ТВОРЧА СПАДЩИНА В. О. СУХОМЛИНСЬКОГО В СИСТЕМІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛЯ

The article considers the relevance of quality training of future teachers of natural sciences in modern conditions, which is due to the processes of reforming all links of the education system, global changes in the European labor market, the development of world science and pedagogical practice, as well as the shift of emphasis from the accumulation of knowledge to the mastery of methods of activity. The main strategic tasks and requirements for the quality of the educational process and the professional level of modern teachers are analyzed. The need for future teachers to master new functions, new content of activities, search and introduction of modern methods of teaching and learning was determined. Special attention is paid to the formation of ten key competencies among graduates of general secondary education institutions. The article deals with scientific studies of the problems of the individual's scientific research activity, which focuses on the formation of research skills in various categories of subjects. The importance of the formation of scientific-research competence in the system of training future specialists, researched by many Ukrainian and foreign scientists, is emphasized. The multidimensional process of scientific research activity in the formation of the personality of future technology teachers, which includes the development of research skills, independence and competences, is analyzed. The essence and theoretical justification of the students' research activity is defined, which involves the analysis of the concepts «scientific activity» and «research activity», especially in the context of the organization of such activity in higher education. The distinction between the concepts of «scientific activity», «scientific-organizational activity», «scientific-pedagogical activity» and «scientific-technical activity» is outlined. It is emphasized the need to refer to the reference-source base to clarify the specifics of the interpretation of the term «scientific-research activity».  The article examines the importance of research activity in the context of personality formation of future technology teachers. The role of innovative learning technologies, such as problem presentation, heuristic methods, game methods and case methods, in the development of critical thinking, research skills and independence of students is analyzed. The growing importance of information and communication technologies in education requires from future teachers the ability to critically evaluate and use online resources to ensure the quality of learning and active scientific research. The training of future technology teachers should include the development of skills to work in a hybrid research environment, using both traditional and digital resources. Developed research competence is a key aspect of improving the quality of the educational process and includes a system of motives, states, special attitudes, research knowledge, skills and abilities. 

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

Until now, health issues have been widely studied in education. This article presents the pedagogical conditions for the development of the health culture of future teachers through a comprehensive study of students of pedagogical specialties. The purpose of the study is to identify the dynamics of motivation of students' wellness culture and to ensure the further development of wellness culture. The authors, conducting an experiment to assess the state of health of students, determine the levels of health culture, conclude that the high level of health culture of students is focused on the motivational and value indicator of this culture and, accordingly, determine the pedagogical conditions. The article gives a scientific description of certain pedagogical conditions. During the study, changes in all health indicators were observed and clarified. During the experiment, the change in the attitude of students to health-saving activities, orientation based on values, motivation for healthcare, and the formation of a healthy lifestyle were monitored. Pedagogical culture is an important part of the general culture of the teacher in the system of pedagogical activity. In this regard, the health-saving culture of future teachers is considered as part of the pedagogical culture. The need of students for self-knowledge, attention to their own health, self-esteem and self-reflection is demonstrated. Future teachers are considered as subjects of the educational process who purposefully choose and change their lifestyle, actions and can change, reconsider their attitude to the culture of healthcare. Analyzing the data obtained in practice, the authors of the article suggest that the development of a health culture in the future may become an integral part of the professional competence of students. Therefore, the article also examines the problem of forming a healthy lifestyle among students and analyzes the influence of factors affecting health.

