Підготовка вчителів географії в закладах вищої освіти України

The issue of initial and further training of geography teachers seems to be relevant everywhere where teaching faculty is currently offered. This paper presents discussion, reflection and research results on the widely understood process of initial and further training of future geography teachers in the context of academic work of professor Jan Flis, especially regarding the problem of pedagogization of teaching faculty at universities (Flis 1984) understood as supplementing the faculty training with psychological and didactic subjects. This problem seems to be relevant and should be constantly taken into account especially in the face of occurring reforms in concepts of studies and changes in syllabuses of geographical studies, especially those with teaching faculties. At the same time teaching studies should be vocational studies and they should prepare for the profession of a geography teacher or a geographer – teacher. Academic and organizational work of professor Jan Flis became the ground for numerous remarks and reflection on faculties, trends and also on the organization of training at teaching faculty of geographical studies, as well as on developing competencies of future teachers.

Against the background of the renewal of approaches to the development of geography education, the formation of national-patriotic consciousness among students, the introduction of pedagogical technologies into the educational process in order to study the characteristics of their native land, the question arises of the need to modernize the training of future geography teachers in local lore and tourism work. The purpose - to theoretically substantiate and experimentally check pedagogical conditions of preparation of future teachers of geography for local lore and tourist work on the basis of the competence approach. 236 students majoring in "Geography and Biology" with a bachelor's degree formed a control group and 232 - an experimental group. The pedagogical conditions of training of future teachers of geography for local lore and tourist work on the basis of the competence approach are defined and realized: stimulating positive motivation to study local lore material in the disciplines of the cycle of general (fundamental) and professional (scientific-subject) training and disciplines of additional specialization "Local lore and tourism work"; acquisition of knowledge, skills (competencies) for the implementation of local lore and tourism work through the optimization of student groups; intensification of the experience of local lore and tourism work during educational and pedagogical practices. The effectiveness of pedagogical conditions is proved by the results of the formative experiment: the number of students with a high level of local lore competence in the experimental group increased, while in the control group the same indicator did not increase significantly. The results of the study indicate a dynamic positive change in the formation of local lore competence of experimental groups under the influence of the proposed innovations.

The article examines and analyzes the essential and structural aspect of the problem of basic competencies of future translators. Current trends in the professional training of competitive translators in Ukraine are explored, summarized and presented. The terms “professional training of translators”, “competitive translator” and “professional competitive translators” are defined; justify the components of the structure of competitive translators and highlight the pedagogical conditions for training competitive translators. explore the key aspects of competencies required for a successful career as philology teachers, taking into account modern requirements and challenges in the field of education. Accordingly, linguistic, methodological, pedagogical and scientific competencies are analyzed, which are the place for effective teaching of philological disciplines. The article also explores the structural aspects of curricula and training plans aimed at developing basic competencies in future philology teachers. The role of practical classes, staging and scientific research in the training of future teachers is highlighted, as well as the possibility of introducing them into the educational process. The study draws conclusions about the need to increase attention to the development of basic competencies of future philology teachers in higher education institutions and improve the curriculum to achieve this goal. The importance of combining theoretical training with practical experience and scientific work is analyzed to ensure high-quality training of future philology teachers and increase competitiveness in the labor market. It is concluded that the training of translators is defined as the process of developing their communicative competence, which involves not only the acquisition of language as a means of communication, training, self-education and ensures free, legal, correct and functionally adequate knowledge of all types of speech activity in a foreign language at a level close to the native speaker language

The article presents an analysis of the problem of succession and one’s own managerial and pedagogical experience in its implementation in the training of future primary school teachers in the college-university system. The purpose of the article is to analyze the possibilities and management mechanisms for implementing continuity in the training of future primary school teachers in the college – university system using the example of the experience of the Faculty of Psychology and Pedagogy of the Kuzbass Humanitarian Pedagogical Institute of Kemerovo State University. The methodological basis of the research is the pedagogical principles of continuity in education and lifelong education. Based on the strategic planning method of SWOT–analysis, an assessment of the readiness of an educational organization of higher education to implement continuity in the pedagogical college – university system was carried out. The strengths of the university and objective opportunities available for this process are highlighted, weaknesses and external threats are analyzed. The management mechanisms for the implementation of the principle of continuity at two levels of professional education are considered. In conclusion, it is concluded that the implementation of continuity in the training of future teachers in the college – university system involves the use of management mechanisms representing a sequence of organizational and methodological actions. At the same time, the development of the learning process at the stage of mastering the higher education program is carried out in dialectical connection with the previous level of education and at the same time in accordance with the current goals, objectives, requirements for the training of a modern primary school teacher and conditions.

