АНАЛІЗ ІСТОРИЧНОГО ДОСВІДУ ТА СУЧАСНОЇ КОНЦЕПЦІЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ

The process of professional development of a future teacher cannot be successfully carried out without its combination with advanced foreign technologies of professional training and their reflection in domestic state and regional programs of the development of pedagogical education. Progressive achievements of the foreign countries (Germany, France, Canada, Denmark, the Netherlands, Finland, etc.), which demonstrate a high level of professional training of teachers in accordance with world standards; preserve the rich historical traditions of education, which ensures their leading role in the scientific and educational field; have accumulated significant experience of training teachers in new socio-cultural conditions present particular interest. The professional training of future teachers in these countries is used as a flexible element of professional and personal development of a person throughout life. The article identifies the main trends in the training of future teachers in Germany, France, Canada, Denmark, the Netherlands, Finland and others in the context of their personal and professional development and its adaptation to the conditions of professional training of future teachers in the domestic educational space of higher education institutions. Foreign experience in the training of future teachers has opened up new opportunities to improve the system of professional development of future teachers in Ukraine.

The relevance of the article is determined by: the constant changes and challenges in the field of professional education and the development of public-private partnerships; the necessity for people to adapt to new technological and economic realities, which requires finding new ways of cooperation between public institutions and the private sector in education; the need for domestic professional education to create effective methodological recommendations for the development of public-private partnerships to improve the quality of professional education, enhance the competitiveness of graduates of professional (vocational-technical) education institutions in the labor market, and innovative development of the Ukrainian economy. Purpose: to conduct a theoretical analysis of public-private partnership in the field of professional (vocational-technical) education and determine the modern models of its operation. Methods: theoretical analysis of the source base – to study the normative documents and laws that regulate public-private partnership in the field of professional (vocational-technical) education and determine its various models; comparative analysis – to identify the common and distinctive characteristics of the identified models of public-private partnership, revealing the peculiarities of their operation; expert evaluation – to obtain recommendations regarding the prospects for the development of public-private partnership in the field of professional education in Ukraine. Results: an analysis of legislative and regulatory documents on the development of public-private partnerships has been carried out; contemporary models of public-private partnership have been identified and analyzed; their features and advantages have been revealed and characterized, which can be used to improve public-private partnership in the field of professional education in Ukraine; the existence of a link between the effectiveness of the partnership and the quality of future professionals' training has been noted; significant opportunities and prospects for this form of collaboration have been outlined. Conclusions. The modern models of public-private partnership in the field of professional (vocational-technical) education include: the partnership model at the legislative level (main attention is paid to the regulation of relations between public and private education entities through the adoption of relevant laws and regulations); the project collaboration model (focus is on the implementation of specific educational projects and programs in conjunction with private companies and organizations); the joint financing and resource provision model (partners jointly finance educational programs and provide access to necessary resources); the partnership model in the form of entrepreneurial activity (includes cooperation with private enterprises and the creation of joint educational enterprises). There is a growing interest from both public and private entities in participating in partnerships in the field of professional education, which can be favorable for the further development of this sector. The positive aspects of public-private partnership include improving the quality of education, expanding financing opportunities and access to resources, and creating practical opportunities for educational attainment. Challenges that exist in the development of the partnership include: the need for legislative regulation, ensuring transparency and effectiveness of cooperation, and resolving issues of intellectual property.

Influenced by the processes of European integration, globalization and, in particular, in order to build a single European higher education area, an important task of Ukrainian educators is to study the practical experience of our foreign colleagues in training teachers for vocational schools at all levels. Among the European countries where close attention is paid to the quality of teacher training, in particular in the field of vocational education, Germany stands out. The purpose of the study is to analyze the features of modern training of teachers of vocational education in Germany with the prospect of using progressive German experience in the Ukrainian system of training/retraining of teachers for institutions of professional and higher technical education. A detailed analysis of the German teacher training system, carried out in the course of this study, allowed us to make some important generalizations. First, it is worth noting the high expediency and effectiveness of Germany's extensive system of institutions, which, thanks to a clear division of functions, contribute to the effective organization of three-stage training of qualified teachers for vocational education. Secondly, the analysis of the content of the curriculum for future teachers of vocational education in Germany shows an attempt to train competitive professionals not only in the vocational education system, but also in the labor market in general. Third, the developed Standards for teachers in the field of educational sciences effectively influence the implementation of training programs for teachers of vocational education, requiring the formation and further improvement of their competencies in the field of teaching, education, evaluation and implementation of innovations. Finally, it is worth noting the urgent need to use the achievements of the German experience of practical training of VET teachers in the Ukrainian system of training and retraining of teachers for institutions of professional and higher technical education

