Professional Training Of Teachers Research Articles

ДОСЛІДЖЕННЯ ПСИХОЛОГІЧНИХ ЧИННИКІВ РОЗВИТКУ ЛІДЕРСЬКИХ ЯКОСТЕЙ МАЙБУТНІХ ПЕДАГОГІВ

The article is dedicated to the study of psychological factors in the development of leadership qualities in future teachers during their professional study. It highlights that a significant number of works by contemporary domestic and foreign psychologists are devoted to the issue of teacher's leadership qualities. Researchers define the phenomenon of leadership qualities as a relevant topic that generates considerable scientific interest. The article describes an author's approach to understanding the holistic structure of leadership qualities and the importance of its formation and development during the professional training of teachers, particularly in the period of educational reforms (such as the concept of the New Ukrainian School). A complex of psychodiagnostic tools was proposed, allowing for a comprehensive and thorough examination of the personality of future teachers from the perspective of leadership. The study involved students from the II to IV year, from three higher education institutions, aged 18 to 21. Based on the analysis of the components of pedagogical activity, taking into account the structural and content components of leadership qualities in future teachers, the following psychodiagnostic methods were identified: "Self-Actualization Test" by Yu. Alyoshina, L. Gozman, "Method for determining the level of professional orientation of students" by T. Dubovitska, "Assessment of Communicative and Organizational Inclinations - KOS" by V. Sinyavsky and B. Fedorishin, "Diagnostic of Leadership Abilities" by Ye. Zharikov, Ye. Krushelnytsky, "Hall's Test for Determining the Level of Emotional Intelligence," "Behavioral Self-Regulation Style" by V. Morosanova, "Method for studying the level of subjective control (RSC)" by J. Rotter, and the "Questionnaire on reflexivity" by A. Karpova. The empirical study allowed for determining the level of development of leadership qualities in the selected sample. The analysis of the empirical research results revealed that certain indicators are underdeveloped and require improvement. This necessitates further research into the psychological factors that contribute to the development of the aforementioned qualities.

Universal competencies development among prospective foreign language teachers in the conditions of a pedagogical technopark

The paper is devoted to the study of issues related to the professional training of a foreign language teacher in the context of the transformation of pedagogical education. The idea of ensuring the outstripping rates of development of the pedagogical education system is substantiated. As a result of theoretical understanding of the problem, one of the solutions associated with the unification of education, science and high technologies and representing an innovative educational space of the technopark has been identified. The paper presents arguments in favor of the use of modern pedagogical technoparks: unified approaches to the subject, methodological and psychological-pedagogical training of teachers, improving the infrastructure of pedagogical universities, changing the forms of interaction between teachers and students. The author focuses on the importance of universal competencies development among prospective teachers, which are fundamental in pedagogical activity and in demand by employers. Special attention is paid to the potential of modern sites of the pedagogical technopark a universal pedagogical IT cluster, a media laboratory, an audience for conducting a professional (demonstration) exam for universal competencies development. Practice-oriented tasks created using technopark equipment contribute to the development of students critical thinking skills, analysis of information, search for optimal ways to solve problems, teamwork and development of business communication in a foreign language. The conducted research allows us to conclude that the active use of technological resources in the modern educational space of the pedagogical university allows to develop universal competencies of prospective foreign language teachers and design new learning technologies.

THE PROBLEM OF PSYCHOLOGICAL SUPPORT OF STUDENTS OF PEDAGOGICAL SPECIALTIES IN THE PREPARATION AND PASSING OF A DEMONSTRATION EXAM ACCORDING TO WORLDSKILLS STANDARDS RUSSIA

