ON PREPARING FUTURE TEACHERS TO WORK IN THE CONTEXT OF UKRAINIAN SCHOOL REFORM

The article, based on a multidisciplinary study and systematization of scientific works by Ukrainian teacher-scientists, analyzes the preparation of future teachers to work in the context of reforming the Ukrainian school. It is noted that the implementation of the New Ukrainian School concept involves both a radical change in the educational paradigm and the transformation of the role of the teacher from a single source of information to a trainer, facilitator, tutor, moderator in the individual educational trajectory of students. Attention is drawn to the need to take into account the task of transforming the work of a teacher in accordance with the realities of modern education, that is, the formation of a «new professional profile of a teacher» - diversification of his or her functions in the context of the information society. The document «Strategy for the Development of Higher Education in Ukraine for 2022-2032» is analyzed and the priority problems and tasks facing the education system of Ukraine are highlighted, in particular, the low level of trust in the innovative activities of higher education institutions, insufficient practice and experience in the implementation of digital technologies, therefore, we emphasize the need for active use of innovative pedagogical technologies by employees of higher education institutions that train future teachers for their effective preparation for further reform of the system of education. The article considers a model of professional training of future teachers, taking into account global trends, in order to develop independence, initiative, responsibility of teachers and promote self-improvement. The author emphasizes the expediency of ensuring the implementation of a number of basic functions in the training of future teachers, in particular, educational, informational, advisory, research, design, implementation, expert. The author notes the development of an effective system of quality assurance in higher pedagogical education. At the same time, we assume that any changes, let alone radical ones, in the education system are impossible without changes in the professional activities of the teacher, so it is advisable to orient future teachers to design new ways of thinking and working, effectively varying the goals, content, methods, and forms of organizing learning. To improve the effectiveness of preparing future teachers for teaching, we suggest that higher education institutions of the relevant profile make changes to the organization of the educational process.