Digital transformation has revolutionized the field of computer science, and as a result, education and student training in the field has also evolved. The article, based on the analysis of scientific literature and statistics, reflects the current trends in the training of future computer science teachers in the conditions of the digital transformation of education. In the process of analysis, general trends in the training of future informatics teachers were revealed, such as computer literacy, use of interactive technologies, development of practical skills, and improvement of teachers' qualifications. Particular attention was paid to the specifics of training future computer science teachers in the conditions of digital transformation of education, such as the use of online courses and webinars, the development of pedagogical skills in the use of the latest technologies, and the creation of a creative and innovative environment. The requirements for the competencies of future informatics teachers were analyzed, in particular, attention was paid to the need to possess not only technical knowledge, but also communication skills and the ability to adapt to new technologies and situations. The article highlights key concepts and practices that shape the preparation of future computer science teachers in the age of digital transformation, including interdisciplinary approaches, experiential learning, industry partnerships, and ethical considerations. The article also discusses the challenges and opportunities associated with these trends and provides recommendations for educators and institutions to effectively prepare students for the digital age. Based on the analysis, it was concluded that the training of future informatics teachers needs constant updating and adaptation to the new requirements of the digital age. To achieve success in this field, it is necessary to use the latest technologies and innovative approaches to learning. Summarizing, the article proposes orientation to ensure access to quality education for all students, use of the latest technologies and development of general competencies of future teachers as important directions in the development of training of future informatics teachers. The specified research results can be useful for teachers of higher educational institutions who are engaged in the training of future informatics teachers, as well as for heads of educational institutions who plan to introduce a digital environment and contribute to the development of digital transformation. For this, it is important not only to provide students with the necessary knowledge and skills, but also to create conditions for their development of creative thinking and innovative activities. In addition, it is important to increase the level of motivation of students to study computer science, for example, by using the latest technologies and interactive teaching methods. These approaches will make it possible to prepare future informatics teachers who will be able to work successfully in the modern digital world and will contribute to the further development of digital transformation in education.

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 author of the research paper states that the organization of the educational process of musical training becomes particularly urgent, which would be focused on the quality of choreographic education and raise the level of musical culture of the future choreography teachers. It is emphasized that musical training of future choreography teachers is developed and organized by a professor and is realized by a student through certain stages: 1) identification of the goal and planning of musical training; 2) organization of musical training of future choreography teachers; 3) carrying out musical training; 4) evaluation and correction of the results of musical training, that is determination of the music culture maturity levels. It is stated that the efficiency of improving the fundamentals of musical training of future choreography teachers when studying in higher educational institution largely depends on the determination of their tiered characteristics, i.e. on the phase of estimation and correction of the results of the musical training of future choreographers. The research paper deals with the algorithm of musical training of future choreography teachers, aimed at its improvement; components (motivational and orientation, cognitive and competence, creative and performing), criteria (motivational, cognitive, emotional, behavioral) and maturity levels (high, medium and low) of musical culture are determined. The methodology of improving musical training of future choreography teachers is suggested. This methodology to improve musical training of future choreography teachers is efficient, effective and coherent, all its components have a clear purpose, and they are in close relationship and are aimed at achieving the goal.

The article is devoted to the issue of the implementation of artistic and pedagogical interpretation technologies in the content of professional training of future music teachers in the study of artistic innovations in educational institutions. The purpose of the article is to consider the advantages of introducing pedagogical, artistic and pedagogical interpretation technologies into the content of professional training of future musical art teachers and to present examples of their use in the educational process of those obtaining a master's degree in the specialty «Secondary education (Musical art)». In the process of experimental work, the following research methods were used: theoretical: analysis, synthesis, comparison, systematization; empirical: observations, surveys, presentation of an artistic and pedagogical interpretation of a musical work. The results. The following methods are considered by the author to be the leading methods of interpretive music-pedagogical technologies: artistic-pedagogical analysis of a work, artistic-pedagogical narrative, pedagogical interpretive cognition, perceptive immersion into the meaningful sphere of a musical work, individual critical understanding of interpretive versions of works, artistic-interpretive activity, presentation of a psychological portrait of the composer, comprehension and modeling the musical meaning of the work. In the author’s opinion the above methods reflect the general process of interpretation activity and are related to the phenomenon of musical interpretation. To characterize the musical and pedagogical interpretation technologies and their pedagogical tools, the author has given twenty one examples of recommended creative tasks for the training of future music teachers on the practical lesson topic «Methods of training applicants for the artistic and pedagogical interpretation of vocal, choral and instrumental musical works of various genres and eras for teaching musical art in 5th grade of general secondary education establishment». Conclusions. The author has defined that the introduction of artistic and pedagogical interpretation technologies into the content of the professional training of future music teachers in the study of artistic innovations in educational institutions contributes to the development of the students' motivation to master musical and pedagogical innovations, allows to activate the development of aesthetic sense, taste, perceptive abilities, critical thinking, and the formation of the skills of creating one's own artistic and pedagogical interpretations, their substantiation from the point of view of understanding the author's idea, artistic cognitive and communicative activity. Prospects for the development of the raised problem are the study of the interrelationships of artistic-pedagogical interpretive and hermeneutic technologies in the content of professional training of future music teachers.