Currently, a demonstration exam is being introduced into the educational standards of secondary vocational education as one of the forms of final state certification, taking into account the requirements of the competence approach. The demonstration exam has great potential in assessing the professional training of future primary school teachers. However, the organization and conduct of a demonstration exam affects the increase in exam stress and the growth of exam anxiety among students.
 Exam stress is a situation that leads to negative physiological and psychological manifestations; a test situation for a student that requires increased self-control, activation of communicative and intellectual and other resources. Exam anxiety can negatively affect students’ learning outcomes and lead to disappointment in the profession. Therefore, it is important to organize psychological support of students in preparation for the demonstration exam.
 This article describes a study in which the level of anxiety (Spielberger-Khanin Anxiety Scale) and psychological stress (Psychological Stress Scale) of students were diagnosed at all stages of the organization of psychological support. This work included three areas: psychological education, training work with a group of students with the highest rates of anxiety and stress, and individual psychological counseling. The scientific data obtained from the results of the questionnaire and psychological diagnostics (using methods of mathematical statistics) showed that the most effective direction of work is to conduct group training sessions.

Global South perspectives: a curriculum analysis of a global North comparative international education graduate program

The field of Comparative International Education trains new professionals every year who engage in work in diverse countries around the world, especially global South countries, influencing policy decisions. At the same time, the decolonization framework points out the epistemic dominance of the North, which faces the ‘other’ as an object of study rather than a subject capable of also producing knowledge. This study aims to use the framework of modernity/coloniality/decoloniality to understand the profile diversity of the authors used within the training of Comparative International Education (CIE) professionals in the Global North. It presents a bibliometric analysis of the syllabi of three offerings of the basic requirement course of the International Educational Development program at Teachers College Columbia University for the academic year of 2019-2020, evaluating the presence of Global South authors. Using basic descriptive statistics and social network analysis, this study investigates the geographic representation of the canons in the field by tracing the authorship of course readings. The findings demonstrate that research produced within the Global North is dominant in the basic training of CIE students, whereas Global South authors are present almost five times less than their Global North counterparts. While ways of addressing this disparity have already been set in motion, more can be done to further decolonial and ecology of knowledge frameworks in the future.

ЕФЕКТИВНЕ ПАРТНЕРСТВО З БІЗНЕСОМ ЯК ЗАСІБ ПІДВИЩЕННЯ ЯКОСТІ ОСВІТИ В ГАЛУЗІ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The quality of education in the field of information technology depends on the use of modern tools of cooperation between universities and leading companies. Micro-credentials, which are rapidly spreading throughout the world, are among the new innovative tools. On the example of the SoftServe company, the experience of using dual study, non-formal study, professional training of teachers is analyzed. Problems are identified and models of SoftServe cooperation with universities are described, which increase the employability of graduates.

Professional training of future fine arts teachers for the use of graphic design

The article is devoted to the urgent problem of training future fine arts teachers for the use of graphic design. The goal of the article is to systematize and generalize scientific research on the training of future fine arts teachers for the use of graphic design. It was specified that in modern society the issues of forming the professional qualities of the art teacher, creating the conditions that would ensure their training in the system of higher pedagogical education are becoming particularly acute. After all, nowadays there is a need to develop design skills and mastery in future art teachers who could use graphic design in their professional activity, as well as teach this craft to students so that they can create brochures, magazines, books, advertising products, various packaging, web design etc. It has been proven that the training of such specialists who have the basics of design culture is an urgent problem of modern art pedagogy. It was determined that the formation of design skills in students as an integral component of the professional qualities of a future teacher of fine arts is realized in the process of their activity, during which individual characteristics are manifested, which contribute to the formation of a person’s positive attitude towards their profession and the people with whom they work, as well as the desire for personal growth and professional improvement. In general, the training of future fine arts teachers for the use of graphic design is a long, controlled, responsible process of forming professional competences, the result of which is knowledge and skills that future specialists will use in their further activities; it is the unity of theoretical and practical readiness of future teachers of fine arts to use graphic design in their professional activities. It has been confirmed that proper training of future art teachers with established professional competences will provide opportunities to become competitive in the service market.

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.

