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The concept of the New Ukrainian School puts forward new requirements for the professional training of a modern teacher, in particular regarding the quality and range of his competencies. After all, it is the ability to quickly respond to changes, to be ready for the introduction of innovative methods of teaching and education, which ultimately determines his personal and professional relevance to the reform of the New Ukrainian School, the full performance of the role of a decisive factor in the success of the implementation of the concept of paradigmatic changes in higher pedagogical education. In view of the above, it is time to determine the methodological guidelines that ensure the success of becoming a teacher of the New Ukrainian School in the conditions of a higher education institution - the main stage of the formation of a teacher, which Ukrainian society and the children's community are waiting for. The modern educational practice of constructive implementation of the ideas of integration of the content of school natural science education and its reorientation to the competence model has proven the perspective of just such an approach. In addition, fundamental natural science education is one of the main factors of personality development, and acquired natural and scientific competence is a mandatory component of an individual's general culture and a resource for the development of his creative potential. Thus, the biological component of modern science education is aimed not only at ensuring the integrity of fundamental knowledge, but first of all at the realization of a person's creative and active existence in the surrounding world. In addition, the biological component of natural science training directly affects the formation of a scientific style of thinking as a prerequisite for the socio-cultural self-determination of the subject of knowledge. In this context, it becomes obvious the need to increase the level of subject biology competence of future bachelors of natural sciences, because they must be ready to work in the conditions of the New Ukrainian School - a modern education platform. Therefore, qualitatively new methodological approaches to the formation of subject-specific competences, particularly in biology, are the core of the professional training of future bachelors of natural sciences. Shifting the emphasis of higher professional education to the development of a competent and competitive specialist is an important criterion for the quality training of a future teacher of natural sciences. [ABSTRACT FROM AUTHOR]

The article examines the state of higher science education at V.G. Korolenko National Pedagogical University. Scientific developments within the scope of the investigated problem are analyzed. The peculiarities of the formation of bachelor's and master's levels of higher education in the specialty 015.15 "Secondary education (Natural sciences)" are highlighted. The key aspects of ensuring the process of quality training of specialists in natural sciences are analyzed. It was found that natural sciences are the leading specialty for entrants, and V.G. Korolenko National Pedagogical University is the only educational institution in the Poltava region that implements training under the OP "Secondary Education (Natural Sciences)". During teaching at this OP, modern didactic tools and various forms of pedagogical interaction are used, which are necessary for solving complex problems in professional activity. Auditory classes of students are held in specialized offices in compliance with safety rules. Students combine studies with research, participate in scientific and scientific-practical conferences, have the right to academic mobility, and are regular participants in excursions. The training of education seekers is provided by financial, material and technical resources and educational and methodological support. The main source of information support for the educational process and scientific activity of the applicants is the library named after M. A. Zhovtobryukha of V.G. Korolenko National Pedagogical University. Participants of the educational process have free access to international scientometric databases. The safety of the educational environment of V.G. Korolenko National Pedagogical University is ensured by the activities of the University's divisions: the labor protection service, the civil protection headquarters, the economic department, psychological and legal services, and an interesting student life is ensured by student self-government - the "Student Council of V.G. Korolenko National Pedagogical University". About 20 amateur art groups and sports sections function for students to realize their creative potential in extracurricular time. Continuous professional development of scientific and pedagogical workers takes place, and priority tasks are self-education and selfimprovement. In addition, the article provides prospects for improving the educational process at V.G. Korolenko National Pedagogical University. [ABSTRACT FROM AUTHOR]

In the article, the author presents a set of pedagogical conditions for the activation of scientific circles in a new Ukrainian school as a holistic process that involves the implementation of a set of pedagogical conditions: the development of an innovative model of the organization of a scientific circle; a comprehensive approach in the application of forms of student involvement in search and research work; involvement of librarians in the conduct of scientific circle classes; application of innovative and developmental technologies, which are focused on the formation of students' ability for scientific and research work; digitalization of the work of the scientific circle. The science club at the school will be interpreted as an association of purposeful students (mostly high school students), which creates a creative and developmental scientific environment by initiating and implementing successful projects aimed at supporting the latest scientific ideas, innovations and knowledge exchange. It was found out that the pedagogical result of the exchange of scientific activities of the circle participants is the transformations that occur in the student's personality under the influence of the scientific research activity performed by him, that is, the share of independence of the student's personality, which is formed in the plane of this form of work, increases. [ABSTRACT FROM AUTHOR]

Copyright of Aesthetics & Ethics of Pedagogical Action is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The experience of educational and scientific laboratory of Innovative educational solutions developed on the chair of primary education, natural and mathematical disciplines and teaching methods of PNPU named after V. G. Korolenko has been generalized and its brief haracteristic activity has been presented. The basic principles of the laboratory functionality which determine its place and role in the system of training specialists in the field of primary education have been distinguished. Emphasis is placed on the fact that the laboratory is an open platform for creating the preconditions for an effective combination of education, science and innovation. It has been pointed out that the laboratory environment meets the modern requirements of the new Ukrainian school regarding the organization of the educational space for junior students. The model variants and their use methods of the primary classroom hubs equipping built on the principles of pedagogical ergodesign have been illustrated. [ABSTRACT FROM AUTHOR]