Introduction. In the context of an ongoing discussion about the necessity to enhance the institution of mentoring in Russia, the examination and critical analysis of the experiences of countries where the system of mentoring for novice teachers is regulated at the state level is of undeniable interest. Aim. The study aimed to identify the main features of mentoring in France and determine the potential for applying international experience in the Russian educational system. Methodology and research methods. The research employed the following methods: an analysis of pedagogical literature and normative documents in the field of education in France, and a questionnaire survey of novice teachers working as trainee teachers in primary schools in Paris. As a survey technique, a continuous online survey with a group was employed. Results and scientific novelty. The process of becoming a fully qualified lower primary teacher in France is outlined: it involves passing a competitive examination (CRPE) and successfully completing a probation period. During this probation period, candidates are required to work for one year in a school as a trainee teacher under the guidance of mentor teachers. The research focuses on mentoring practices in France, the pathways to becoming a new teacher mentor, their job requirements, professional training, certification processes, as well as their roles and responsibilities. Based on the results of a survey of trainee teachers, a social profile of a novice teacher in France was created. The main challenges and shortcomings of the participants were identified, and their interactions with mentors were analysed. The collected data enabled the authors to emphasise the benefits of the French education policy regarding entry into the teaching profession and to formulate recommendations for mentor selection and training in Russia. Practical significance. The content of the article will be beneficial for specialists in the field of comparative education and for members of the scientific and pedagogical community engaged in teacher training programmes.

The article, based on the results of the study of the collective theme «Psychological and pedagogical support of personal and professional development of future teachers in the implementation of new educational standards», highlights the main directions of modernization of future teachers to raise it to the best world standards. Theoretical and practical achievements of Ukrainian and foreign scientists are analyzed and generalized, which allowed to systematize the strategic directions of teacher training in the postmodern era. According to the logic of the research, the goal is to analyze and substantiate theories and effective practices of teacher training, clarify anthropocentric, axiological, technological, innovative concepts of the new teacher training strategy and characterize their multidimensionality. The essential features of the concepts of teacher training in the conditions of indefinite changes are specified. A set of methods was used to solve the goals and objectives, namely, general scientific: analysis, synthesis, comparison to clarify the conceptual and terminological apparatus and the development of the research process; constructive-genetic – to clarify the purpose, objectives, content and features of the organization of the process of teacher training in conditions of uncertain changes; comparative analysis – in order to identify productive changes in the training of teachers in foreign countries, in particular those that are members of the European Union and can be adapted in the educational space of Ukraine; hermeneutic – for a new reading and interpretation of scientific positions on this issue by Ukrainian and foreign researchers of different years. According to the results of theoretical analysis, internal and external challenges have been identified and highlighted, which necessitate changes in the training of teachers at different levels: conceptual, organizational and technological. The paper presents and characterizes innovative models of education that prove their ability to develop in today’s globalized educational space. The priority of the axiological dominant of the process of teacher training is established, which is based on homocentric priorities, preparation for the life of a happy person, personal development of the culture of environments and humanistic pedagogy. The concept of «personal and professional growth of future teachers» is specified and characterized, which we consider as: expediently organized process of forming personal and professional qualities of a teacher, ability and readiness for self-development to produce new ideas and ways. In the process of studying a significant theoretical and empirical array of information, substantiates the essence and structure of personal-professional strategy of teacher training, describes its components, namely: value-motivational, procedural-research, reflective, skills of the XXI century. The complex task of combining pedagogical theory and training practices of teachers capable of solving pedagogical, psychological and cultural functions, ready to change the goals of human education in a globalized space. The multi-vector nature of personal and professional development of future teachers in the educational process of higher education is highlighted. On the basis of the comparative analysis the productive achievements of foreign pedagogical thought and practice in the context of search of innovative ways of preparation of teachers in the conditions of indefinite changes are covered. The generalizations presented in the article can be used for further scientific and practical research.

