KEY REQUIREMENTS ANALYSIS FOR THE PRE-SERVICE TEACHER TRAINING IN THE UKRAINIAN LANGUAGE AND LITERATURE: THE LITERARY EDUCATION CONTEXT

The article analyzes the key requirements for pre-service teacher training in the Ukrainian language and literature concerning the ways of implementing the main objectives for literary education. The study proves the relevance of systematic and in-depth preparation of pre-service language and literature teachers, considering the changes occurring in the education system as a whole. The article highlights the goal and main tasks of implementing the language and literature domain in accordance with the content of the New Ukrainian School Concept. The research findings presented by scholars and practicing educators on the issues of professional training of pre-service teachers of the Ukrainian language and literature are analyzed. The article focuses on researchers’ approaches regarding the principles used to implement literary education, the requirements for structuring syllabi in Ukrainian literature, methods for developing communicative competence including reading (literary) competence, the teacher’s role in shaping literary competence, and the content requirements for training modern teachers. It has been proven that the development of literary competence in students depends on the teacher’s ability to direct literature lessons toward the study and interpretation of literary texts, as well as on their ability to help students select texts based on their cognitive impact and contribution to the formation of cultural self-awareness. The article’s objective is to analyze the content of educational and professional programs for training pre-service teachers of the Ukrainian language and literature in higher education institutions in the context of their efficacy to implement the tasks of literary education. Based on an analysis of the State Standard for Basic Secondary Education, key competencies and learning outcomes for pre-service teachers are identified. The focus is placed on the analysis of the educational and professional program 014 Secondary Education (Ukrainian Language and Literature) at the first (bachelor’s) level of higher education, particularly examining the program structure, its objectives, and its alignment with contemporary demands in literary education. A more detailed analysis is conducted on the course «Methods of Teaching Ukrainian Literature» (integrated educational component «Methods of Teaching Ukrainian Language and Literature»). It is demonstrated that the goals, content, topics, and subtopics outlined in the course focus on ensuring the pre-service Ukrainian language and literature teachers’ efficacy to implement literary education in the context of today’s teaching and learning. Moreover, the course program, as an element of teacher training, meets the requirements of the New Ukrainian School Concept. It is noted that the pre-service teachers’ Ukrainian language and literature efficacy to implement the main tasks of literary education also depends on their ability to conduct self-analysis of their professional activities, engage in self-education and self-improvement through participation in conferences, seminars, round tables, and cultural events at various levels.