ОСОБЛИВОСТІ ПРАКТИЧОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ГЕОГРАФІЇ ДО ЕКОЛОГІЧНОЇ ДІЯЛЬНОСТІ

Formulation of the problem. Qualitative training of teachers, in particular, teachers of mathematics, has always been and is the primary task of a pedagogical university. Currently, in pedagogical universities of Ukraine, master's training takes place in the traditional way, which involves reading lectures, conducting practical, laboratory and seminar classes, as well as practice at school. However, the traditional master's training scheme cannot be adequately provided always, because a significant part of students forced to work at school, and therefore do not attend the required number of lectures and practical classes, and practice at school is reduced to "practicing" it at the workplace. One of the effective ways to solve this problem is to create an effective system of qualitative combination of theoretical and practical training of future teachers with professional activities even during their studies at the university. Materials and methods. To achieve the goal of the work, we use the theoretical method of analyzing methodological literature on the researched problem. We also use some empirical methods: surveying students regarding their employment, observing the educational process of teacher training in pedagogical universities, analyzing the educational achievements of future mathematics teachers in the field of their theoretical and practical training. In this article, we also use a set of methods of scientific knowledge: comparative analysis to clarify different views on the problem; systematization and generalization in order to draw conclusions and formulate recommendations regarding directions for improving the methodology of training future mathematics teachers; summarizing the pedagogical experience and observations of the authors. Results. To reduce the main shortcomings of the traditional forms and methods of training future specialists, to overcome the gap between the teacher training program at the university and the current requirements of school practice, and to increase the quality indicators of the training of qualified personnel, taking into account the requirements of employers, with the aim of acquiring education seekers experience in the practical application of practical skills and their social and professional adaptation to the conditions of real practical activity is possible, in our opinion, by introducing a dual form of education. Solving the problem is envisaged through the implementation of a set of measures to modernize the structure, content, technologies and methods of training mathematics teachers, including the development and implementation of mutually beneficial partnership models between higher education institutions, employers and students, aimed at increasing the effectiveness of practical training of future teachers for the practical application of acquired knowledge and skills, their social and professional adaptation in the conditions of real professional activity. Conclusions. We are aware that the dual form of education is not the only way to overcome the crisis of mathematics teacher training in Ukraine. However, in our opinion, it is this form that allows to harmoniously combine the theoretical and practical training of the future teacher, will contribute to the establishment of mechanisms of close interaction between institutions of higher education that prepare teachers and institutions of general secondary education to take into account the needs of schools and the requirements of employers for professional teacher training. The introduction of a dual form of education will help to change the attitude towards one's own profession among teachers themselves, since the process of passing on experience from a teacher-mentor to a student ensures awareness of the necessity of one's own profession both for the entire society and for the next generations of teachers.

The author developed and scientifically substantiated set of principles that will facilitate the effective implementation of the process of preparing future geography teachers for professional activity.Principles of formulation of the purpose and tasks of preparation, in particular principles of excitement and formation of value orientations. The purpose of the preparation is to formulate the ability of the future geography teacher to act in a mode of continuous anticipation. Value orientations determine the order of priority setting of various tasks of professional activity and directions of professional development.Principles of student involvement in preparation, including principles of personalization, dialogue and collaboration. Yes, the principle of personalization makes it possible to optimize the process of training according to personal educational needs. The principles of dialogue and collaboration provide an opportunity for the exchange of professional knowledge, experience and individual values between teachers and students.Key principles are: content preparation, multidimensionality, transdisciplinarity, integrativeness, variability and modularity. Thus, the principle of transdisciplinarity ensures the effective formation of the universal goal, the principle of integration provides the opportunity to integrate scientific ideas into practice, openly perceive innovative processes of development of geographical science. The principle of variability makes it possible to study on an individual educational trajectory. The principle of modularity ensures that the content of the training of future geography teachers is optimized.Principles of training organization, including principles of manufacturability, self-organization, tolerance, reflexivity and feedback. The organization of preparation of future teachers of geography for professional activity in the conditions of transformation of education on the principle of adaptability should meet such characteristics as: clear algorithmization, variability, efficiency and reflection of activity. Important principles are self-organization, tolerance, reflection. Using the feedback principle in preparation, a teacher can obtain information about the relevance of the training to the expectations of future geography teachers, the relevance of the content and the purpose of the training.Principles of determining the results of training, including principles of continuous control, relevance to the individual and professional mobility. The implementation of the principle of continuous control ensures a more efficient construction and implementation of the process of training future geography teachers. The principle of importance will stimulate the self-organization, self-realization and self-development of future teachers in their further professional activity.

