Ukrainian Teachers Research Articles

CULTURAL APPROPRIATENESS OF IVAN ZIAZIUN’S “PEDAGOGY OF GOODNESS”

The article summarizes the ideas of the doctor of philosophy, professor, academician of the National Academy of Sciences of Ukraine, long-term director of the Institute of Pedagogy and Psychology of Professional Education (now Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine) Ivan Andriiovych Ziaziun. The scientist was and remains one of the few representatives of the academic pedagogical elite who professed the “philosophy of the heart” in the education of a person, a people, and a nation, realizing himself and conveying to others the importance of the principles of nationality and citizenship. It has been proven that Ziaziun’s worldviews, evaluations, and conclusions were clearly consistent with the ideas of famous Ukrainian teachers and educators H. Skovoroda, P. Yurkevych, B. Hrinchenko, H. Vashchenko, S. Rusova, V. Sukhomlynskyi, K. Ushynskyi.
 Attention is focused on the fact that according to I. A. Ziaziun’s conviction, a pedagogue, teacher, and enlightener is the main subject of civilizational progress, able to unite and educate the people in the image of a full-blooded nation, which contains in its structure not only good “those who sow buckwheat”, but above all wise spiritual leaders and courageous warriors. That is why the afterword of his boo-confession “Pedagogy of Goodness” contains his emotional address, in which he especially singles out the Teacher’s mission.
 It has been found that I. A. Ziaziun’s understanding of the modern school essence, the significance of “learning well” value is unthinkable without quality pedagogical work of the mind and heart. That is why he professed Skovoroda’s "Philosophy of the Heart". It is a product of Ukrainian intellectual thought, in psycho-pedagogical theory and practice, and his creative life. Honor to the Mother, the son’s duty, national shrines, Ukraine, universal human values and ideals, a moral example in upbringing, civic position, and rank were ethical measures of personality for Ziaziun. Therefore, he was always a supporter of returning to education a sense of honor, and national and human dignity in his society, and at the level of interstate relations, he taught not to serve other countries and peoples like a serf.

IS ALTERNATIVE TEACHER EDUCATION AN OPTION FOR UKRAINE?

The present paper is devoted to the study of alternative models of teacher education in the USA. Its relevance has recently grown owing to the political, sociological, demographic, and economic challenges Ukraine faces caused by the full-blown military intervention. As many as twenty-seven thousand teachers fled the country to seek refuge, which led to substantial teaching force shortages. Alternative pathways to the teaching profession can potentially alleviate some of the problems in education, as the US experience of non-traditional teacher preparation has demonstrated. The paper thus aims to highlight the organization of alternative teacher preparation in the US educational system and outline the possible venues for utilizing this experience to expedite the Ukrainian teacher preparation system. The study was carried out by applying the method of analysis of the available empirical, legislative, and educational documentary sources. Next, the comparative analysis method was used to look into the alternative pathways to the teaching profession in the USA and Ukraine. Finally, the extrapolation method helped uncover the perspectives and expediency of the US experience to leverage Ukrainian teacher education. Based on this, the organization of alternative programs of teacher preparation in the USA, including residency programs, was discussed. Their benefits and caveats were highlighted compared to traditional teacher education. The effect of the teacher preparation model on teacher outcomes and also the impact of the type of program on learner achievement were discussed on the basis of an extensive empirical database. Lastly, implications for Ukrainian policy and practice were assessed.

TEACHING ENGLISH DURING WAR TIME

The study explores the challenges, features, and opportunities of teaching English during wartime. The authors draw from their own experiences as Ukrainian teachers of English, who survived the military events of 2022 and whose life and perspectives changed dramatically after the attack on Kyiv, the Ukrainian capital.With the outbreak of war, many schoolchildren and students lost the opportunity to attend classes. Some had to move to safer areas or go abroad., Distance learning has become the main option for access to knowledge, and universities are trying to adapt their best practices to the new conditions during the pandemic. Teachers must now not only find teaching methods but also know psychological techniques that can help students get rid of stress and psychological consequences.As today’s practice has shown, teachers must have the knowledge and skills to provide crisis psychological help to respond and refer for professional psychological help promptly.In addition, teaching a foreign language has certain specific features during the war, which are considered in our work. And the process of learning a foreign language itself has a positive effect on the psychological state of students.We want our students to understand that finding oneself in the stressful and dangerous conditions that war creates can be very difficult. However, if you feel empowered to learn new things, take advantage of at least a few of the thousand opportunities.

