FEATURES OF ORGANIZING DISTANCE PROFESSIONAL TRAINING FOR FUTURE EDUCATORS IN MODERN CONDITIONS

Abstract

The article raises the issue of organizing high-quality distance-based professional training for future educators. The authors have established that the successful implementation of the distance learning format in Ukraine is regulated by several legal and regulatory acts. Thus, the significance of the problem is defined by the research objective – to analyze the available scientific studies regarding the specific features of organizing distance-based professional training for future educators and to highlight the existing characteristics of education in higher educational institutions in Ukraine. The authors thoroughly examine domestic and international experiences, emphasizing the importance of creating an information environment where the implementation of distance learning is based on informatization, digitalization, and intellectualization of the educational process. The authors stress that the distance format of professional training for future educators is impossible without considering the principle of individuality and using a range of technologies for personalization. The term "distance professional training of future educators" is understood by the authors as a targeted educational process based on the application of information and communication technologies, aimed at developing professionally significant competencies in students preparing to work in preschool educational institutions. The paper explores the peculiarities of organizing professional training for future educators in a distance learning format: 1) taking into account the technological infrastructure and access to resources for both students and teachers (e.g., through Moodle, Google Classroom, Microsoft Teams); 2) considering the adaptation of educational programs to the distance learning format (conducting video lectures, video lessons, organizing interactive lectures in the form of webinars or online discussions using platforms like WebinarJam or Google Meet; courses on Coursera or EdX); 3) organizing practical training in the form of virtual pedagogical workshops (allowing for simulations of the educational process based on interactions with children, parents, and colleagues via Mursion); organizing observation of real lessons through live streams of preschool classes or recorded videos (e.g., on YouTube); 4) fostering the development of communicative and reflective skills (creating virtual group projects using interactive tools like Miro or Padlet, organizing reflective online sessions, mentorship programs, or coaching sessions for individual student support in their professional development); 5) organizing knowledge and skill assessment in distance format in various formats—online tests (Google Forms, Quizlet, or Kahoot!), written assignments, project work preparation and defense (Miro, Padlet, Canva), creating e-portfolios (using Mahara), etc.; 6) encouraging the development of digital literacy and digital competence.

The authors conclude that distance professional training for future educators holds great potential for development, provided all the nuances of organizing learning under contemporary crisis conditions are taken into account.

The prospects for further research include a deeper analysis of the impact of distance learning on the quality of teacher training, particularly examining its effect on the development of educators' professional competencies and their readiness to work under modern conditions.