knowledge on this subject receive in-service training. Conclusion. This study afforded us the opportunity to assess the perspectives, knowledge, and experiences of principals and teachers working in primary schools in the rural Mesarya region of the Turkish Republic of Northern Cyprus regarding strategic planning in education.

The Use of Good Governance Principles in Educational Institution Administration by Administrators of Vocational Educational Institutions in Chonburi Province

Background and Aims: Administrators are considered to be the people who play the most important role in promoting and developing a culture of democracy and good governance in educational institutions. The management ability of the administrators affects various operations in the educational institution in order to achieve maximum efficiency and effectiveness. This research aims to study and compare the use of good governance principles. Including guidelines for managing educational institutions under vocational education in Chonburi Province. Considering the gender, position, and work experience of executives in each area. Methodology: The research sample consisted of 269 administrators and teachers in educational institutions under vocational education in Chonburi Province. The research instrument was a questionnaire with a 5-level rating scale with a confidence value of 0.97 and the concordance value (IOC) ranged from 0.8 to 1.00. There was a question about the use of good governance principles in the management of educational institutions among the said administrators. For data analysis, basic statistics were used, including frequency, percentage, mean, and standard deviation. Including testing with t-test and F-test to get accurate and reliable results. Results: (1) The results of the study found that opinions regarding the use of good governance principles in the administration of educational institutions by administrators under the vocational education department in Chonburi Province Overall it is at a high level. (2) When classifying the use of good governance principles by gender It was found that overall there was no difference. But when considering each aspect It was found that the moral aspect transparency. And the responsibility aspect is significantly different at the 0.05 level, while there is no difference in other aspects. (3) For classification by status It was found that school administrators and teachers used good governance principles in the overall management of educational institutions. But when considering each aspect It was found that the principles of participation responsibility and value for money are significantly different at the 0.05 level, while other aspects are not different. (4) Classification according to work experience It was found that the overall use of good governance principles was not different. But when considering transparency, it was found that there was a statistically significant difference at the 0.05 level. While the rule of law, morality, value for money responsibility and there was no difference in participation. Conclusion: The administration of an educational institution according to the principles of good governance consists of two groups of important people: 1) administrators, who are responsible for setting a clear vision, strategy, and policy for educational institution administration. 2) Teachers, whose role is to perform their duties in teaching and promoting the learning of pupils and students. Using a variety of teaching methods to develop students' full potential.

Influence of organization ethos on research competence of teachers in higher education institutions

Influence of organization ethos on research competence of teachers in higher education institutions

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PREPARING INFORMATICS TEACHERS FOR ERGONOMIC ACTIVITIES

Teachers of general educational institutions should act rationally based on the requirements of pedagogical ergonomics in order to increase the effectiveness of training and education, they should be fluent in all aspects of organizing a safe and comfortable educational process in an educational institution, they should be extremely responsible for their duties, they should have the qualities capable of ensuring the safety and comfort of the educational process.

A serial mediation model of Big 5 personality traits, emotional intelligence, and psychological capital as predictors of teachers' professional well-being

This study aimed to explore the relationship among the Big Five personality traits, emotional intelligence (EIQ), psychological capital (PsyCap), and teacher well-being (TPWB) within the context of higher education. The objective was to predict TPWB in university teachers by utilizing the Big Five personality traits and PsyCap while considering EI as a mediator. Data were collected from 708 teachers in Ethiopian higher education institutions. Participants completed the Emotional Intelligence Scale (EIS-16), Big Five Personality Inventory (BFI-10), Psychological Capital Questionnaire (PCQ-12), and Teacher Professional Well-Being Scale (TPWBS). The analysis included reliability tests, correlation analysis, validity assessment, measurement invariance, and serial mediation testing. The findings unveil a significant direct positive effect of Big Five personality traits on EIQ, PsyCap, and TPWB. Furthermore, PsyCap demonstrates a direct positive effect on TPWB. PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB, accentuating a serial mediation effect. Moreover, the personality trait of openness to experience positively predicts EIQ, PsyCap, and TPWB. Conscientiousness and agreeableness also positively predict EIQ, while extraversion directly influences PsyCap in a positive manner. However, neuroticism exerts a negative direct impact on EIQ, PsyCap, and TPWB. Additionally, emotional intelligence partially mediates the relationship between the five dimensions of the Big Five personality (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) and TPWB. In conclusion, PsyCap fully mediates the relationship between the Big Five personality traits, EIQ, and TPWB, while EIQ partially mediates the relationships between the Big Five personality traits and PsyCap/TPWB. These findings hold significant implications for enhancing well-being among teachers.

DIDACTIC CULTURE OF A TEACHER OF A HIGHER MILITARY EDUCATIONAL INSTITUTION: STRUCTURE AND CHARACTERISTICS

The article analyzes various research approaches to the interpretation of the concept of "didactic culture", its content and structure by establishing a dialectical relationship between general culture and didactic culture; a short historical excursion. An author's approach to defining the didactic culture of a teacher of a higher military educational institution is proposed. The ambiguity of the term "culture" is pointed out, taking into account the fact that culture itself is an extremely complex, multifaceted phenomenon that reflects all aspects of human existence. It is proposed to consider the studied concept as a creative component that concerns all human activity. Such a component has the ability to change a person's life in a positive direction, to create free space for cultural activities. Attention is focused on a broad understanding of the mission of culture in the life of a modern person as the mastery of acquired experience, the individualization of world perception and the use of values formed in society. According to the historical-philosophical approach, culture is interpreted as the level of formation of society in the course of historical events, by using the creative capabilities of the individual; the result of which is observed in all spheres of human activity, in particular in the sphere of interpersonal relations during the use and formation of completely new material and spiritual values. The pedagogical potential of culture as an interconnected system of cultural and historical events representing patterns and norms, ways of transferring accumulated experience for successful personal development of the individual for the benefit of society is considered. In this context, the didactic culture of a teacher of a higher military educational institution is updated as a component of pedagogical culture and professional culture, which enables high-quality implementation of pedagogical activities in various organizational and pedagogical conditions.