The article purpose is to introduce important theoretical items of training future agrarians in higher education institutions (HEIs) taking into account the views of modern scientists (Ukrainian and foreign) on professional education and training as well as outlining the priorities of higher agricultural education in Ukraine based on the experience of Great Britain.The methodology is introduced by different methods (analysis, synthesis, observation, description) of the research.There are research results in the paper. The literature on the study subject was analyzed and the theoretical ground of agricultural education and training (namely the definitions of training, vocational education, vocational education and training, professional education, agricultural education, training future agrarians in HEIs), were clarified and generalized. The ideas about the nature of agriculture, its importance in modern society, and approaches to agricultural education were cleared up. It was pointed out that the aim and tasks of training future agrarians were correlated with the needs of sustainable agriculture, labor market and human resource development. The aim of the training of future agrarians in higher education is identified as the formation, development and practical application of a wide range of knowledge and skills which are mastered in different subject areas related to agriculture, taking into account such factors as climate change, sustainability, food safety requirements, etc., oriented the professional and personal development of human resources. The priorities in the field of higher agricultural education in Ukraine according to the current national and international tendencies were detected.Conclusions: there is the interrelation between the agriculture and professional education and training in HEIs; clarifying the principle terminology provides an important theoretical precondition for future agrarians training in HEIs; the outlined priorities of higher agricultural education in Ukraine focus on economic, social, and individual aspects and take into account national and international achievements.

Today, Ukrainian society needs professionals with innovative thinking and a keen desire to implement their ideas in social life, driven by information, economic, social, political, cultural and religious processes of the third millennium. The modern world requires young people to be able to respond efficiently and promptly to innovative changes that are taking place in society, to be self-sufficient, proactive, responsible citizens, successful people, that is, professionally competent. That is why the problem of effective professional training of future specialists is an urgent one, which will be able to easily adapt to the changing conditions of today and be competitive in the labor market.The urgency of the problem with the professional training of future masters of elementary education to innovative activities is substantiated in the article. The general education system tendencies of the leading countries in the European Union, in particular, France, Denmark, Germany, England, that in recent years have collected positive experience in reforming important parts ofthe future teacher's education system, have been clarified. It is worth noting that Ukrainian educators are actively studying and using foreign experience in training teachers in European countries, the United States and Finland. The progressive ideas and features of future teachers’ training in different countries, which can be introduced for domestic education, are established.In the publication it is emphasized that the study provides for the feasibility of studying the foreign countries experience in the training of future masters of elementary education to innovative activity.

