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The article analyzes the trends in teacher education development with the aim to improve the system of education in Ukraine. The need to improve professional training of future teachers taking into account metacognitive learning strategies is emphasized. The main way of enhancing efficiency of professional knowledge acquisition is defined to be metacognitive processes. The study of psychopedagogical literature shows variety and diversity of scientific approaches to undestanding the essence of metacognitions. It is indicated that the implementation of metacognitive approach is impossible, unless the student possesses the knowledge of learning strategies. When the lecturer aims to develop them in the students, learning becomes more personality-oriented and the level of learner autonomy is increased and thinking is amplified. This, in turn, is one of the most important ways to develop self-study skills. Foreign educational science singles out three groups of learning strategies such as cognitive, socially affective and metacognitive (being the main element of educational actions). The methods of metacognitive learning in higher education institutions in France are analyzed. The metacognitive learning pattern of note-taking is defined as to be most practice-oriented. It consists of such stages as contextualization, decontextualization and recontextualization. The analysis of training programmes for future teachers proves that the implementation of metacognitive programmes into practice of higher teacher education in France is based on the following two processes: either their full assimilation with the already existing syllabi, or the expansion of syllabi with the specialized course of study in metacognitive learning. Therefore, these programmes urge lecturers to realize that under modern conditions it is necessary to switch to metalearning. Students are assisted in creating a list of competences and knowledge and are aware of the need to enhance them in the future. The analysis of metacognitive programmes for professional training of future teachers in France concludes that lecturers aim to develop future teachers' ability to self-analyze and self-assess learning activities.

This article explores the content and main directions of scientific and research activities in higher education. It highlights the key types of research work and conceptual tasks undertaken in these institutions. The study clarifies the interconnected elements, components, principles, and priority areas for organizing, developing, and enhancing the effectiveness of students' research activities. It emphasizes the need to integrate creative methods and cloud-oriented technologies into higher education to foster the creative abilities of future professionals. To assess the effectiveness of these approaches, a pedagogical experiment was conducted. The hypothesis posited that a well-organized research process in higher education institutions leads to a high level of research competence in senior undergraduate and graduate students. During the experiment, cloud-based technologies and innovative research methods and forms were implemented in university education. [ABSTRACT FROM AUTHOR]

The article analyzes global trends in the development of teacher education with the aim to improve the education system in Ukraine and presents a comparative and pedagogical study on the concepts of teacher education development in Europe, in particular Great Britain and Germany. It was found that conceptual and methodological fundamentals of modern foreign pedagogy were constantly updated and adjusted. In West European pedagogy, the most common concepts of teacher education development are rationalistic, conservative and neohumanistic (phenomenological) ones. It was specified that rationalistic and traditional concepts of intellectual development were appropriate for the individuals who were reluctant to engage in cognitive activities and needed constant external stimuli. The phenomenological concept is humanistic-oriented and prioritizes personal learning targeted at individual self-realization and defines a learning environment to be a unique catalyst for successful learning. In Great Britain and Germany, open learning is one of the leading forms in realizing the phenomenological concept. Theoretical principles of open learning are related to the philosophy of existentialism, which emphasizes the need to create relevant conditions for learning so that students may freely realize their individual needs. Despite the fact that the concept of open learning is still under development and primarily describes the basic guidelines for education development and the issue of its practical implementation has not beet fully disclosed yet, it appears as a fundamental strategy for modern education. The main principle of open learning is individualization of the education process. Individual skills of students determine the content, methods, forms and tools of learning since the pedagogy of modern teacher education in England is based on them. It was noted that the system of distance education in Ukraine was under development too. However, it may become rather promising provided that Ukrainian educators have taken into account positive aspects of relevant foreign experience and combined the most advanced distance learning technologies with the most effective technologies and methods of traditional classroom learning. West European experience in developing higher teacher education can be implemented in Ukraine provided that the most effective traditions of the national teacher education have been preserved and, therefore, can adjust them to the modern international standards.

The research analyzes the process of developing competency in local history in future teachers as one of the components of their professional training. It shows that the development of components of competency in local history contributes to developing the teacher’s personality as a researcher and specialist in terrain geography. It presents the author’s model for training future teachers (based on the example of geography teachers) for local studies and tourist activities following a competency-based approach. This model consists of several blocks and their parts: targets (goals, objectives), methods and structure (approaches, principles, the subjectivity of relationships between participants in local studies and tourist activities, components of competency in local history and their criteria), content and procedures (stages, content, forms, methods, technologies, pedagogical conditions), evaluation and outcomes (levels, as well as the results obtained from the introduction of the author’s model into the educational process). Also, the research specifies the following criteria of future geography teachers’ competency in local history: motivation and values, cognition and knowledge, activities and practice. It clarifies low, average and high levels of future geography teachers’ competency in local history. It demonstrates the organization and the course of experimental work. Finally, it draws relevant conclusions about the effectiveness of proposed pedagogical conditions for developing competency in local history in future geography teachers following a competencybased approach. [ABSTRACT FROM AUTHOR]

The paper focuses on two postmodern phenomena known as nomadism and neotribalism. Both of them are apparent in today's Ukrainian society. The problem of globalisation and westernisation of social life is interpreted by postmodern sociology as a trace of Western European values in such areas as economy, politics and culture in most countries of the world, including Ukraine. One of the key consequences of westernisation is a postmodern phenomenon of contemporary nomadism in the form of global migration processes, characterised by tight (intragroup) and at the same time flexible (intergroup) neotribal social relationships. [ABSTRACT FROM AUTHOR]