ПРОБЛЕМА АКСІОЛОГІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НАУКОВИХ СТУДІЯХ

The article analyzes some aspects of axiologising the professional training of the future primary school teacher, presented in scientific studies. The problem of value orientation of higher pedagogical education, axiologising professional training of the future specialist, formation of his worldview position, value-targeted guidelines conceptualizing pedagogical activity, giving it meaning, integrity, universality and uniqueness is updated. The scientific discourse supports the opinion that the process of value formation of a future teacher at the stage of professional and pedagogical training involves a purposeful, systematic movement through cognition, value comprehension and evaluation to the creative transformation of knowledge, the formation of the ability for constant self-development and self-improvement, and the formed value orientations are the basis of formation value attitude of the individual to the future pedagogical activity. Attention is focused on defining the basic values of university education, which act at each stage of professionalization as moral imperatives and are the basis for self-organization and self-development of pedagogical activity, teacher-student interaction. An overview of the scientific ideas of the famous Ukrainian teacher, scientist O. Savchenko regarding values in the professional activity of a teacher, where, based on the idea that values characterize the socially and personally significant meanings of a teacher's professional activity, the addition of the theory and practice of the development of professional values of a teacher by filling new meanings of axiological concepts is emphasized, conclusions are made regarding the system- forming nature values in the activity of the teacher. It is summarized that positive changes in society indirectly depend on similar changes in the system of professional education, humanization of social life and humanization of education - on the axiological basis of the teacher, where the main criterion is his professional training from the standpoint of awareness of the realities of the modern world, axiological priorities as socially and personally significant meanings that actively stimulate the professional and pedagogical training of a modern primary school teacher in the conditions of personally oriented education.

Нойбранденбурґ 2023 – майбутнє міжнародної співпраці

The international cooperation of the Western Geodetic Society of the Ukrainian Society of Geodesy and Cartography and the Institute of Geodesy WGS USGC of the Lviv Polytechnic National University with the Hochschule Neubrandenburg/University of Applied Sciences, Germany, the Registered Society for the Promotion of Geodesy (die Gesellschaft zur Förderung der Geodäsie eV) and the Institute of Measurement-Research-Сontrol (das Messen-Forschen-Prüfen Institut eV), in a period of more than 15 years. There was a constant exchange of experience at international symposia “INTERGEO” and “GEOFORUM” in Germany and Ukraine, educational and scientific practices of Ukrainian and German students were held at Neubrandenburg University and Lviv Polytechnic, and semester studies of Ukrainian bachelors and masters in Germany were implemented, there was an internships of Ukrainian teachers, graduate students and doctoral students took place at the University of Applied Sciences, joint scientific achievements were published in the scientific bulletins of the Western Geodetic Society, the Ukrainian Society of Geodesy and Cartography and the Lviv Polytechnic “Modern Achievements of Geodetic Science and Industry” and the Neubrandenburg Higher School “Beiträge der Hochschule Neubrandenburg”.