The article focuses on the problem of the future music teacher’s comprehensive personal development, which is the basis of their professional competence, pedagogical skill and spiritual culture, relevant to modern education. The purpose of the study is a retrospective and comparative analysis of the problem of comprehensive personal development of the future music art teacher of a new generation, based on the historical and pedagogical experience of the organization of art education in the collegiums of Left-bank Ukraine (18th-the early 19th centuries), as they laid the groundwork for the formation and development of general and professional art education; to illustrate the practical implementation of the historical and pedagogical experience of art education organization in the collegiums of Left-bank Ukraine (18th-the early 19th centuries) on the comprehensive development of the future music teacher personality in higher educational institutions. Methods. The research methods used by the author were analysis, synthesis, systematisation, comparison and generalisation. Results. Modernization of art education in Ukraine aims to improve the spiritual and creative development of personality, humanization and humanitarization of educational process in educational institutions of different types. Consequently, this requires searching for optimal approaches to the organization of art education in higher educational establishments, which would focus on the comprehensive development and professional training of future music teachers as carriers and transmitters of national culture. Conclusions. The author has noted that the analysis and creative insight into the historical and pedagogical experience of art education organization in the collegiums of the Left Bank Ukraine (18th-the early 19th centuries) determines the possibility of its use in modern higher educational institutions for comprehensive individual development of future music art teachers, which is the basis of their professional competence, teaching skills and spiritual culture. The author has presented the transformation of progressive ideas of historical and pedagogical experience of the organization of art education in the collegiums of Left-bank Ukraine (18th-the early 19th centuries). Moreover, the author has defined the forms of organizing educational and extracurricular cultural and artistic activities of future music teachers at higher pedagogical educational institutions, namely: 1) individual classes in «Additional musical instrument», «Voice production», «Choir conducting», «Main musical instrument» and group (practical) classes in artistic disciplines, which are the part of the educational program «Secondary education (Musical art)» on the training of future music teachers; 2) staging and theatricalization, which is implemented in the course of the educational discipline «Staging a children's musical performance» and organizing creative student theater groups to perform theatrical actions: 3) vocal and choral groups in an educational institution: 4) extracurricular cultural and artistic activities.

The article examines the Czech experience of future elementary school teachers training for activities in the context of inclusive education. The main models of inclusive education in the world and specifically the Czech Republic are considered. The basic laws concerning the training of teachers, special teachers, assistants are analyzed. The basic teachers’ competences are determined according to the Czech standard of the teacher’s profession quality; the necessary conditions for conferring the qualification of primary and secondary school teachers are defined. The system of higher education in the Czech Republic and the educational programs of leading higher educational institutions for the preparation of primary school teachers and special teachers are considered. The Charles University and the Masaryk University were selected for the research as leading, because these institutions ranked the highest in world rankings. The article acquaints readers with the activity of pedagogical faculties of both universities. The particular attention was paid to the activities of the departments of pedagogy and special pedagogy. The curricula of training teachers, assistant teachers for a work in inclusive education were analyzed. This made it possible to state that bachelor/master’s programs were designed to provide graduates with the necessary knowledge, ethical values and practical skills necessary for constructing a pedagogical career. The contents of the bachelor/master’s program provides an extensive and deep knowledge in the fields of inclusive education, including the theory of special pedagogy, the necessary skills and abilities in providing medical services, knowledge of the behavior of a child with different pathologies or abnormalities. It is found that a theoretical training is given to most of the study time, the courses of in-depth specialization are offered. It is determined that in the process of special teachers’ professional training in the Czech Republic, three main components can be distinguished: general pedagogical, special pedagogical, specialization with a choice in two main types of A and B. The bachelor training is carried out in two models: simultaneous (parallel, integrative) and sequential. During the study, it was emphasized that an adherence to the unified structure of training bachelors/masters of special education for all institutions of higher education in the Czech Republic contributes to improving their theoretical, methodological and practical basis, facilitates the students’ transition from one educational institution to another, an admission to a magistracy in another institution of higher education, gives a few specializations. Consequently, the peculiarities and positive aspects of training specialists for a work in the conditions of inclusive education in the Czech Republic are highlighted in this article as those, that could be used in Ukraine taking into account the peculiarities and traditions of the national high school.