Analysis of Methods and Tools for Visualising Anatomy in the Professional Training of Future Design Teachers

Design teachers are trained in anatomy through the use of conventional atlases and textbooks specifically tailored for artists. The training did not use modern visualisation tools, widely used in medical universities, to popularise knowledge. The focus of the study was the techniques and approaches used for visual representation. The purpose of the study was to systematise methods and means of visualising anatomy in the training of design teachers, to determine the features of presenting knowledge in this area for designers. The research methodology involved the use of an integrated approach, which took into account all the features of the application of anatomical knowledge in design, affecting the format of their presentation. General scientific methods were used to systematise the material on the research topic, to formulate the problem, form a hypothesis as well as to formulate conclusions. It was found that at the moment there is a sufficient number of education platforms on the Internet with free access, which contain information in various visual formats. There were also educational applications and interactive atlases. But they focus on the medical component, so it was necessary to adapt them to the tasks of training designers. In general, all the considered tools can be used in different forms of training: theory and practice, didactic lectures, modeling, simulation. For design training, important issues were the ergonomics of space and objects in it, which were largely based on human anatomy. Therefore, ergonomic models can be used as visualisation tools for preparation. Thus, the range of visualisation tools and methods is quite wide, their use proves to be effective, but there was an urgent need to adapt existing programs, models, platforms to meet design requirements. It is promising to develop an interactive anatomical atlas for the designer, which can be used in the educational process in the classroom and independently as a reference manual for students, teachers, and designers.

ВИКОРИСТАННЯ МЕТОДИКИ ПРОГНОЗУВАННЯ ДЛЯ ВИЗНАЧЕННЯ ОСНОВНИХ ТЕНДЕНЦІЙ РОЗВИТКУ СИСТЕМ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ У РУМУНІЇ ТА УКРАЇНІ

The article highlights the results of the completed research of trends in the development of Romania and Ukraine professional training systems of second language teachers. The purpose of the article is to reveal the features of the use of forecasting techniques to determine the main trends in the development of professional training systems for second language teachers in Romania and Ukraine. The essence of the term “extrapolation” and the concepts “extrapolation approach”, “inverse approach” are defined. The article claims that thanks to the use of a comparative analysis, a systematic approach, the methodology of scenario forecasting and conducting an expert assessment during the research, three ways of developing the trends of higher education in Romania and Ukraine in the field of professional training of foreign language teachers were determined and they were formed in three scenarios: optimistic, neutral and pessimistic. An algorithm for using forecasting techniques to determine the main trends in the development of professional training systems for second language teachers in Romania and Ukraine is presented. A step-by-step content analysis of the main directions of the development of Romania and Ukraine professional training systems of second language teachers is highlighted: historical aspects, content, structure and functions of these systems and features of the modern systems of professional training of second language teachers. The questionnaire procedure of experts from Romania and Ukraine leading institutions of higher education and the results obtained after the questionnaire regarding the main directions of the development of the system of professional training of Romania and Ukraine are presented: its historical aspects, content, structure and functions of this system, features of the modern system of professional training of second language teachers. In the article, the author describes step by step the stages that led to the choice of scenario forecasting methodology. The main types of scenario approach are highlighted. The reason for choosing the scenario forecasting method is substantiated, on the grounds that it allows: classifying the received scenarios into three groups - pessimistic, neutral and optimistic scenarios; making a forecast of probable scenarios for the development of events for higher pedagogical education in Romania and Ukraine for the coming years, each of which will be realized if certain conditions of the present are met; conducting a comparative analysis of the identified scenarios to ensure the possibility of forming a management strategy for the development of the system of professional training of teachers of second language teachers in Romania in the coming years, taking into account the identified trends and minimizing the expected losses in cases where they are unavoidable. The work also presents the stages that were implemented when using the scenario forecasting technique. The trends in the development of the system of professional training of second language teachers in Romania and Ukraine determined during the study were grouped into four groups: historical, trends in the development of the content of professional training of second language teachers, organizational and managerial, methodical and characterized. At the end of the article, it is concluded that the determination of trends in the development of the system of professional training of teachers of second language teachers in Romania and Ukraine made it possible to carry out research and scenario forecasting of the directions of the development of systems of professional training of second language teachers, to present probable scenarios of the development of systems of professional training of second language teachers as a component of higher pedagogical education of both studied countries.