The article is devoted to the study of the issue of developing the culture of professional thinking of future teachers. In this context the conceptual and terminological analysis of the essence of key concepts is carried out. Considering that culture is a system-forming, generic concept, the key categories («personality culture», «professional and pedagogical culture», «culture of professional thinking», etc.) are considered as generic. The author of the article analyzes the approaches of researchers to the interpretation of the essence of culture as a fundamental category of the humanitarian discourse in philosophy, cultural studies, sociology, psychology, and pedagogy. Based on the study, it is concluded that interpretations of the essence of culture have become widespread in humanitarian discourse, focusing on the ontological, anthropological, axiological, activity, heuristic, mental and semiotic aspects. It is determined that the difference in the approaches of scholars to the interpretation of the essence of culture is due to the complexity, ambiguity, multidimensionality and multifunctionality of the analyzed phenomenon, and is also related to the problematic field of specific scientific research. It has been found that culture, society, professional (social) community and personality are connected by multifaceted interconnections and mutual influences in the system: «culture–society culture–professional (social) community culture–individual culture». We consider the professional and pedagogical culture as the culture of a professional community, which organically combines the culture of professional thinking, pedagogical orientation, values, pedagogical abilities, professional competence, pedagogical experience, creative activity, personal and professional qualities of a teacher, etc. Keywords: discourse, category, culture, personality culture, society culture, culture of professional community, culture of professional thinking of a teacher, professional and pedagogical culture.

The article is devoted to the topic of school professional competence formation in future foreign language teachers, who in short period of time will come to work with children in the New Ukrainian School. The main idea of the research is to analyze the modern scientific concepts conceptual aspects of future training teachers made by domestic and foreign scientists. Theoretical and methodological foundations of professional education of New Ukrainian School teachers, the features of their professional training and formation of foreign language competence are presented by the authors of this article too. Professional competence future teachers of the New Ukrainian School is defined as an integrative value and personal-professional trait based on special knowledge and skills, the teacher’s responsible attitude to professional communication activity, his\her awareness of its motives. It provides the ability of the individual to the implementation of adequate foreign language, intercultural communication in various forms. The basic components of the structure of this phenomenon are as: motivational (value and professionally important personal qualities); language (a set of formed foreign language knowledge as a means of activating consciousness and verbal expression of thought and speech in a foreign language); speech (formation of foreign language skills - cognitive actions aimed at solving communicative tasks that require deep knowledge foreign language). The integration of multi-subject knowledge in primary general education is especially relevant, since younger schoolchildren do not have a fragmented perception of the objects of the surrounding world, but a holistic one. Integration as a phenomenon of fundamental sciences is the opposite of differentiation. Differentiation is the separation, dismemberment of something into separate separate objects, and integration is the unification of something into a single whole. In Ukraine, in the draft of the New State Standard of Primary Education, developed in accordance with the Law of Ukraine «On Education», the Law of Ukraine «On General Secondary Education», it is emphasized that on the basis of the basic curriculum it is possible to carry out full or partial integration of various educational fields, which should be reflected in the educational program and curriculum of the general primary education institution. The content of primary education is developed on the basis of a competence approach: not knowledge for the sake of knowledge, but the ability to apply it in real life. Competences are also an integrated result of the educational activity of students and they are formed primarily on the basis of mastering the integral content of primary education.

The issue ofthe formation of evaluative skillsof future teachers is becoming very important in the system of higher professional education today. Many graduates of pedagogical universities, starting their teaching career, show an inability to organize the assessment of students' academic achievements. This article analyzes the work of researchers on the formation of evaluative skillsof future teachers. The authors analyzethe components of the proposed technologyfor the formation of evaluative skillsof future teachers. The meaning of the constituent blocksof technology is revealed. The content and target block describes the objectives of assessment, the content of evaluative skills of future teachers.The activity block is aimed at revealing activities related to the formationof evaluative skills of future teachers in assessing student achievements. The final block analyzesthe essence of the components and levels of readiness of the future teacher for assessment activities.