The current development of Ukrainian higher education institutions is characterized by the growth of their aspirations and opportunities to increase their own budgets by finding new sources and funding tools. In the context of the study of sources of additional funding, the peculiarities of the use of fundraising have been studied. Based on the analysis of statistical data, it is concluded that the main sources of raising funds in the world are business companies, foundations and individual donors. Factors influencing the motivation in fundraising for business entities, individuals, and authorities have been identified. It has been found that the population makes up the majority of fundraising donors in most countries. As a result of the reform of funding models for foreign universities, private capital flows are becoming relevant, which contribute to the introduction of a fundraising tool in the field of education. The article analyzes the experience of implementing fundraising in public institutions on the example of American and European universities. It is established that intensifying the actions of foreign governments to support fundraising activities in higher education plays a key role in promoting fundraising for universities through the introduction of tax benefits, tax incentives for fundraising, providing the necessary prerequisites for successful fundraising and more. The characteristics of fundraising measures and directions of financing at the expense of attracted funds are generalized. The main steps and difficulties of introduction of fundraising by higher education institutions in Ukraine are considered, its functions, the basic normative-legal maintenance of fundraising in educational and scientific spheres are analyzed. The need to implement fundraising as a tool in the strategy of financing higher education institutions, to develop a structure for raising funds and the purposes of their use. It is established priority areas for the use of funds raised as a result of fundraising in the field of education in Ukraine have been identified. The essence of fundraising in the field of higher education on the basis of the mechanism of endowment funds, which provides for the mobilization of financial resources for the development of higher education institutions, is investigeted. It is established that under the condition of symbiosis of cooperation between universities and the government, the development of fundraising will contribute to the implementation of state economic policy in the field of education.

The problem and the aim. One of the priorities of modern society is to create conditions conducive to the identification and development of gifted children. The training of teachers, during which the professional competencies of students are expanded to diagnose, support the abilities and talents of students, including those with special educational needs, takes place within the framework of the corresponding master's program. The purpose of the article is to investigate the impact of the use of game mechanics in the training of undergraduates, future experts in working with gifted children, on the quality of their professional training. Research methods. Authors described implementation of the game mechanics "Achievement", "Joint research", "Constraints", "Fun once – fun always", "User progress". Digital services for the gamification of education: visual designer Kodu Game Lab, virtual boards, random selection generators. 44 undergraduates of Vyatka Humanitarian University in the field of Pedagogical education are involved. Pedagogy of giftedness. Practice bases: schools, centers for the development of talented children, Orel State Institute of Culture. For additional research of students' opinions on the influence of game mechanics (on education in general, on work with gifted children, on professional development), the authors have developed a special questionnaire. The survey was performed in the MS Teams environment. The average age of respondents was 24 years (80% of girls and 20% of young people). Pearson’s criterion χ2 (chi-squared) was used for statistical data processing. Results. Gamification of the activities of undergraduates of the experimental group is presented as in the "not computer-based" form (business or board game, research project, etc.) and in the Kodu Game Lab environment. A questionnaire has been developed from three blocks: "Game mechanics in education", "Game mechanics for the development of students, including those with special educational needs", "Game mechanics for the professional development of a teacher". Statistically significant differences in the qualitative changes in the pedagogical system were revealed, χ2 observ. 2 > χ2 critic0.05 (6,71 > 5,99). In conclusion, the directions of modernization of the training of undergraduates, future teachers to work with gifted children are described, in accordance with the results of the survey.

While the process of early childhood education and care has been extensively investigated in Taiwan, to enhance the quality of early childhood education policy is relatively unexplored. After the Early Childhood Education and Care Act in 2012, Taiwan government authorities must create and implement an improved quality in addition to the establishment of improving early childhood education policy. This paper will study the influence of the quality of early childhood education teachers' training. The study will focus on assisting the preschool teacher's professional development, performance evaluation, and training from feminist perspectives. Traditionally female-dominated preschool education in the road after the new law is also able to break down barriers and re -thinking gender diverse early childhood teacher training courses. Taking the preschool teacher's training as an example, this paper will use documentary analysis and constant comparison method. The findings suggest that the government to standardize preschool students attend various dimensions of professional competence, and improve early childhood education courses to increase credit course curriculum and research in the field of conservation areas. That is also a renewed emphasis on teaching the ＂professional＂ nature, to eliminate ＂the vocation of women＂ stereotype, both putting forward two proposals: standardize preschool students attend various dimensions of professional competence, as well as early childhood education courses to increase credit course curriculum and research in the field of conservation areas. Study results are expected to think about preschool teacher training courses in view of diverse gender by the Early Childhood Education and Care Act.