Problem. The difficult economic situation in Ukraine has become an incentive for the priority development of domestic tourism. Therefore, the training of qualified specialists in the field of tourism, possessing theoretical knowledge, research skills and methods of tourism and local lore work, has acquired great importance.The purpose of the study. The purpose of our article is to show the possibilities of route practices from the point of view of the possibilities of forming research skills of different groups in future tourism specialists and in future teachers of geography, to reveal the differences and commonality in this matter for the two indicated categories.Presentation of the main material. We are convinced that route practice is an important component of the professional training of future specialists in the field of tourism and future teachers of geography. Practices of this kind ensure the consolidation of knowledge, skills and abilities of future professional activity, which students acquire during classroom studies.We consider the concept of "research skills" as a set of intellectual and practical actions that ensure the ability of a person to independently observe, generalize, analyze processes and phenomena of reality, to acquire new knowledge and use it in accordance with the set goal of research or professional activity.We have reduced all the variety of research skills necessary for future specialists to such five groups: operational, organizational, communicative, practical and cartographic.Among the variety of training practices for future specialists, a special place is occupied by a comprehensive practice in socio-economic geography and practice in active tourism. Each of them has the ability to form research skills.Traditionally, each of these practices has a preparatory, route and reporting stage. In addition, it is envisaged to carry out an individual study by each student on the topic of educational practice.The results of our research have confirmed that the route practice has all the possibilities for the formation of research skills of future specialists. However, there are certain differences in the selection of excursion objects and topics of individual assignments for each of these categories of students.

The article analyzes the formation of levels of ability of future geography teachers to the assessment of aesthetic landscapes. The relevance of the study of the problem of preparing future geography teachers for the aesthetic assessment of landscapes, as a condition for attracting the younger generation to the cultural heritage of society, is substantiated. Thus, the process of forming the readiness of future teachers of geography to assessment aesthetic landscapes involves taking into account the professional requirements and the set of available intellectual and psychological qualities of the individual necessary for the implementation of aesthetic education of students, the formation of love for their native land, the development of ecological culture. It is noted that on the basis of the analysis of educational achievement levels, criteria have been developed for characterizing the readiness levels of future geography teachers for the assessment of aesthetic landscapes. Each individual criterion may have a system of indicators that are observable and act as characteristic, intensive, qualitative criteria for identifying the criterion. In this regard, the readiness of future geography teachers to assessment aesthetic landscapes involves the formation of content, activity and value components that are closely related since they have a single purpose. Based on the analysis of scientific literary sources and the study of advanced pedagogical experience, it is determined that the essence of the readiness of future geography teachers to assessment aesthetic landscapes as a complex multilevel personal formation that arises on the basis of a combination of the system of specific geographic knowledge acquired, skills and abilities, synergistic geographical thinking, values and establishes a fundamental condition for the successful study of geography, environmental education, aesthetic education of students. The study substantiates such equal readiness of future geography teachers to the assessment of aesthetic landscapes: elemental, reproductive, reconstructive and creative.

Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the emergence of psychological barriers in inclusive education in students of pedagogical directions through practical professional training, including the development of their communicative and organizational abilities. Materials and Methods. The study was conducted on the basis of the North-Eastern Federal University named after M.K. Ammosov (NEFU) among students studying in the following fields of training: "Special (defectology) education", "Pedagogical education", "Psychological and pedagogical education", in the number of 122 people, aged from 18 to 23 years. The following methods were used: analysis of sources, regulatory and educational-methodical documents of the North-Eastern Federal University on practical training of students, observation and surveys using the method of E.S. Slyusareva "Psychological barriers of teachers in the process of interaction in an inclusive educational environment" and the method "Assessment of communicative and organizational abilities" (V.V. Sinyavsky, V.A. Fedoroshin), statistical processing of the results by U-Manna-Whitney test. Results of the research. The system of practical training of higher education students for pedagogical activity in inclusive education of future teachers, including practice-oriented educational process, socially significant public activity is developed. A separate aspect of this training is the prevention of psychological barriers in inclusive education in future teachers. The application of the developed system of training contributed to the effective development of communicative and organizational abilities of students, and also demonstrated reliably significant reductions in the criteria "barrier of mental tension (anxiety, inability to initiate contact with a child with disabilities, etc.)" Uemp=178,5; p<0,001, and "difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education", Uemp=248; p<0,043, which indicates that the conducted preventive and developmental work contributed to a decrease in the expression of the presence of difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education. Conclusion. The results of the study indicate the need to rethink the organization and content of the practical component of higher pedagogical education in the aspect of preventing the emergence of psychological barriers in inclusive education in future teachers through the development of their communicative and organizational abilities in the system of practice-oriented learning.