The relevance of the chosen topic is due to rapid development of information and communication technologies, transformation of the labor market and necessity to form a competent, creative and adaptive specialist, which in turn puts new requirements for the training of future technology teachers. The focus is not only on professional competence, but also on the formed professional culture as a set of values, norms, ethical guidelines, communication styles, pedagogical reflection, and readiness for innovation. In Ukraine, as in many other countries, traditional models of teacher education are being revised. Comparison of domestic and foreign experience allows us to identify effective approaches to the formation of professional culture, generalize international experience and adapt it to the conditions of Ukrainian education system. This is especially relevant in the context of European integration processes that require updating the content and methods of teacher training. Given the growing differences in the process of formation and development of vocational education as the basis of the theory of formation of professional and pedagogical culture of future specialists, there is a need for a holistic understanding of its theoretical foundations and their systematization in the form of generalized materials. The article presents a thorough analysis of evolution of scientific ideas on the formation of professional culture of future technology teachers in the context of domestic and foreign pedagogical science development. The main stages of the formation and transformation of the scientific theory highlighting the essence of professional culture as an integral component of professional teacher training are analyzed. The key trends and conceptual approaches that shaped the content, tasks and guidelines of this process at different historical stages of education development are identified. The study focuses on the detailing of the conceptual apparatus, in particular, etymological and semantic analysis of the categories “culture” and “professional culture”, their interrelation and significance in professional and pedagogical context are revealed. It has been determined that professional culture of a future teacher is an integral characteristic of their personality defining quality and effectiveness of professional activity. It is a key condition and prerequisite for successful pedagogical practice, reflects the level of professional competence and at the same time serves as a strategic guide for further professional development and self-improvement. Based on comparative analysis of domestic and foreign scholars’ works, the structure of technology teacher’s professional culture is characterized, the factors that determine its formation are indicated, and the pedagogical conditions necessary for its effective development in the system of higher pedagogical education are outlined. Attention is focused on in-depth interpretation of teacher’s professional culture as a complex, multidimensional phenomenon integrating human values, professionally important qualities and moral and ethical guidelines. The professional culture is considered not only as an individual characteristic of a teacher’s personality, but also as a socially significant phenomenon functioning in various spheres of public life. The author distinguishes three main levels of analysis of this phenomenon: at the macro level – as a system of interrelations between the state, society and the education system; at the meso level – as a reflection of the cultural development of the region, in particular its educational environment; at the micro level – as an individual characteristic of the professional activity of a particular teacher. According to the theoretical provisions analysis, professional culture of a teacher is presented as a personal characteristic of a teacher, which is a specific formation including several key components. Firstly, it is the acquired professional knowledge, skills and abilities shaping personal pedagogical outlook. Secondly, professional culture encompasses teacher’s ability to think creatively, to continuously improve and to educate themselves. Third, it includes a set of socially significant personal qualities necessary for effective teaching. The level of formation of a teacher’s professional culture, their ability to develop and improve their creative potential in the process of solving non-standard tasks directly affects the quality of their professional duties. The main factors that actualize the need to improve the content of the professional culture of a future technology teacher in the context of the functioning of a modern higher education institution are revealed. The process of formation and evolution of the theoretical foundations of professional and pedagogical culture formation is studied, which allowed to identify the phenomenon of historical continuity, contributing to a deeper understanding of the dynamics of educational processes in this area.

The study addresses to the modern praxeological approach of professional training of future primary school teachers on the research results application of modern neuroscience. The essence of praxeology as a science and praxeological approach in pedagogical activity is considered. The expediency of praxeological orientation during the professional training of future primary school teachers is substantiated. Theoretical bases of neurosciences studies in the system of pedagogical education and neuropedagogy formation are also considered. Based on the neuromyths spread, the problem of obtaining neuroscientific knowledge by future teachers in the context of praxeological orientation is actualized, which will significantly help to orient the latter to effective and efficient professional activity. The key structural components of the author’s model of primary school teacher’s training using a praxeological approach in the context of modern neuroscience are proposed and described in the study. The key theoretical provisions of the motivational and target component, organizational and procedural, semantic, operational and technological, diagnostic and effective components of the specified model are generalized. The theoretical provisions of modern neuroscience are detailed, which are the basis of the semantic component of the model. The purpose and tasks of the author’s course “Modern neuroscience in the education system” are determined, which is the basis of the content component of the model of training future primary school teachers. Perspective directions of future scientific studies are outlined - research of biological and neural feedback in educational activity.

Розкрито сутність інформаційно-комунікаційної культури вчителя початкових класів. Обґрунтовано модель формування інформаційно-комунікаційної культури як цілісну педагогічну систему поетапної професійної підготовки майбутніх учителів початкових класів, спрямованої на набуття компетентностей, необхідних для ефективної інформатизації освітнього процесу. Цільовий, організаційно-методичний і контрольно-результативний блоки моделі відображають внутрішню організацію та функціонування структурних компонентів інформаційно-комунікаційної культури, аспекти її формування.

