TEACHER TRAINING IN THE CONDITIONS OF GLOBAL UNCERTAINTY CHANGES: EDUCATIONAL REQUESTS AND CHALLENGES
Authors:   Borys Grinchenko Kyiv University, Ukraine, Ivaniuk Hanna , Antypin Yevhen ,   Borys Grinchenko Kyiv University, Ukraine
Published: September 2022

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.