Reforming the content of teacher professional training in the conditions of European integration

The relevance of the study is determined by the public need to transform the content of Ukrainian pedagogical education in the context of its integration into the pan-European scientific and educational space, an effort to get closer to the socio-economic and educational standards of developed OECD member countries, which leads to increased attention of scientists and practitioners to comparative studies of functioning and development of national systems of teacher education in the European region.
 The solution to the problem of professionalization of teacher training is related to the scientific justification of the content of teacher education in the direction of greater balance of its components: general, special and professional. Despite numerous studies of various aspects of the construction of the content of professional training of future teachers, the problem of reforming its content in the context of European integration remains undeveloped. Therefore, the goals and tasks of the research became the analysis of peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration and the justification of recommendations for improving the content of the training of Ukrainian teachers.
 Аccording to the results of research by European and ukrainian scientists, the peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration have been clarified: there are noticeable differences between the contexts and features of training programs for the training of junior and senior high school teachers; significant differences regarding the duration of programs in national teacher education systems, which are mostly determined at the macro level and reflect national characteristics of education; debates about whether teacher education should be focused only at the master's level and precede subject specialization; debatable relation of educational sciences to subject learning in the curriculum of teacher education of the Master of Arts; large-scale transformations of educational programs and institutions of teacher education at the macro level in all countries-universities-partners of EMETT; “square” complexity of the European curriculum of teacher education; the absence of any fast route in European joint master's programs, which complicates the accreditation procedure in each national context of the respective universities, etc.
 Recommendations for improving the content of Ukrainian teacher training include taking into account various points of view, subversive relationships between teaching, training, schooling, educational processes, actors and contexts; bridging the gap between theory and practice through integration in curriculum organization and delivery; the professional autonomy of the teacher and the key role of reflective thinking should be the basis of curriculum development and implementation; recognition of accreditation in one national context of the Joint Master's academic network and its extension to other involved national contexts; strengthening and expanding academic networks for mutual scientific and practical exchanges, etc.
 The prognostic potential of scientific research is determined by the potential possibility of organizing and implementing further scientific research of a fundamental direction regarding the development of the content of professional training of teachers in Turkey.

Formation of Professional Competence of Future Primary School Teachers Against the Background of Large-Scale Military Aggression (a response to the challenges of the times)

In contemporary European literature, the problem of shaping future educators against the backdrop of crisis (military) transformations has not been explored. Ukrainian teachers demonstrate valuable experience in the teaching under warfare conditions, which should be the subject of a separate study. In addition, the problem of the professional formation of future teachers is also relevant, given the numerous terminological debates between scientists. The article aims to analyze the formation of professional competence of future elementary school teachers against the background of large-scale military aggression. The work is formed on the use of theoretical pedagogical research methods. Noticeable attention is paid to the methods of generalization, abstraction, analysis, synthesis. Among the empirical methods, the methods of experiment and SWOT-analysis were used. With the help of the latter, the strengths and weaknesses of the formation of professional competence in the system of distance learning of future elementary school teachers against the background of military aggression are reflected. The results considered terminological discussions regarding the concept of “professional competence”, highlighted the main features of professionalism of modern teachers, analyzed the use of game techniques and their impact on the formation of important skills for future teachers, developed a training model to ensure maximum exposure to professional competence in future teachers. In the conclusion, it was noted that the appeal to game techniques allows to deepen the assimilation of professional competence, moreover, conducting games during the war has an additional psychological effect. The best training model for future teachers is to conduct distance learning sessions according to the established program, which provides an increase in the amount of practice and actualization of the experience of independent work.

Multicultural Education in Foreign Language Teaching: Task-Based Approach

The aim of this paper is to propose a methodological framework for incorporating multicultural education into foreign language teaching using a task-based approach. The paper presents three objectives for achieving this aim: (1) investigate the role of multicultural education in foreign language teaching (FLT); (2) examine the effectiveness of task-based approach in promoting intercultural competence and understanding in FLT; and finally (3) provide recommendations for the integration of multicultural education into FLT in Ukraine, based on the findings of this study. The study presents a literature review of the role of multicultural education in foreign language teaching, which emphasizes the need for learners to develop intercultural competence alongside language proficiency. The effectiveness of task-based language teaching (TBLT) in promoting intercultural competence and understanding is also discussed, with several studies suggesting that TBLT can be an effective approach for promoting intercultural competence among learners. The findings discuss a study conducted in Ukraine, which investigated the integration of multicultural education into foreign language teaching using a task-based approach. The study found that incorporating multicultural education into TBLT can enhance learners' intercultural competence and understanding, as well as their motivation to learn the language. The paper brings to light several recommendations for the integration of multicultural education into foreign language teaching in Ukraine and other countries, including the use of authentic materials and tasks, the promotion of collaboration and interaction among learners from different cultural backgrounds, and the incorporation of reflection activities into the curriculum. In conclusion, it is proposed to consider a methodological framework for incorporating multicultural education into foreign language teaching using a task-based approach. The study findings suggest that TBLT can be an effective tool for promoting intercultural competence among learners, and that the integration of multicultural education into TBLT can enhance learners' motivation to learn the language. The recommendations provided can serve as a guide for foreign language teachers in Ukraine and other contexts who wish to incorporate multicultural education into their language teaching practice.