The scientific article analyzes the scientific and pedagogical literature and highlights the role of the facilitator as an important position of the future primary school teacher in the process of implementing STEM-education. Based on a thorough analysis of scientific and pedagogical sources, the essence of the concepts "STEM teacher", "facilitator", "facilitation" and "pedagogical facilitation" was clarified. It is highlighted that a STEM teacher is a new generation pedagogue who not only imparts knowledge, but also creates conditions for the development of students' critical thinking, creativity and innovative approach to solving problems. When implementing STEM-education, such a teacher acts as a "leader" of an integrated approach to learning, successfully combining the study of science, technology, engineering and mathematics. This paper presents the key aspects that define the role of the facilitator in the professional activities of primary school teachers in the process of implementing STEM-education. It has been determined that a STEM primary school teacher should be a qualified, creative and energetic specialist, interested in developing scientific thinking and technological literacy of their students. Being a teacher-facilitator in STEM-education in primary school requires flexibility, creativity and constant openness to new approaches. The article proves the necessity of forming the position of a facilitator in future teachers at the level of their professional training in pedagogical institutions of higher education. It is emphasised that in this context it is important to ensure a qualitative balance between theoretical and practical training of future teachers. Based on the analysis of information sources and available experience, the article provides advice to a future teacher-facilitator who will implement STEM-education in primary school: create a stimulating STEM-educational environment; engage students in practical activities; take into account the individual characteristics and interests of each student; engage students in teamwork in groups; focus on the development of critical thinking in children; encourage students to experiment and solve real problems etc.

Introduction. The article deals with the problem of preparing specialists of the preschool education system for future professional activity in the process of studying at higher school. The authors present the basic concept for the creation and implementation of the main stages of the program for the formation of psychological readiness among students of preschool education for professional communication with all subjects of the educational process. The modular principle of designing a program based on the main components of the structure of psychological readiness is discussed, and the need to increase the practical training of future teachers of preschool education is noted. Materials and Methods. The research used: theoretical methods: analysis of scientific publications, psychological and pedagogical literature; synthesis and interpretation, method of generalization and systematization of information, modeling of the process of formation of psychological readiness for professional communication; empirical research methods: psychological and pedagogical experiment, testing, direct and indirect observation, proximetric techniques; data analysis methods: methods of mathematical statistics, quantitative and qualitative analysis of the results. Results. The authors substantiate and concretize the scientific and theoretical foundations, approaches and principles, organizational, psychodidactic and psychological-pedagogical conditions, present a detailed approbation of the program, assess the dynamics of the formation of psychological readiness for professional communication among future teachers of preschool education. The program allows undergraduate students to consistently master general cultural and general psychological communicative competencies; skills, abilities, actions of planning, designing, building, accumulating individual experience of interpersonal and professional communication with different subjects of the educational process; building personalized communication models with different target groups and subjects of education; to form the initial style of professional communication of the future teacher, his value-semantic, a substantial and structural-organizationaloutline. Discussion and Conclusions. The performed research has shown the need and possibility of systematic and systematic formation of psychological readiness for professional communication among students of preschool education in the process of studying at a university. The psychological readiness of students of preschool education has its own characteristics and correlates with the requirements for the professional competencies of a future teacher of preschool education.

Formation of intercultural competence in the modern world and contemporary conditions is a relevant scientific and pedagogical issue. The manifestation of modern integration processes leads to a change in perspectives on the necessity of tolerant relations among representatives of different cultures, religions, and viewpoints. Currently, within the context of international development, there is cultural exchange at personal, national, and international levels. Therefore, education has seen the emergence of a need for a culture of communication and cultural dialogue between different countries and their citizens. Considering multiculturalism and multi-ethnicity becomes a pedagogical priority for global civilization and nations. Adhering to it is an essential condition for democratizing civil society. The features of forming intercultural competence largely extend beyond pedagogy and depend on the influence of social and political institutions, but higher education institutions are the very establishments that can help shape a new multicultural, democratic, and civic society.The problem of forming intercultural competence is particularly pertinent for future geography teachers. Precisely, the prospective geography teacher should become a multicultural individual who will shape a tolerant, multicultural, conscious, and civic society in our nation. The article delves into the specifics of forming intercultural competence in higher education institutions, using the example of analyzing educational programs for the specialization “Secondary Education. Geography”. An analysis of scientific literature is conducted to systematize information about the particularities of cultivating multiculturalism in future educators. Researchersʼ viewpoints regarding the implementation specifics of intercultural competence in the educational process are scrutinized. The educational programs of five pedagogical universities are characterized in terms of the place of intercultural competence in the preparation of future geography teachers. Keywords: educational program; professional training; general competencies; professional competencies; multiculturalism; intercultural competence; teacher; geography.