The research aims to develop a pedagogical model of a system for the formation of an individual style of professional activity (ISPA) of a future foreign language teacher. The article presents a comprehensive overview of the concept of modeling as a methodological scientific tool and also explores the issue of the typology of pedagogical models and their hierarchical structure. The concept of ISPA is presented, a model of the system for ISPA formation in future foreign language teachers is designed and described, and its structure and main characteristics are substantiated. The scientific novelty of the study is determined by the fact that it substantiates the structure of a pedagogical model of the system for the formation of an individual professional style of future foreign language teachers as a significant element of their continuous professional training and a condition for the effective adaptation of young teachers to the educational environment. As a result, the essence of pedagogical modeling as a methodological tool was revealed, structural types of pedagogical models were determined, and a structural and content project of a pedagogical model of the system for ISPA formation in future teachers was developed.

This article compares the characteristics of quality teachers against the characteristics of future teachers for Malaysia. This study aimed to examine the expectation and preferences towards school teachers. A survey was conducted with 74 first year students who were pursuing Bachelor of Design degree programmes in a Malaysian public university which afforded them to provide meaningful insights in accordance to current social and culture trend in Malaysia. In the survey, the respondents listed down three main characteristics of quality teacher and three main characteristics of future teachers for Malaysia. The data were sorted and coded to form four themes, which were attitudes to teaching profession, attitudes to students, teachers’ knowledge and physical appearance. The themes were compared to identify common and different characteristics between quality teachers and future teachers. The results showed that most of the respondents concerned about teachers’ attitudes to teaching profession. A majority of the preferred characteristics were found common between quality teachers and future teachers. The respondents generally expected quality teachers as constantly knowledgeable pretty ladies or handsome men who are sporting, dedicated, open-minded, responsible and punctual at work. Majority of the respondents demarcated the characteristics of quality teachers and future teachers for Malaysia. This phenomenon indicated that the perceived quality of present teachers may not fit for the future. Thus, the concept of quality teachers should be updated from time to time, leading to the constant need to research and keep abreast with the latest teacher education model.

One of the priority tasks of pedagogical education is wide comprehensive training of students, based on the concept of personally oriented education and involves the formation of a holistic system of universal knowledge, skills, as well as experience of independent activities, the basic competencies that determine the quality of education of a modern university student. The purpose of the article is to highlight the problem of formation of research skills of university students, as well as the role of inquiry-based learning approach in solving this problem. The research was based on scientific works of domestic and foreign scientists who studied the formation and development of research skills of students in the learning process. Methods. The author implements the purpose with the help of theoretical and empirical research methods (analysis and generalization of own pedagogical experience and pedagogical experience of domestic and foreign scientists). The results. The article considers and generalizes the views of scientists on the classification and essence of research skills, analyses the role of the inquiry-based learning approach in the formation of studentsʼ research skills in the process of teaching mathematics. The article suggests the effective method on forming the studentsʼ research skills based on the student-centered approach in the process of teaching mathematics (Inquiry-Based Mathematics Education). The special educational material (pedagogical cases) based on IBME was developed. The benefit of the study is that the material was tested during the teaching of mathematics to first-year students of specialty «Primary Education» of the Pedagogical Institute of Borys Grinchenko Kyiv University (the research, the results of which are presented in the article, was conducted within the project «Partnership for teaching and learning of mathematics at the university» (PLATINUM) of the EU program Erasmus + KA203 – Strategic Partnership for Higher Education, 2018-1-NO01-KA203-038887); the data show the increase of studentsʼ interest in educational and research work, and the level of their motivation to study mathematics. Conclusions. As a result the author makes a conclusion that the teaching mathematics with the use of Inquiry-Based Mathematics Education ensures the growth of interest of students in educational and research activity, formation and development of research skills; increases the efficiency of independent work, general motivation for the study of mathematics.