A PERSONALLY ORIENTED APPROACH TO LEARNING A FOREIGN LANGUAGE IN A MULTICULTURAL ENVIRONMENT OF AN EDUCATIONAL

The concepts of multicultural education focus on several general pedagogical principles: education of human dignity and high moral qualities; education for coexistence with social groups of different races, religions, ethnic groups, etc.; education of readiness for cooperation; recognition of mutual responsibility for the positive nature of interethnic and intercultural communication.Based on the analysis, the article considers different views of researchers on this concept. The author gives his own opinion on the significance of individualized education in the polycultural environment. The author stresses that when defining the concept of multicultural education, world pedagogy proceeds from the fact that it means, firstly, the recognition of social, political and economic realities of culturally diverse and complex human interaction and, secondly, the importance of taking into account in the educational process cultural, racial, gender, religious factors. As in other multinational communities, in Ukraine one of the main pedagogical goals can be defined as the education of people capable of effective life in a multicultural environment, with a heightened sense of understanding and respect for other cultures, the ability to live in peace and harmony with representatives of different nationalities, races, beliefs. From this goal, the Ukrainian teachers follow the tasks of education and training: mastering the culture of one's own people; education of cultural pluralism, a positive attitude towards cultural differences; creation of pedagogical conditions for the integration of cultures; development of behavioral communication skills of carriers of different subcultures; education in the spirit of peace and cooperation. The article stresses that the purpose of multicultural education should be a person with broad views and broad multicultural orientation, someone who can give meaning to individual national and cultural identity, and someone who will appreciate other peoples’ cultural varieties and their achievements.

Primary Education in Wartime: How the Russian Invasion Affected Ukrainian Teachers and the Educational Process in Kryvyi Rih

The ability of children in Ukraine to continue their primary education after the Russian invasion is inextricably linked to the direct providers of education – primary school teachers. This study aimed to clarify the psychological effects of the war on Ukrainian primary school teachers and their everyday educational activities, using teachers in the city of Kryvyi Rih as a case study. The research design included personal and professional data, questions on changes in students and the educational process, Psychological Stress Measure (PSM-9), Oldenburg Burnout Inventory (OLBI), Brief Resilience Scale (BRS), and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA) integrated into an online survey conducted three months after the invasion. In the results, primary education in Ukraine during the invasion required teachers (n=495) to make significant changes in their work, namely shifts in schedules, increased workload, conducting remote lessons, providing tutoring for certain students, conducting crisis interventions with a broader range of subjects, and volunteering. The majority of the surveyed practitioners experienced considerable stress due to a significant increase in the amount of time they spent preparing their lessons. The psychological conditions of primary school teachers depended on the number of students who were expelled and new students who had been evacuated from other war-torn regions, the ability of school administrators to re-organize the work for online teaching, and perceived support from colleagues. All of these factors along with resilience were predictors of stress and burnout among teachers in wartime. Teachers experiencing burnout, especially exhaustion, high-stress scores, and low levels of resilience frequently evaluated the performance of their students with more leniency. In addition to a list of typical teachers’ roles (MiTeRoSA), teachers indicated frequently taking on the new roles of a ‘tutor’ and a ‘crisis counselor’ in response to the war.