The modern teacher of the New Ukrainian School is constantly immersed in his work, and thus forgets about the priority personal needs. From here we can say that the comfort zone is extremely important, because it performs many functions, and, above all: reduces psychological and mental fatigue, helps the teacher to relieve stress and renew their emotional and physical resources; prevents professional burnout. We considered the teacher's room as a comfort zone for teachers in the New Ukrainian School. The modern requirements for the arrangement of the teacher's room as a place of work and rest are analyzed. The author's project "Equipment of a teacher's room as a comfort zone for teachers in the New Ukrainian School" was developed in compliance with all standards and recommendations. In the process of creating the author's project, the technique of "zoning" and "flow of space" was used, which promotes the preservation of health and prevents the professional burnout of teachers of the New Ukrainian School. [ABSTRACT FROM AUTHOR]

Copyright of Sources of Pedagogical Skills is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzes the issues of material and technical support of the educational process in institutions of general secondary education, the solution of which lies in the three-level subordination of educational institutions (macro-level -- ministries, departments and institutions, meso-level -- local executive authorities, local self-government bodies, united territorial communities, micro-level -- educational institutions). It is indicated that in order to solve the tasks set at the state level to modernize educational processes, it is necessary to work together at all levels. It is proved that conceptually all issues of the organization of educational space are solved on macro-level, real ways of implementation and financing -- on meso-level, and the leading role in the arrangement of specific educational premises is played by managers and teachers of educational institutions. Therefore, our research highlights the importance of training future teachers who are able to implement the concept of a New Ukrainian School in all its areas, in particular from the point of view of updating the educational space. The key aspects of forming the educational space of the New Ukrainian School in terms of comfort, safety and aesthetic appeal are identified. Recommendations are given on the color design of the interior of educational premises for primary, middle and high school students, as well as on color solutions for educational premises for various purposes. The relevance of zoning the educational environment by centers (discoveries, news, materials, communication, thematic, teachers, silence, creativity, wildlife) of educational activities of participants in the educational process is revealed. The main (permanent) and mobile (variable) zones of the training room are defined, and the approximate equipment of each of them is given. It is proved that the organization of a comfortable educational environment will contribute to the free development of the child's creative personality. A number of requirements (ergonomics, safety, reliability and aesthetics) for school furniture are defined, as they should first of all be atropometrically appropriate and comfortable. [ABSTRACT FROM AUTHOR]

The European vector for the development of higher education necessitates the reproduction of the best national educational traditions, as well as the updating of the system of training of future specialists in the field of education in accordance with European educational standards. A significant difference between the changes in the transformations of the present is the increasing requirements for the professional training of future science teachers, given the multidimensional specificity of their professional activities. One way of updating the content of education and matching it with contemporary needs is competency education as a strategically significant factor in enhancing the competitiveness of future teachers. In addition, the range of competences associated with many factors is becoming more relevant today as they are indicators of future teachers’ readiness for professional activity. It is obvious that the training of a competent specialist capable of effective pedagogical activity in the conditions of the new Ukrainian school is a priority area for the professional training of future science teachers in the parameters of European standards. It is clear that a modern higher education institution cannot respond in a timely manner to the dynamics of environmental changes affecting global, national and regional levels. The most competent approach in the preparation of future educators involves the creation of a kind of environment oriented to integrate scientific and educational potential, the use of international cooperation opportunities in the creation of a single educational space. Internationalization and globalization of higher education in this perspective are the founders of state educational policy and determine the rethinking of the phenomenon of the university as a social institution, its specific role in the development of regional, national and international multicultural space. Cross-border cooperation at the higher education level is becoming a powerful conglomerate of the mutual influence of national higher education systems and a bilingual didactic component of vocational training. In terms of the issues raised, it should be noted that cross-border cooperation lays a solid foundation for realizing the competency potential of modern HEA. Thus, the removal of any barriers becomes the leitmotif of contextual analysis of the concept of competence in the dimension of cross-border updated understanding. [ABSTRACT FROM AUTHOR]

The problem of forming professional motivation of future teachers in the measurement of the development of the new Ukrainian school is considered. The techniques "Motivation of teaching students of pedagogical university" (S. O. Pakulina, S. M. Ketko) and "Studying the motives of students' educational activity (modification of A. O. Rean, V. O. Yakuninin)" were applied. The Poltava V. G. Korolenko National Pedagogical University became the base of empirical research. According to the conducted surveys results, the leading motives of teaching future teachers were analized, the nature of the dominance of motives (external / internal) in their professional motivation was clarified. It is shown that the main motives for students' studying at the moment of investigation were the internal ones, which are part of the structure of professional motivation and are its driving force. In the course of the research the conditions necessary for the formation of stable motives of students' professional motivation (procedural-substantive, didactic-educational, psychological) were formulated. The results of the study confirm that the effectiveness and success of the formation of students' professional motivation depends directly on the level of motives, among which the internal, professionally oriented motives (high cognitive interest) should dominate the external, narrow-personal motives (low cognitive interest). In order to ensure such a result, a purposeful, systematic work based on partnership and subject-subject interaction of the pedagogical process participants should be organized in the higher education institution. We see the prospects of further scientific research in the identification and characterization of the factors of positive and negative influence on the pedagogical universities students' educational and cognitive activity; in the study of the development of motivation for learning in the context of distant form of organization of future teachers training; in the study of the peculiarities of forming motivation for learning and for the profession of a teacher as well. [ABSTRACT FROM AUTHOR]