The article focuses on the students’ readiness for online education in Ukrainian pedagogical higher education institutions, since distance learning is not only a new learning technology for teachers-to-be, but also the object of their study and further application in the pedagogical career. The study employed the authors’ questionnaires for 120 faculty members and 320 students, observations and diagnostic tests. To assess the students’ current readiness for e-learning, the following criteria were employed: independence in the acquisition of knowledge, cognitive activity, mastering methods of online education activities. Characteristics of levels of students’ readiness for e-learning are given. The need for initial training of teachers and students to use distance learning technologies is confirmed. Analysis of research data revealed mostly medium and sufficient level of teachers’-to-be independence of learning, cognitive activity and experience of application of online educational activities. Basic conceptual positions and conditions for effective e-learning in Ukrainian pedagogical higher education institutions as prerequisites for students’ readiness for e-education are described.
The article highlights the need to improve the teachers of philology professional training, taking into account various philosophical, pedagogical, psychological concepts and theories. Methodological guidelines in the the problem study, which form the basis for the further theoretical study of the specific features of the teachers of philology professional training in the formation of communicative and educational environment are determined. Emphasis is placed on the philosophy of modern communication as a new trend of modern philological education. Organizational and pedagogical measures for improving the teachers of philology professional training in a communicative and educational environment are substantiated. The social and pedagogical portrait of a modern teacher-philologist is described as a culturally tolerant person who is aware of national roots, respects the values of other cultures, has a high level of scientific culture and aesthetic taste. Emphasis is placed on the need to improve the content, forms, teaching methods providing a systematic vision of the harmonious development of a cultural personality of a teachers of philology.
The problem of formation of readiness of future teachers for innovative activity is considered on the example of the course “Innovative activity in the subject area “Russian language””. Based on the totality of the described and analyzed author’s interpretations of the concept of “innovation in education”, a research position has been formed regarding innovation as an important element of maintaining education in a state of dynamic development adequate to the requirements of modern society, as a phenomenon of collective or individual professional creative activity of a teacher.The article states that the training of future teachers should be based, first of all, on student-centered teaching methods with a student as the basis of the learning process, while the teacher is a leader who helps and directs the educational activity of the student. One of these methods, which makes it possible to activate the studentʼs mental activity, is the method of problem-based learning.Readiness criteria are formed in the article based on the reviewed relevant studies, which makes it possible to develop training methods for future specialists. The stages of problem-based learning method, which should be applied to improve the effectiveness of education seekers, are considered, as well as the conditions for the successful application of the problem-based learning method to form the professional competence of the future specialist. Keywords: innovations in education; readiness for innovative activity; innovative activity; future educator; learning methodology; problem-based learning.
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