The article highlights the relevance of the problem of preparing future mathematics teachers for health-saving learning, preserving and promoting the health of students, and forming a healthy lifestyle. It has been found that changing the forms, methods and teaching aids in the training of future teachers is important for the realization of this problem. It is noted that one of the most effective ways to achieve a high level of professionalism and their compliance with these requirements is the introduction of training technologies as a form of organization of training in the process of professional training of future professionals. The content of the concept of "training" is disclosed. It is established that in accordance with the urgency of the problem of health saving students in the learning process and the requirements of modern teacher training, training technologies are quite effective in preparing future mathematics teachers for students' health education. We have developed a training course "We for a healthy lifestyle through the eyes of mathematics", which aims to broaden and deepen students' knowledge about health, healthy lifestyles and factors that influence health formation; develop the ability of future mathematics teachers to develop healthy lifestyles in the younger generation; update students' understanding of the importance of health, the complexity of achieving and preserving it, as well as the responsibility for maintaining the health of student youth; demonstrate the health of mathematics. The structure of the training is defined, and the individual techniques that should be used at different stages of the training are described. Particularly noteworthy are the techniques associated with the assimilation of the material and practical orientation. These include: Lotto Health, Researcher, and Inverted Learning. For each of the proposed methods, specific examples of tasks that should be offered to future mathematics teachers are given, in order to develop in them the skills and skills of providing a valeological support for teaching mathematics students. Key words: future mathematics teachers, training of future mathematics teachers, training, health care, valeological support.

The article examines the analysis of historical experience and the modern concept of the future teachers training based on the examples of research on various aspects of teacher education in Ukraine and foreign countries: Great Britain, Germany, and the United States. It is noted that the main element in the content of pedagogical education is the theoretical and practical component in the preparation of the future teacher. The teacher of the 21st century is declared the bearer of social change. Orientation of society towards European standards and values, the best world traditions, require corresponding systemic changes in the field of education as well. The cornerstone of such changes is the improvement of the quality of the educational process in educational institutions, and therefore the quality of teacher training. The author presents the concept of the future teachers training based on the experience of European standards. The progressive achievements of countries that demonstrate a high level of professional training of teachers, in accordance with world standards are of significant scientific interest; they have rich historical traditions of education, which contributes to their leading role in the field of science and education at the regional and global levels; they have accumulated considerable experience in the field of professional training of teachers in new socio-cultural conditions. The key features of the professional training of teachers in the studied foreign countries at the beginning of the 21st century are substantiated: the expansion of the pedagogical practice component in the training of teachers; availability of several alternative ways of teachers training; creation of continuous professional development systems; updating the content of professional teacher training programs; transfer of professional development programs; strengthening of selection rules for pedagogical speciality; delegation of powers regarding certification and professional development. The author notes that the training of a modern teacher must meet the requirements related to innovative activities, the modelling of the structure of such activities of the future teacher is needed, which forms the readiness to perceive, develop or use of the latest educational programs, technologies and does not affect his professional position. No matter how time, values and trends change, a master teacher will always be in demand. Key words: future teacher, foreign experience, concept of training, personally oriented pedagogy, innovative activity.

This article is devoted to the study of the essence, structure and functional role of discursive competence in pedagogical activity, as well as its significance for the professional readiness of future foreign language teachers. In the context of globalization, a teacher should not only convey linguistic knowledge, but also teach students how to effectively use language in various communicative situations. Effective communication involves a comprehensive command of all types of speech activity and the ability to integrate linguistic, socio-cultural and pragmatic knowledge in the context of a specific speech situation. In this regard, discursive competence, defined as the ability to create and interpret coherent and connected texts, is considered a critical component of the professional training of future foreign language teachers. The purpose of the study is to determine the significance of discursive competence in the training of future teachers. For this purpose, scientific literature was analyzed and a survey was conducted among students of the pedagogical faculty, the educational program “Teacher of Two Foreign Languages”. The study analyzes the main theoretical foundations of discursive competence and methods of its development. The survey helped to understand to what extent students understand the importance of discursive competence and what difficulties they encounter during their studies. The findings of the study suggest that targeted teaching methods should be included in curricula that will develop all components of discursive competence. The study is valuable because it helps to improve the training of teachers. This, in turn, will improve the level of language education in the country. The practical significance of the work is aimed at preparing students for real professional and intercultural interactions and the use of a foreign language in different situations.