The scientific article is devoted to the administrative and legal principles of ensuring the right to professional preliminary education for persons with disabilities: foreign experience and directions for improvement. The experience of the USA and European countries in ensuring the right to vocational higher education for persons with disabilities is revealed Attention is drawn to the fact that higher education in the USA and Great Britain traditionally belongs to the so-called liberal or market model, which is characterized by a high degree of decentralization of management and diversification of higher education systems. In Italy, the state has exclusive legislative powers regarding general matters in the field of education, the minimum standards to be guaranteed throughout the country, and the basic principles. Regions define school networks within their territories, adjust the school calendar, and have exclusive powers in the field of vocational education and training. Schools are autonomous in terms of didactic, organizational and research work. The Italian state is responsible for funding schools for both educational and administrative purposes. It was concluded that the high-quality formation and implementation of vocational pre-university education for persons with disabilities is possible through the borrowing of positive foreign experience: a) openness of the formation and implementation of state policy in the given field for persons with disabilities; b) active development, encouragement, stimulation of the implementation of innovative activities by institutions of higher education, including vocational higher education for persons with disabilities; a) a qualitatively new paradigm of the content of education - considering it not as a collection of the given volume of knowledge, abilities and skills selected according to a certain specialty, but the formation of a comprehensively developed personality according to a comprehensive approach. There is a shift in emphasis not so much on how much the acquirer knows, in particular, persons with disabilities, special knowledge in the chosen field of study, but on how such professional qualities as the ability to adapt, practicality and initiative, the ability to apply acquired special knowledge, in necessary cases creatively rethink it for persons with disabilities. Therefore, when implementing electronic governance in Ukraine, we need to take into account the experience of foreign countries in order to avoid typical mistakes and acquire the most successful practices for ourselves. The priority for the countries that we studied is the introduction of high-quality professional pre-higher education to vulnerable sections of the population.

The relevance of the study is explained by the need to develop a modern system of teaching healthcare disciplines in the training of future teachers, using a combination of conventional and innovative teaching methods. In this regard, this study aims to identify the main factors influencing the quality of education of future teachers, to cover the methods of modernisation and control of curricula in healthcare disciplines, to describe the main aspects of professional teacher development, to predict and substantiate the possible consequences of conventional and innovative methods of teaching healthcare disciplines in the training of future teachers for the education system and society in general. The leading method to study this issue was the systems analysis, which can be used to investigate the combination of conventional and innovative methods of teaching healthcare disciplines in the training of future teachers. In addition, this study involved the following research methods: the method of logical analysis, comparative method, methods of synthesis and deduction, the method of classification. The study included the analysis results, identified the main factors influencing the quality of education of future teachers and methods of modernisation and control of curricula in healthcare disciplines, described the main aspects of professional and successful teacher's development, predicted, and substatiated the possible consequences of conventional and innovative methods of teaching healthcare disciplines in the training of future teachers. The results are presented in the form of tables and figures. The materials of the study are of practical value for teachers and students of pedagogical higher educational institutions, employees of the Ministry of Science and Education of Ukraine, public activists

The article is devoted to the analysis of the experience in training history teachers in Sweden, as well as the study of the possibilities of its use for improving pedagogical education in Ukraine. The relevance of the search for effective models of professional higher education in the absence of a standard for the specialty A4 Secondary Education is emphasized. Swedish system provides for the training of teachers for basic and high schools through bachelor's and master's levels of education. Attention is drawn to the key features of the Swedish model: the integration of pedagogical and subject disciplines into blocks, mandatory long-term on-the-job training (VFU), the practice of double specializations of teachers etc. Special attention is paid to the analysis of the content of history teacher training programs at Stockholm University, where pedagogical education is structured in the form of three blocks: general pedagogical training, study of the subject and its didactics and practical training. The content of general pedagogy courses, subject modules in history and opportunities for students to acquire additional specializations are detailed. The possibility of adapting individual elements of the Swedish model to Ukrainian realities is substantiated – the creation of integrated educational blocks, the development of dual qualifications for teachers, the formation of a single master's cycle for teacher training. It is emphasized that borrowing positive experience should be accompanied by taking into account the specifics of Ukrainian education and the need for further research in this area.