Training of future primary school teachers to preserve and strengthen the physical health of students with special educational needs in distance learning

The article is devoted to the problem of professional training of future primary school teachers using digital educational technologies on the example of H.S. Skovoroda Kharkiv National Pedagogical University. The purpose of the article is to highlight the peculiarities of distance training of future primary school teachers to preserve and strengthen the physical health of children with special educational needs in inclusive education in the course of studying the discipline "Physical Education with Teaching Methods". To achieve this goal, the conceptual ideas of inclusive education based on the principles of democratization, non-discrimination, consideration of human diversity, effective involvement and inclusion of all participants in the educational process, taking into account their individual needs, capabilities, abilities and interests, and the professional competencies of the future primary school teacher, in particular, inclusive, health-saving and designing needs, which allow to execute the task of preserving and strengthening of the physical health of the children with special educational needs. In order to highlight the peculiarities of professional training of future primary school teachers in a distance format, the experience of teaching the discipline "Physical Culture with Teaching Methods" for students of the first (bachelor's) level of higher education in the specialty 013 "Primary Education with Special Education Methods" was analyzed. The discipline was taught using the educational platform Moodle of H.S. Skovoroda Kharkiv National Pedagogical University and Google applications. It is determined that the execution of the tasks of training future primary school teachers should be carried out both through the analysis, transformation and optimization of the content of theoretical and practical professional training, as well as updating the content of educational programs and curricula, taking into account the realities of today.

Teaching of English at Secondary Level: A Comparative Study of Public Schools and Madaris of District Mianwali

The study was designed to compare Public Schools and Madarisof District Mianwali regarding teaching of English as a subject and to find out satisfaction of students with English teachers. Multi-stage sampling method was used to draw sample. At first stage 6 public schools were selected through simple random sampling method and all 6 Madaris where English was taught were selected. At second stage, 120 students of 8th and 9th class were selected from each school and Madrisa by giving equal representation. At third stage, 12 English teachers of 8th and 9th class were selected through simple random sampling from public schools and 12 teachers from Madaris were selected. Results of the study showed that reading and writing were given some attention by the English teachers of both Public Schools and Madaris while listening and speaking skills were not given attention by teachers. Teachers of English of both types of institutions were using simple method of grammar translation but students of Public Schools were able to understand easy English without translation in Urdu as compared to students of Madaris who were not able to do that. Moreover, students were satisfied with their teachers. It is recommended that professional training of teachers should be arranged in order to update them about English language

ОСОБЛИВОСТІ ПІДГОТОВКИ ВЧИТЕЛІВ ТА ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ США