Identification the key strategies of resilience of Ukrainian teachers in the conditions of war

Background. The problem of individual resilience is becoming especially relevant today, when Ukraine is at war. The issue of preserving physical and mental health of Ukrainians is especially important. No one here was not ready to live and work in war conditions. At the same time, we are able to form an optimal response to these events with the help of resilience. The purpose of the article is to identify the key resilience strategies of Ukrainian teachers in war conditions based on the analysis of the results of the research conducted by the authors. Methods. This research is a part of wider program "Codes of resilience", developed to improve the resilience skills of teachers. The authors use the multidimensional model of overcoming stress and finding internal stability "BasicPh" of Prof. Mooli Lahad to identify the key resilience strategies of Ukrainian teachers in war conditions. This model consists six channels for coping with stress: – belief; A – affect; S – sociability; I – imagination; C – cognition; Ph – physiology. Results. The results of the study showed that the most influential way to overcome stress for teachers is their cognitive settings. Information analysis, critical thinking skills, planning strategies, etc. are the most common ways among teachers to respond to external challenges. The second most influential factor of stress resistance is the worldview of teachers. It turned out that teachers do not actively use their own emotional settings to overcome stress. The same we can say regarding their creative settings. The readiness of teachers to rely on the strength of communities in difficult times (social settings) also needs additional attention and additional research. This factor was the least influential.

Museum Pedagogy in Ukraine: Challenges and Achievements

ABSTRACT The article describes the experience of Ukrainian teachers in organizing pedagogical work with preschool children by means of museum pedagogy. Museum pedagogy in Ukraine plays an important role in the process of socializing children by involving them in the historical and cultural heritage of society. It is an effective factor in the cognitive, aesthetic, mental, and creative development of preschoolers. The article reveals the role of museum pedagogy in the educational process of a preschool education establishment. The authors emphasize that in Ukraine today a significant role is given to the creation of appropriate development environments, and the search for new forms and methods of working with children. The article defines the basic principles and tasks of museum pedagogy as an innovative technology and describes the peculiarities of the work of museum staff and the criteria of their pedagogical skills.

NEW CREATIVE TECHNOLOGIES AND METHODS OF MUSIC PEDAGOGY IN ISRAEL

Today, musical and pedagogical education holds an important place in the sphere of cultural achievements of the leading countries of the world. It is undeniable that the stage of development of any country is determined by its cultural level. Musical art plays an important role, as it is intended for an individual and has a huge effect on the formation of worldview values of young people. At the same time, it opens the possibility of a wide exchange between countries and peoples in the field of culture, because music is definitely a language of international communication. Despite the importance of scientific development in the field of music education and pedagogy, the issue of professional training of future music teachers in Ukraine and Israel remains underdeveloped. The study and analysis of new methods and trends in the field of music education determines the prospects for the further development of pedagogical thought. Comprehension of the new global pedagogical experience of different countries and comparative analysis of the theory and practice of educational activity spreads the worldview, enriches the experience, promotes the mastery of new methods and educational technologies, motivates and provides a new creative impetus of pedagogical development. The article is devoted to highlighting new methods of training future teachers of musical art in the process of professional training in a higher School of Art in Israel. The achievements in Israeli national system of music education are highlighted; the pedagogical problem of active perception organizing, and performance of musical works is creatively solved. The musical-pedagogical methods such as “mirror”, “plastic intonation”, and the method of body-oriented psychotherapy are considered. These methods are used in musical education for students of the Jerusalem Academy of Music and Dance, as well as in the education of children and youth in musical institutions of Israel.

ОСНОВНІ ТЕНДЕНЦІЇ РОСІЙСЬКОЇ ПОЛІТИКИ У СФЕРІ ШКІЛЬНОЇ ОСВІТИ НА ТИМЧАСОВО ОКУПОВАНИХ ТЕРИТОРІЯХ УКРАЇНИ В ПЕРІОД ПОВНОМАСШТАБНОЇ РОСІЙСЬКО-УКРАЇНСЬКОЇ ВІЙНИ У 2022–2023 рр.