The study aims to reveal peculiarities of designing and implementing practical training programmes for future teachers. The article shows systemic transformation of the practical side of teachers’ professional education accounted for by transition to the competence-based format of education and network interaction of organisations of higher and general education. Scientific novelty of the research lies in developing a structural and functional model of practical training of pedagogical students - Master’s degree seekers. As a result, the study has outlined conceptual foundations of modelling practical training of future teachers; identified and described blocks of the practical training model (methodological, target-oriented and substantive), as well as stages of practical training (educational-introductory, quasi-professional, educational-professional, pre-professional), revealed their content, provided rationale for their implementation forms. It is shown that development of future teachers’ professional self-awareness occurs in the process of practical training, which combines their educational, research and work-placement activities.

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 article is devoted to the training of teaching staff in higher continuous education. The authors considered the possibility of intensification of practical training of future teachers on the basis of continuity of multi-level system of higher education in the enlarged group of specialties «Education and Pedagogy». The purpose of the article is to justify and describe the pilot project «Modernization of practice of the future teachers in the conditions of continuous education in higher school» developed in the Ural State Pedagogical University. The project includes reorganization of tasks and the ways of students’ practice on the basis of the ideas of continuity of training teachers in the programs of higher education: Baccalaureate Magistracy Postgraduate study. On the basis of the current scientific studies, the article allocates a number of ideas as the basis for planning students’ practice. Firstly, planning of educational teacher’s training programs should be based on a system-activity approach that will provide the dynamics of personal and professional achievements of students. Secondly, it is necessary to apply a modular principle in the construction of educational programs of the contiguous levels of higher education, which will form the basis for the action in the certain context. Thirdly, it is necessary to ensure the integration of the content of educational programs in higher education through the use of professional samples that «suggest» the ways of research of the theoretical problems with the subsequent expansion of the academic component of teacher’s training. Finally, it is important to develop social partnership of the university and secondary school in the form of a network, which will form professional value orientations and pedagogical reflection of self-development as the core of professional and personal qualities of the future teachers and educators.

The article offers the ways of modern information and communication technologies introduction in the process of teaching the discipline «Analytical geometry and linear algebra» for future teachers of physics and computer science. The authors highlight the actuality and experience of using information and communication technologies of training, innovative approaches to the organization of educational process in high school and determine the types of information and communication technologies of teaching analytic geometry and linear algebra at the pedagogical university. The possibilities of network technologies use in the process of teaching analytical geometry and linear algebra are considered, as well as determined advantages of their use for students’ in-class and out-of-class work. The authors demonstrate the ways of organizing students’ educational activity using the applied software for carrying out self-checking tasks correctness. It is presented the form of interactive learning with the use of AS Gran 3D, which effectively influences on the future teachers training and highlighted the advantages of using mobile technologies for checking students’ knowledge. The peculiarities of using mobile technologies in the process of preparation of future teachers of physics, computer science are pointed out. In particular, it is presented an example for testing students’ knowledge using the Plickers program which makes it possible to assess the level of students’ knowledge quickly. The examples show different ways of applying information and communication technologies, the use of which in traditional training contributes to the activation of cognitive activity of students, motivates them to work independently. It is noted that the educational process of using information and communication technologies of teaching intensifies students’ educational and cognitive activity, promotes the development of creative abilities and leadership qualities, forms the autonomy in gaining new knowledge.

The article is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.