The research results of the problem of definition of the principles of the ecological competence formation of the future biology teachers during the professional training have been defined in the article. It has been specified, that the conception of the ecological competence formation of the future biology teachers is based on general pedagogical and specific principles that are normative guidelines, basic foundations for organization and performing the professional training of students. We have highlighted the fact, that the effectiveness of the implementation of the system of the students' ecological competence is achieved due to clear compliance with the chosen principles and approaches to the process of the future teachers' training. In this article the principles of the ecological competence formation of the future biology teachers are considered as the most common starting points that define the strategic ways and tactic for the professional training of higher-education students of the qualification mentioned above in order to form the studied quality of personality. The author has defined general pedagogical (principles of science, regularity and sequence, unity of consciousness, activity and self-discipline, connection of studying with practical activity and life's realities) and specific principles of ecological competence formation (principles of interdisciplinary integration, the creation of the ecologically friendly educational environment, professional orientation, variability, the relationship of local, emotional values of perception of the natural environment in practice, regional and global approaches in the educational process). It has been pointed out, that the specific principles of the ecological competence formation of the future biology teachers have been defined by the author based on the synergetic connection of the principles of the professional education, competence approach, the principles of ecological education and upbringing, which have points of intersection for individual positions. We have highlighted the fact, that these principles are used during the professional training of the future biology teachers as interconnected and complementary elements of a single pedagogical system.

The purpose of this paper is to specify the essence and the specifics of implementation of the pedagogic technology of forming the basics of future mathematics teachers’ professionalism using the potential of multimedia in higher education. The major research method is pedagogical experiment (comprising analytical search, ascertaining, forming, and control stages) aimed at verifying the efficiency of the pedagogical technology of forming the basics of future mathematics teachers’ professionalism; statistic methods have also been employed for checking efficiency and reliability of the experimental research results. The participants of the pedagogical experiment have been 290 students (150 students of the experimental group and 140 students of the control group) of the training area 44.03.01 “Pedagogical education”, skills profile “Mathematics”. Theoretical issues on the nature, structure, criteria, indicators and levels of formation of the basics of future mathematics teachers’ professionalism have been disclosed; the notion-category apparatus of the theory of the teacher professionalism has been specified; there has been scientifically grounded and developed the pedagogical technology of forming the basics of future mathematics teachers’ professionalism that corresponds to the structure of the holistic pedagogical process and includes: target orientations, conceptual bases and regulations, procedural characteristics, program-methodological support, and an appropriate combination of traditional and multimedia tools. The results of the gradual introduction of the pedagogical technology of forming the basics of future mathematics teachers’ professionalism by means of multimedia technologies indicate significant positive shifts in the formation of all the components of the basics of students’ professionalism, which was reflected in the positive dynamics of the criteria for all indicators and generally indicates the effectiveness of the proposed pedagogical technology. Research materials can be used to further improve the theory and practice of the professional training, in particular, in the training of future mathematics teachers in the process of qualification improvement and personnel retraining, and in the self-educational activity of teachers.

The article deals with the problem of the preparation of a primary school teacher as the founder of educational innovations, professionally prepared for a productive creative response to the challenges of a globalized world. The formation of the innovative culture of future primary school teachers of a comprehensive school is a precondition for improving the educational environment of junior pupils and promotes the development of their personality. The author believes that the effectiveness of the formation of an innovative culture of future teachers, who will work with pupils of junior school age, depends on the management. The article provides theoretical analysis of the definitions of “culture”,“innovation”, “management”. The result of the theoretical study of encyclopedic-linguistic interpretations and interpretations of the above-mentioned terms by various scholars is the definition of the concepts of “innovative culture of the teacher”, “the formation of the innovative culture of the primary school teacher”. The author shows that under the conditions of permanent changes of modern education, the controlled formation of the innovative culture of future primary school teachers serves a specially organized management process, which involves the achievement of positive changes in the managed object due to purposeful rational volitional actions. In this case, the role of managing the process of formation of the innovative culture of primary school future teachers in the conditions of educational transformations and new methods in the preparation of a competitive specialist in the field of education is increasing. The main conclusion of the article is the formulation of the definition, which reveals the essence of the concept of “management of the process of innovative culture formation of future primary school teacher”.