This article is dedicated to identifying the primary trends in the Russian government's policy regarding school education in the temporarily occupied territories (TOT) of Ukraine during the period of full-scale military aggression in 2022-2023. It is noted that after the occupation of part of the Ukrainian territories, the kremlin's efforts have been focused on incorporating them into the russian federation. The main task of the russian occupational authorities' educational policy in the TOT of Ukraine is to forcibly integrate Ukrainian children and youth into the "russian dimension". Proclaiming the program for the so-called "denazification of the educational system", the russian authorities have changed the language of instruction, replacing Ukrainian with russian and adjusted the curricula to align with a russian narrative. The new textbook on russian history, which is being studied by schoolchildren in the occupied regions of Ukraine from September 1, 2023, was analyzed. We observed that the section of the textbook discussing the russian-Ukrainian war repeats putin's propaganda narratives related to a full-scale invasion. Since moscow's historical policy in the occupied territories puts the victory in the Second World War at its center, aggression in Ukraine is being presented as a fight against "Ukrainian Nazism", using a narrative similar to that of the liberation mission from 1941-1945. It was found that in order to eliminate Ukrainian identity, re-education programmes were introduced to instil in Ukrainian children a "universal russian identity". An essential feature of russian policy is the militarization of the education of children and youth. Centers of paramilitary children's organizations spread significantly in TOT. Under the guise of "national and patriotic education", children are being prepared to participate in the war on the side of russia. An important direction of activity of the russian occupiers is to convince Ukrainian teachers to cooperate, arrange retraining courses, and, in the event of a lack of Ukrainian teachers, bring teachers from russia and Crimea to educate in the occupied territories. It was concluded that school education and upbringing are used by the russian authorities for anti-Ukrainian ideological processing of children and youth.

УКРАЇНСЬКІ ВЧИТЕЛІ В РОКИ ГОЛОДОМОРУ-ГЕНОЦИДУ

The article analyzes the contradictions that arose as a result of the Bolshevik occupation of Ukraine and the attempts of the Moscow communist leadership to introduce an educational and pedagogical model in Ukraine that is completely identical to the Russian one. However, these attempts failed for some time, as the leadership of the People's Commissariat of Education of the USSR defended its own position, which was based on theses about the need to develop a domestic model of education. Everyday life systematically demonstrated all the contradictions of the communist system. Teachers expressed dissatisfaction with the communist government and refused to teach children in the spirit of Soviet demagoguery. Everyday life systematically demonstrated all the contradictions of the communist system. Teachers expressed dissatisfaction with the communist government and refused to teach children in the spirit of Soviet demagoguery. The communist regime in Ukraine intended to form a so-called "new person", that is, a person devoid of emotions, attraction to his own history, family and homeland, ready to obediently give his life for the ideas of a totalitarian leader. For a long time, the model of raising a "new person" was not adapted to Ukrainian realities, which were traditionally characterized by love and respect for elders, adoration of the child, respect for land and bread, etc. With the aim of destroying the Ukrainian indomitable mentality and forcibly instilling communist ideas, the Bolsheviks led by Stalin resorted to committing the crime of genocide of Ukrainians by organizing the Holodomor in Ukraine. The Holodomor took the lives of millions of people, primarily children, it deformed the psychology of Ukrainians, provoked manifestations of cynicism and indifference to the grief of loved ones. During the Holodomor, the communists took measures aimed at the persecution and repression of nationally conscious teachers. They were deprived of their means of livelihood by not issuing food rations, they were followed and harassed for not wanting to spread myths about a happy Soviet everyday life during lessons, they were arrested and repressed. Instead of teachers and educators of the "old school", so to speak, low-qualified, inexperienced, who showed indifference and cruelty to children were appointed to educational institutions of Ukraine. The Genocide of Ukrainians in 1932-1933 became a disaster both for Ukrainian teachers who were still working and for their students. Teachers who received education the previous day were persecuted by the authorities. The latter was aimed at stamping submissive and obedient executors of the leader's will. The teachers of the "old" school, so to speak, were replaced by party and Komsomol members loyal to the Communists. They had neither pedagogical skills nor relevant work experience. However, belonging to the totalitarian system opened up prospects for them to hold positions and provide for themselves during the Holodomor.

