Teacher Education in Ukraine Historical Experience and Modern Challenges

Preface 9

Part I. HISTORICAL ASPECTS OF TEACHERS TRAINING IN THE INVESTIGATIONS OF UKRAINIAN RESEARCHERS 13

Olena Melyikyan, Model of mathematical education in higher educational establishments of Ukraine (the historical aspect) 15
Lesya Klevaka, Training teachers on average women’s education in Poltava province (the second half of the 19^th – the beginning of the 20^th century): educational aspect 21
Georgiy Postevka, Training teachers for Bukovina music in the second half of the 19^th – the first third of the 20^th century 29
Lyudmila Zelenska, “Students’ question” in the practice of work of the Ukrainian universities academic councils of the second half of the 19^th – the beginning of the 20^th century 39
Galina Lyakh, The problem of the teacher’s skill in the native theory of education of the second half of the 20^th century 49
Olga Moskalyova, Some aspects of the educational technology by V. Sheyman 57
Roman Fedoryschak, Cultural and educational work of Myron Korduba in the years of the Second World War 63
Vitaliya Prymakova, Stages of development of postgraduate education of primary forms teachers in Ukraine (the middle of the 20^th – the beginning of the 21^th century) 71
Mariya Сhepil, Technological approach in the content of teachers’ training in the universities of Ukraine at the boundary centuries 81
Oksana Kovalenko, University education and partnership of higher educational establishments of Poland–Ukraine 2000–2005 89
Olena Gavrysh, Development of social work at schools in Germany at the beginning of the 21^th century 99
Julia Korotkova, Psychological-pedagogical and methodоlogical training of foreign language teachers at universities of Greece 105
Kirill Kotun, Finnish experience and opportunities in primary teacher training and professional development. Ukrainian review 115

Part II. SOCIAL AND DIDACTIC ASPECTS OF TEACHER’S PROFESSIONAL ACTIVITIES IN UKRAINE 127

Nadiia Postrygach, Structural and functional features of the reforming of teacher education across the world 129
Oksana Chugai, Teacher professional development: Theory and practice 143
Oresta Karpenko, Training of future teachers to educational work with children 153
Iryna Stavytska, Usage of information and communication technologies in the work of a modern teacher 161
Natalia Sas, Values as a component of future leaders’ training for innovative management at educational institutions 171
Olena Ogienko, Irina Lytovchenko, Competency-based approach as a basis of reforming continuous vocational education 181
Lyudmyla Pahuta, The pedagogue’s professional activity: The philosophical and psychological aspect 189
Anna Prihodko, The history-pedagogical training of future teachers with taking into account social sex (gender) problem 197
Valentyna Berezan, Preparation of social pedagogue to work with women of childbearing age with the help of ICT 205
Svetlana Kurinna, Essence of work of the social teacher in orphanage on the way to its transformation 215
Oleksiy Murashkevych, The system of activity of the centers of social services for family, children and youth in prevention of adolescents psychoactive substances misuse 225
Svitlana Bursova, Preparation of future preschool teachers to the implementation of educational support of children in the period of their adaptation to the kindergarten 233
Olga Dronova, Phenomenological component of professionalism in artistic and aesthetic training of a specialist of preschool education 239
Katerina Zozulya, Teaching primary school children choreography 247
Tetiana Miroshnichenko, The structure of future primary school. Teachers’ readiness to the use of aesthetic-therapeutic means in professional activities 253
Yuliana Lavrysh, An approach to pedagogical content knowledge for technology teachers 259
Svitlana Leyko, Professional competence of a higher mathematics teacher in a technical college 267
Sergiy Rendyuk, Modern mathematical education of a teacher as a basis for high professional competence 275

Information about authors 283