METHODS OF PARTICIPATORY TRAINING FOR FUTURE TEACHERS

The article analyses the most effective methods of participatory learning for future teachers in higher education institutions. It has been found that participatory learning primarily involves the active participation and cooperation of both students and teachers in the learning process, differs from traditional teacher-centred approaches, and promotes the transition to student-centred learning. This approach involves various incentive methods and contributes to the development of the necessary skills in future teachers. The article also characterises the leading functions (formative-educational, cognitive, motivational, operational, normative) performed by participatory teaching methods. The advantages (promoting active student participation, attractiveness, stimulating initiative, developing critical thinking, promoting collaborative learning, improving communication skills and the rationality of student actions, etc.) and the main disadvantages (exhausting for participants in educational interaction, the seriousness of teacher training and the availability of additional resources, the possibility of objections from individual students and teachers regarding the transition from traditional methods to participatory approaches, etc.) of these methods have been identified. The most effective methods of participatory learning have been identified, such as: collaborative learning (organising group projects, mutual learning and brainstorming); experiential learning (internships, simulations and on-the-job training projects); project-based learning. The study shows that a combination of different participatory methods is used in the training of future teachers, namely: group work, brainstorming, role-playing and management games, thematic studies, seminars, the aquarium method, the maze method, etc. Particular attention is paid to the analysis of the role-playing method, which involves modelling real situations and working through various tasks and helps students use their own experience from real-life situations. The experience of the H. S. Skovoroda Kharkiv National Pedagogical University regarding the effective use of role-playing games in psychological and pedagogical subjects is highlighted.