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 problem of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks in the context of reforming the educational system in Ukraine and taking into account global changes in all the spheres of human life, challenges, risks, and threats. The purpose of the article is to highlight the results of the experimental testing of the implementation of a model of a scientific and methodological system for the professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks, which is due to the need to ensure quality primary education without endangering the life and health of all participants in the educational process, taking into account modern educational risks and threats. The implementation of the model involved updating psychological and pedagogical approaches, content, and theoretical and methodological substantiation of the professional training of future primary school teachers for this type of activity. The result of the model implementation is the formation of the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The diagnostic tools for experimental verification of the results of the model implementation are determined. The effectiveness of the implementation of the model of the scientific and methodological system of professional training of future primary school teachers for the organization of a safety-oriented educational environment under conditions of risks, which is presented in the results of the pedagogical experiment and is reflected in a statistically significant decrease in the proportion of future teachers with a low level of readiness to organize a safety-oriented educational environment under conditions of risks compared to the ascertaining stage of the study against the background of a significant increase in the proportion of future teachers with high and middle levels of readiness to organize a safety-oriented educational environment under conditions of risks, is proved.

The article theoretically substantiates and reveals the methodological and practical aspects of implementing game technologies in the educational process of training future geography teachers. The urgency of this issue is determined by Ukraine’s integration into the European educational space, the implementation of the New Ukrainian School concept, and the need to adapt the educational process to modern students’ needs in conditions of information oversaturation and digitalization. The authors analyze different approaches to defining the concepts of “game” and “game technologies” in the pedagogical context, emphasizing that game technologies should be understood as a systematic method of organizing learning that integrates elements of play and pedagogical interaction, aimed at modeling professional activities through creating problem situations, achieving specific learning objectives, and developing professional skills. The paper examines the best foreign practices of implementing game technologies in education, highlighting experiences from the USA, France, Israel, and Finland, which confirms the need to revise the content of teacher training for the new generation. The article presents a comprehensive approach to preparing future geography teachers for using game technologies, which includes: theoretical study of the essence and principles of game-based learning; practice in creating and implementing game elements within educational components of the professional training cycle; development of complex game scenarios; and testing created games in real conditions during pedagogical practice in general secondary education institutions. The authors describe the experience of Lesya Ukrainka Volyn National University in preparing future geography teachers for implementing game technologies, offering practical examples of various types of games for different geography courses. These include role-playing games, board games, search games, simulations, and virtual journeys through natural zones that help students develop geographical competencies while engaging them in interactive learning experiences. The paper emphasizes the importance of gamification in the modern educational space through using digital technologies, including educational platforms for creating interactive content, mapping services and virtual tours, tools for creating quests, and platforms for team work and online quizzes. The authors note that the implementation of game technologies in training geography teachers should be systematic and cover different levels of application: as an independent technology for studying geographical concepts and topics, as an element of more complex pedagogical technologies, as a form of conducting classes, and as a method of organizing extracurricular activities.

Based on the conducted research, the article examines the problem of preparing future primary school teachers for health-oriented activities. The main research methods were system-analytical, comparative, questioning, and mathematical processing of empirical data. Data on the health status of younger schoolchildren and students is disclosed. The content of the concept of “health-oriented activity” is clarified and specified and its semantic characteristics are highlighted. The value of health and the role of a healthy lifestyle in the development of the younger generation are substantiated. The authors analyzed legislative and regulatory documents in the field of education from the perspective of the problem of developing a healthy lifestyle among the younger generation and youth. Contradictions have been identified between the professional requirements for a primary school teacher and the absence of this competency in the Federal State Educational Standard of Higher Education. The need for targeted and systematic training of future primary school teachers for health-oriented activities with students is substantiated. The results of the ascertaining experiment conducted on the basis of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University and the Pedagogical Institute of Derzhavin Tambov State University, to identify the value of health and students’ readiness for health-oriented activities with younger schoolchildren. Conclusions are drawn about the formal approach and the insufficient focus of the professional training of future teachers on this type of activity with different age categories of students.