TRENDS IN UPDATING THE CONTENT OF TRAINING FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE IN HIGHER PEDAGOGICAL EDUCATION INSTITUTIONS

Abstract

Relevance: Amid the military aggression of the Russian Federation against Ukraine, the teacher plays a crucial sociocultural role as a transmitter of national cultural traditions, professional knowledge, and the values of language, literature, folklore, and history in educational practice. Through their personal and professional example, teachers shape students into Ukrainian-speaking individuals endowed with civic consciousness, a high level of national identity, and Ukrainian self-awareness. In this context, philology teachers must maximize the resources of the "living" word through innovative forms, methods, and tools to influence the spiritual, ethical, and aesthetic development of students. This necessitates updating the content of training future teachers of Ukrainian language and literature in higher pedagogical education institutions in accordance with contemporary demands.

Objective: To outline trends in updating the content of professional training for future teachers of Ukrainian language and literature in higher pedagogical education institutions within the context of educational reform changes.

Methods: Content analysis – examining the content of educational programs and syllabi for training future teachers of Ukrainian language and literature in higher pedagogical education institutions; study of innovative experiences – investigating qualitative educational practices for implementing innovations in the training content of future teachers, considering reform changes in the educational sphere; systematization – identifying trends in updating the training content.

Results: The sociocultural mission of the Ukrainian language and literature teacher is generalized as a transmitter of innovative changes in the linguistic and literary field within basic secondary and specialized schools, based on the Concept of the New Ukrainian School, the State Standard of Basic Secondary Education, and the State Standard of Specialized Secondary Education.

Conclusions: It is established that, in the context of modern educational reforms, the issue of updating the training content for contemporary Ukrainian language and literature teachers becomes critical. Such teachers must possess a high level of professional competencies, be oriented toward research activities, serve as bearers of societal linguistic culture, and define the vectors of axiological and cultural development for both individuals and the state as a whole. Several trends are identified in the professional training content: structuring discipline content based on interdisciplinarity; implementing a competency-based approach; aligning training content with the implementation of changes in the linguistic and literary field in basic secondary and specialized schools, which involves enriching content modules and topics within core pedagogical and methodological disciplines with material reflecting the specifics of teaching Ukrainian language and literature under new state standards. The experience of training future teachers under educational and professional programs (014 Secondary Education: Ukrainian Language and Literature) at bachelor’s and master’s levels, considering modern educational changes, is presented.