Педагогічні ідеї Бориса Коротяєва в концепції «Нової української школи»

In the article a comparative analysis of the pedagogical ideas of the famous Ukrainian teacher, practitioner, Borys Ivanovych Korotiaiev, with the concept of the New Ukrainian School has been performed. It has been revealed that many aspects reflected in the concept resonate with the leading ideas of the scientist. Including the following: pedagogical creativity, the development of a harmonious personality, child-centeredness, the education of a thinking and independent personality, the cult of reading, partnership pedagogy, reformation of the goal of education and the system of control, school autonomy. Pedagogical ideas of Borys Korotiaiev are aimed at forming a healthy, creative personality, taking into account all its life needs, which would work for the benefit of itself, the Motherland and society as a whole. His pedagogical system is consistent with the key reform of the «New Ukrainian School», the main direction of which is also the preservation of childhood values, humanization of learning, personal approach, creation of a comfortable educational and subject environment that promotes the expression of children’s creativity. A brief review of individual ideas of the teacher confirms the timeliness and significance of the scientific and pedagogical work of the scientist and encourages the adaptation of other innovative ideas that can become a reliable basis for the construction of national education and the development of the New Ukrainian School.

Katerynoslav's conscious Ukrainianness in the context of the problem of national identity and historical memory of 1917-1919

The article analyzes the events of participation of Ukrainian lovers of Ekaterislav region in the process of restoring national identity, related to overcoming amnesia of historical memory in the Ukrainian National Democratic Revolution of 1917–1921. Formulation problem. Chronological framework of the study March 1917 – end of January 1919 due to That it was during this period that various forms of Ukrainian statehood (Central Rada, Hetmanate, Directory) operated in Katerynoslav with a short break due to the seizure of power by the Bolsheviks (January 1918 – March 1918). The aim of research to this era was the most favorable for the restoration of historical memory, which influenced the development of the national identity of the inhabitants of the industrial Russified Katerynoslav, who had Cossack Ukrainian roots. Conscious Ukrainianness of Katerynoslav played an important role in the processes of revival of the Ukrainian nation in Katerynoslav. The main results. The article notes that the decisions of the Ukrainian National Congress of Katerynoslav in 1917 had a significant impact on the processes of national revival in Ekaterinoslav during 1917–1919; organization of Free Cossack detachments and their participation in repelling Bolshevik aggression in December 1917 – early 1918. During the Hetmanate, the Council of the Union of Democrat Farmers in Katerynoslav, headed by Dmytro. In 1919 The Council of Ukrainian Teachers in Katerynoslav not only initiated the renaming of Katerynoslav, but also called on representatives of other Ukrainian cities to get rid of Russian imperial markers. During 1917–1919, the conscious Ukrainianness of Katerynoslav played an important role in the revival of Ukrainian national identity in the Katerynoslav region, which had important practical results in defending the region from Russian occupiers. D. Yavornytsky, V. Bidnov, M. Omelyanovych-Pavlenko, Agapit, and the Sparrow Brothers played an important role in these processes. The author uses the methodology of microhistory and biography, a regional approach, associated with little-known episodes of the life of D. I. Yavornytsky. Concise conclusions and practical meaning. The influence of the Ekaterinoslav pro-Ukrainian intelligentsia on the processes of restoration of Ukrainian national identity and historical memory during the Ukrainian revolution of 1917–1921 has been established. The author interprets little-known sources and introduces into scientific circulation new documents that reveal little-known episodes of D. Yavonytsky's activity during the Hetmanate. The study is based on a variety of sources of different origins documents : normative documents, ego-sources and materials of the press. Ekaterinoslavshchina. Scientific novelty and originality. The author highlights the events of the Ukrainian Revolution, which are not well known enough for the life of Ukrainian-loving Katerynoslav. Some sources are introduced for the first time with analytical author's interpretation. Scientific novelty and main results are the introduction into scientific circulation of unknown or insufficiently known documents, analysis and interpretation of documents insufficiently processed by researchers. The type of article: research article.