The article deals with the issue of the professional foreign language teachers and lecturers training in the USA. The purpose of the article is to highlight the peculiarities of the professional foreign language teachers and lecturers training in the USA within the scope of the study, one of the tasks of which is to identify positive American experience for its implementation in higher education institutions of Ukraine. It is argued that the process of modernization of professional language education in the USA takes place according to the principles of variability and pluralism, and this is what determines the spread of mixed methods of foreign language learning, where traditional and innovative methods are combined. The article notes that there are two ways to obtain a foreign language teacher certificate: traditional (Traditional Teaching Certification) and alternative (Alternative Teaching Certification). The traditional path involves training a prospective foreign language teacher at a college or university in the field of education that is regionally accredited and approved by the state board of education with a bachelor’s degree, and an alternative certification program can be conducted by both school districts and non-profit organizations, based on the already obtained bachelor’s degree in education. It is noted that the alternative teacher certification was originally introduced to fill an acute shortage of teachers, but today it aims at attracting talented people who want to teach and have a bachelor’s degree, but do not have an educational experience. Both certification paths include practical teaching experience as a capstone component, with practicum completion dates set by the state and depending on the type of Teacher Certification the candidate is seeking. The research has shown that a foreign language teacher in the United States must revalidate their certificate every few years in order to maintain the right to teach. The article examines that the most common educational programs among future teachers are the training of teachers of Spanish, French, Latin, German, and Chinese. The authors proved that the system of professional foreign language teachers and lecturers training in the USA is multi-level, and built in accordance with all international standards: bachelor’s, master’s, postgraduate and doctoral studies. Each level is described in detail in the article: requirements for applicants for enrollment in the educational program, tasks and content of the educational program. The authors provide a list of the most popular states among future applicants, where foreign language teachers are trained, as well as the best institutions of higher education, where foreign language lecturers are professionally trained for master’s and doctoral degrees. At the end of the article, the authors present the conclusion that the professional training of foreign language teachers and lecturers in the USA is carried out according to government standards, but the requirements for admission to educational programs vary and differ according to the requirements of each university, as well as the requirements for the certification of a foreign language teacher. With the exception of five states, future teachers are required to take a PLT (Principles of Learning & Teaching) test before college or university practicum. And it is also noted that in order to fully understand how useful the experience of training foreign language teachers can be for the improvement of the education system of Ukraine, further scientific research is needed on the development trends of the US system in the field of foreign language teachers and lecturers training.

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

Teacher Professional Education Curriculum Reconstruction (PPG) (An Overview of the Integration Between Nasr's Perennialism with Tri Education Center KH. Dewantara)

Along with the shift from the manual era to the digital era, it has an impact on the quality of learning, especially increasing teacher qualifications. Future teachers need more expertise than traditional learning. They not only have pedagogical abilities but also spiritual and moral characters. The government seeks to produce future teacher candidates through teacher professional training (PPG). From the observations related to the PPG curriculum, it shows unpreparedness. This can be seen through the PPG curriculum which is still the same as S-1 education. In fact, according to the KKNI, the profession has a higher level than S-1, so PPG must have a distinctive feature that distinguishes it from graduates of S-1 education. PPG should not only circumvent the pedagogical section as a characterization of PPG. Therefore, there are at least 6 things that need to be considered regarding the formation of future teacher candidates through the PPG program, namely, 1) the history of teacher formation in Indonesia, 2) the challenges of the times, 4) how to teach students, 5) reformulating the PPG curriculum according to needs. future, and 6) the urgency of the PPG Curriculum.
 Keywords: Pendidikan profesi guru, curriculum, future

Implementation of Teacher Development Program for Integrating Climate Change Education: Natural Sciences Teachers View

The devastating effect of climate change (CC) on the environment all over the world has been a worrisome phenomenon. The effort by the government and other stakeholders at integrating climate change education (CCE) into the school curriculum in South Africa has not yielded the desired result because of the lack of teacher professional training programs for teaching CCE in the classroom. Using the pedagogical content knowledge (PCK) theory as lenses, this qualitative study investigated the implementation of the in-service teacher development programs and their role in enhancing the integration of CCE in Natural Sciences lessons. Five secondary schools out of twenty schools that participated in the in-service teacher training program conducted by one higher education institution (HEI) were purposely selected. Data for this study were generated through one-on-one semi-structured interviews conducted with four participating Natural Sciences teachers at the selected schools. It emerged from the data that the implementation of in-service teacher development programs helped Natural Sciences teachers to integrate CCE into their lessons. The data also revealed that Natural Sciences teachers’ content and pedagogical content knowledge on CC was lacking thus they were not adequately integrating CCE in their lessons. The study concludes that the teacher training programs are responsible for teacher improved pedagogical practice of Natural Sciences teachers in the classroom and the integration of CCE. The paper, therefore, recommends that teacher professional development programs on CCE for Natural Sciences teachers be organized on a continuous basis.

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.