Developing Future Teachers’ Design Thinking Skills through Constructive Teaching

In this article, the authors draw attention to the problem of developing design thinking skills in students, in particular creativity and innovation, through constructive learning. At present, the accelerated development of science and technology is increasing the demands on humanity, as a result of which there is a need to form an intellectual, constructive personality who has developed a thinking design, that is, the mechanisms necessary to establish dialogic relationships with people must be formed, culture, civilization, capable of self-improvement, self-regulation, self-realization and the formation of one’s image. During the period of rapid development of innovations and technologies in our country, one of the most important areas is the training of future teachers in higher education institutions, and design thinking is a necessary skill for both future teachers and their future students. However, the skill of design thinking is one of the new skills that has not yet been fully explored and developed in our country. Constructive learning has been widely studied and is being studied in pedagogy. The purpose of the presented article is to analyze and discuss constructive pedagogical methods for the formation of design thinking skills among future teachers. The article identifies the research issues of the topic, conducts an extensive analysis of sources of foreign and domestic literature, and also reflects the results of a survey conducted among students and teachers in order to determine the meaning of the concepts of “design thinking” and “constructive learning”. The article also states that in the 2022-2023 academic year, an experimental course “Effective constructive approaches in the educational process” was tested, aimed at developing design thinking skills among students of the educational program 6B01 – “Pedagogical Sciences”, and the results obtained on the basis of quantitative methods were proposed. The course, implemented using constructive teaching methods, gave positive results, the possibility of forming design thinking skills in future teachers through constructive learning was revealed.

Evaluating the Quality of Training Programs for Pre-Service Music Teachers in Chinese Higher Education Institutions

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

METHODS OF MANAGEMENT IN PROFESSIONAL ACTIVITY AND PROFESSIONAL TRAINING OF MASTERS OF PHARMACY

The article outlines the importance and role of scientific management methods as a factor in improving the mechanisms of managerial influence on pharmaceutical employees and a component of technologies for training masters of pharmacy in educational institutions to ensure the effective performance of their general and specific functions in the industry. The purpose of the study is to characterize the economic methods of pharmaceutical management, which are related to the activities of a pharmacy manager by the nature of influence and the specifics of their mastering in the process of professional training. The survey of a group of 121 students majoring in the specialty 226 «Pharmacy» has allowed us to identify the demand of future masters of pharmacy for the use of methods of studying and building economic plans in the organization (strategic, tactical, operational), developing a budget for a separate structure (its functions, production and economic processes, areas of cost savings and increased revenues, targeted use of funds, development of internal monitoring, delegation of authority, etc. Aspects of the training content are proposed to fill the gaps in the knowledge of applicants identified during the survey. At the same time, a survey of 49 teachers of pharmaceutical faculties and higher education institutions has revealed the need to apply and study administrative management methods as a set of organizational, administrative, and disciplinary methods of influence on masters of pharmacy. It has been concluded that future masters of pharmacy need to study and master the set of methods of pharmaceutical management in the process of training and practical training at the enterprise.

FEATURES OF THE PREPARATION OF FUTURE TEACHERS FOR WORK IN PRE-SCHOOL EDUCATION INSTITUTIONS AND REQUIREMENTS FOR THEIR PROFESSIONAL ACTIVITIES

The article reveals the specifics of training future teachers to work in preschool education institutions in terms of requirements for their professional activity. It was established that the future teachers of the preschool education institution, first of all, need to work with parents, since the closest environment of the child is the family. Certain aspects of the activities of future educators are disclosed, in which they should pay attention to the individual determination of children’s physical load. The possibilities of the preschool education institution in building its functioning in the direction of modernity, its relations with the surrounding society are revealed. It was established that in order to prepare the future teacher for interaction with the micro-environment of the preschool education institution, it is necessary to teach him to apply various directions of the organization of the innovative institution. It has been proven that the training of future educators can be effective on the basis of knowledge of modern principles of development and formation of a healthy lifestyle for children and parents. The necessity of training future educators to ensure the psychological safety of children during their stay in a preschool institution is revealed. The ability to clearly distinguish personal traits and peculiarities of a child’s mental state, to diagnose signs of children’s stress state, has been established. The main forms and methods of work of future educators regarding the formation of the need for a healthy lifestyle in preschool children have been determined. The principles of openness-closedness, which future educators should follow in their professional activities, are revealed. The main trends in the training of future preschool teachers have been established, which are related to the creation of a full-fledged space for the child’s development and the organization of comprehensive support for the individual development of preschool children. In the preparation of the future educator, special attention is paid to the personality of each child as the highest social value of society, instructions are given for the formation of a citizen with high intellectual, moral and physical qualities. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education.