The subject of the study is a model of formation of future educators system of professional and pedagogical knowledge. Methodology. A set of methods was used to perform the tasks of the study. In order to characterize modern approaches to solving the problem in scientific research, disclosure of the essence and structure of the studied phenomenon, its definition in the form of a concept, methods of analysis and synthesis of literary sources were used. Justification of pedagogical conditions and stages of formation of systematic professional and pedagogical knowledge is carried out by the method of modeling. The aim of the study is to theoretically substantiate the formation model of the future educators’ professional knowledge system in the process of training in higher educational institutions. The section presents the rationale of the conceptual model for the formation of systematic professional and pedagogical knowledge of future educators. Modern interpretations of the category «knowledge», their relationship to the subject of knowledge and the content of the information being acquired are considered. Knowledge is defined as a subjective image of the objective world, which arises in the mind of the subject under the influence of perceived phenomena and processes. The definitions of these phenomena accepted in modern culture in the form of concepts, notions, opinions, theories, function in human consciousness as a mental model, through which there is an identification of problems and situations and the search for ways to solve them. Systemic knowledge is a special quality of information processing, through which a person perceives the processes and phenomena around him in the form of a complexly organized interaction, namely the system. The consistency of professional and pedagogical knowledge of future educators is a special way of ordering and reflecting information in their minds, which reveals the complexity, integrity and interdependence of processes and phenomena of pedagogical reality and reveals its systemic properties. The structure of this quality of knowledge, which is formed by the interaction of motivational-directive, nominative-content and operational-generalizing components, is characterized. Professional and pedagogical knowledge is the result of reflection and structuring in the minds of educators, as the subjects of activity, psychological, pedagogical, methodological and other information. It reveals the essence and nature of childhood, its importance in the process of formation and development of personality, laws and patterns, principles, forms and directions of versatile child development in the educational process, methods of interaction between a teacher and students and their effectiveness. Future educators’ mastery of professional and pedagogical knowledge occurs under the conditions of the educational process, where the holistic nature of the object of professional activity is informally represented by many academic disciplines and with the participation of many intermediaries ( educators, authors of textbooks, methodological aids, etc.). Under these conditions, the model of future educators’ training in higher education acquires particular importance. It reveals the overall structure, peculiarities of the content and sequence of tasks to be solved in the process of theoretical and practical training of future educators. Movement to the goal in the model is represented by a sequence of following stages: adaptivefocused, structural-functional and system-integrative. The pedagogical conditions of formation of systematic professional-pedagogical knowledge of future educators in the model are as follows: integration of the content of academic disciplines on the basis of fundamental concepts that reflect the properties of the subject of future professional activity of a educator; availability of research tasks requiring consideration of variability of pedagogical phenomena in accordance with the features of the future professional activity of a teacher; providing future educators with a free choice in the process of designing situations of professional activity and ways of its implementation. Results. Pedagogical conditions of future educators’ formation of systematic professional-pedagogical knowledge are highlighted as follows: integration of the content of academic disciplines on basic pedagogical concepts that reflect the properties of the subject of the future professional activity of a educator; presence of research tasks which require consideration of variability of the pedagogical phenomena according to their functions in the future professional activity of the educator; providing students with free choice in the process of designing pedagogical situations with the future professional activity of the educator and ways of its solution.

The article considers the problem of forming the moral and ethical culture of future teachers as an important component of their professional competence. The essence of moral and ethical culture as an integral characteristic of a teacher is revealed, which includes a system of values, moral norms, ethical beliefs, the ability to make moral choices and be guided by professional ethics in interaction with participants in the educational process. It is substantiated that modern regulatory documents determine the need to train teachers capable of humanistic, ethically balanced professional activity, which enhances the relevance of studying this problem. The author presents the conceptual principles of forming the moral and ethical culture of future teachers in the context of professional training, with a special emphasis on the potential of extracurricular activities as a factor of purposeful influence on the formation of personal and professionally significant qualities. The main attention is paid to the relationship between extracurricular activities and the process of forming students' moral and ethical competencies. Extracurricular work is considered a special educational space within which favorable conditions are created for the formation of students' moral and ethical orientations through participation in volunteer initiatives, cultural and educational projects, discussion clubs, ethical trainings, creative associations, and student self-government. It is the basis for creating conditions for the practical assimilation of moral norms, the development of empathy, tolerance, responsibility and professional identity. The emphasis is on the fact that it is the practical implementation of moral principles in real social and pedagogical situations that allows students to integrate knowledge about ethical norms into their own behavior, forms moral reflection and the ability to make conscious moral choices. The article separately highlights the mechanisms of influence of extracurricular activities: social interaction, ethical experience, value self-determination, pedagogical support, and reflection. The results of the study can be used in the practical training of future teachers to increase the level of their professional moral and ethical culture and the effectiveness of educational influence in the modern educational environment