ANALYSIS OF LEVELS OF FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE TEACHERS OF THE NEW UKRAINIAN SCHOOL

In today's conditions, the issue of reforming the Ukrainian education system in the context of multiculturalism and the implementation of educational dialogue in the process of professional training of future teachers of the new Ukrainian school is undeniable. The purpose of the research is to analyze the diagnostic toolkit of the levels of formation of intercultural competence of future teachers of the new Ukrainian school. Research methods: systematization and analysis of scientific and pedagogical literature, comparison, classification, generalization. The author analyzed the toolkit for diagnosing the levels of the formation of intercultural competence of future teachers and revealed her understanding of the components, criteria and indicators of the formation of intercultural competence. The diagnosis of the defined criteria and indicators serves as the basis for determining the formation of intercultural competence of future teachers of the new Ukrainian school. By the level of formation of intercultural competence of future specialists, we understand the gradation of the measurement of the knowledge, abilities and skills acquired by future specialists and the assessment of their behavior when solving numerous and diverse educational and professional situations, which involves comparison according to selected components, criteria and indicators. On the basis of the generalization of the theories of intercultural competence of domestic and foreign researchers, an attempt was made to identify the main criteria for the formation of intercultural competence and the levels of formation of intercultural competence of future teachers of the new Ukrainian school, taking into account the modern challenges of society. The development of this task provides a more complete understanding of the essence of intercultural competence and an understanding of the approaches to its formation in the process of professional training of future teachers of the new Ukrainian school.

Анализ и оценка кадровых рисков научно-педагогических работников в образовательной организации высшего образования

The article deals with the challenges of building of HR capacity in higher education institutions aimed at minimizing HR risks in conditions of uncertainty of regulations for HEIs scientific and pedagogical staff. Assessment of staffing for the educational programs implemented at Samara National Research University named after Academician S.P. Korolev (Samara University) by university schools and integrated training areas allowed to identify inconsistencies between the qualification of permanent scientific and pedagogical staff (SPS) and the requirements of regulatory legal acts as well as to offer recommendations for elimination of such inconsistencies. The analysis of the identified discrepancies served as the basis for the identification and classification of substantial and potential HR risks that come with scientific and pedagogical staff. Using the expert assessment method, the significance and probability of occurrence of such risks have been assessed. At the final stage of the study, we provided methodological recommendations for HR risk management with due regard to the Unified Code of Ethics in force and absence of professional standards “Teacher Professional Training, Vocational Education and Continuing Professional Education”. Measures to prevent and minimize HR risks in higher education include, in particular, the development of advanced training and retraining programs, annual monitoring of staffing, development of intra-university regulations governing the work of higher-education teaching personnel by position.

THE TRENDS IN THE DIGITALIZATION OF TEACHER PROFESSIONAL TRAINING IN HUNGARY

In today's conditions, education in general has undergone a fundamental digital transformation and is to keep pace with the global trends of digital development. The trends in the digitalization of teacher professional training in Hungary are being discussed and identified in the article.The digitalization of teacher professional training has become a significant necessity and demand over the last three years. Remote communication in all areas of human activity, particularly in the education system, makes digital teaching technology competence an essential component of a teacher's professional development. Theoretical method is used to achieve the research goal. In the context of our research, we analyzed trends in the digitalization of teacher professional training, which involves developing a system of requirements for regulatory and technically-oriented support that promotes the development of digital competence; educational programs of different cycles that encourage the development of digital competencies of professionals at various stages of their professional development. The official documents, statistical data, and materials on higher education, vocational education, and training in EU countries and Hungary are being analyzed in the article. We also analyzed the educational programs of universities in Hungary that provide teacher professional training. The theoretical and practical aspects of digitalization of teacher professional training are considered and based on the works of domestic and foreign scientists. Further research of the issue is relevant. It will contribute to the borrowing of all modern positive trends in the educational space of Ukraine, since the process of digitalization of teachers professional training and similar trends in Hungary have not been studied enough.