TEACHING PERCEPTION CHANGE IN UKRAINE: BEFORE AND DURING THE PANDEMIC

The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers’ and students’ perceptions regarding their online teaching and learning practices prior to the obligatory transition to remote mode and their evaluations after experiencing online teaching for a year. With fast changes taking places in recent times and online education taking centerstage, the primary objective of this study is to find out the outcomes of these changes, with respect to effectiveness, teaching style and pedagogy. This study is exploratory in nature. Using a structured questionnaire completed responses were received and analyzed using the available research tools. Two surveys with a three-year gap were completed by 251 Ukrainian teachers and students. Results demonstrated a significant change in the perception regarding resolutions to implement technology in their education in a post-corona era. In this regard, the implementation of the mixed mode seems to be the most popular choice. Findings of this study provide implications for the better interaction possibilities between teachers and students as well as between students themselves, as well as experienced positive and negative aspects of online teaching. Future research should focus on constructing and testing educational design principles for effective adopting online technology in educational practices.

Formation of Emotional Security of Students during the Period of Training in Conditions of Military Conflict

Ukrainian teachers and students are now in an extreme situation of military conflict when the territory of the country is under constant air fire, and the line of hostilities stretches for 1500 kilometres. The purpose of the article is to analyze the extreme learning conditions of Ukrainian students and develop a strategy for optimal emotional relaxation by selecting fiction for reading and deepening artistic perception. Respondents’ data (120 students and 53 pupils) were collected, systematized, evaluated, and analyzed using systematic written surveys (Project Tuning methodology) and statistical analysis methods. Testing corresponded to three stages of conflict development: conflict deployment, escalation, and post-conflict phase. Pedagogical activity mirrors this parable but in the opposite direction. Fiction thematically and genre-wise at each stage plays the role of a protective shield, which draws the line between students’ own emotions and the feelings of literary heroes. Perception of artistic texts was aimed at 1) identifying visual, auditory, and tactile associations; 2) olfactory sensations; 3) the ability to build associative chains; 4) imagining literary heroes; 5) emotionally immersing yourself in the world of fiction. Comparison of one’s own emotional perceptions with those that caused anti-utopian works and fantasy literature prove the effectiveness of the chosen pedagogical hypothesis.

PSYCHOLOGICAL-PEDAGOGICAL AND PRACTICAL MODERN TEACHER TRAINING: RESULTS OF THE MONITORING STUDY

The article presents the results of the monitoring study on the issue of practical training of future teachers in higher pedagogical education institutions in Ukraine. The study is conducted by scientists of the Department of Content and Technologies of Pedagogical Education of the Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine in 2020-2022 within the framework of the research work "Substantiation of the content and methods of practice in higher pedagogical education institutions" (РK 0120U100228). The peculiarities of legislative regulation of practical training of future teachers in Ukraine are revealed. It is presented in the main provisions of the Concept for the Development of Pedagogical Education in Ukraine, Professional Standards of Teacher, Professor, Higher Education Standards, National Qualifications Framework, etc. The article describes the specifics of the organization of practice in higher pedagogical education institutions in correlation with psychological and pedagogical training at the bachelor's, master's, and doctoral educational levels. It indicates the quantitative and qualitative changes in the practical training of specialists in the pedagogical specialty based on the analysis of educational and professional, educational and scientific programs for 2016-2022; outlines the negative aspects of its organization in modern conditions. Modern challenges in conducting various types of practice in higher pedagogical education institutions are identified. They are the following: the need to update the regulations on the organization of practice in teacher training, lack of adequate funding, discreteness of pedagogical partnership, insufficient resources for conducting practices in the context of mixed and distance learning, etc. Recommendations for improving the organizational principles of practice in the training of future teachers at the legislative, regulatory, managerial, and organizational levels are summarized.