The theoretical foundations of the regional training program for teachers’ professional development “Education in conflict”

Abstract

The article is devoted to the issue of developing professional skills of teachers working in a situation of a conflict. The purpose of the research is to substantiate the theoretical foundations of the course and to develop the content of a new training program for Ukrainian teachers’ professional development. The scientific novelty of the research lies in the content of the teachers’ professional development training program, which is grounded on a set of scientific approaches of different levels: philosophic, general scientific, specifically scientific, pedagogical approaches. The importance of children’s security assurance and warranty of their right to education in conflict is under our special consideration. The content of the program includes the following modules: 1) “Children’s problems caused by the armed conflict”; 2) “Education in conflict: the essence, standards (on the UNISEF and UNESCO information)”; 3) “Ways of implementation education in conflict in Ukraine”. The practical significance of the research lies in the multidisciplinary character of the regional training program “Education in conflict” and the recommendations to the methods of teaching it.

Training of Future Teachers for Work with Preschoolers under Martial Law in Ukraine

“…This topic was investigated in the works of Case & Law (2022) and Sizintsova (2022). Mastering modern technologies and teaching aids by a future teacher was studied by such researchers as Dong (2018) and Trubavina et al (2020). Ilnitska and Mykolaiko (2022), determine the main provisions of the organization of distance pedagogical education in times of war.…”

“…The role of the subject space in child development was examined in the works of Yuzyk et al ( 2022), who discussed the scientific and psychological foundations of developmental education and the organization of a developing environment as an integral part of such a system. Trubavina et al (2020) also worked in this direction. There are different concepts of building the subject space, based on a special approach to the component composition and the principle of filling, as well as teaching aids aimed at specifying the requirements of the educational standard for the subject space of a preschool organization.…”