Підготовка вчителів мовно-літературної освітньої галузі до викладання інтегрованих курсів: досвід ППО

The current problem of preparing teachers in the linguistic and literary educational field for teaching an integrated course of literatures (Ukrainian and Foreign) in the context of implementing the New Ukrainian School Concept is examined. It has been established that most philologist teachers do not have adequate training for integrated teaching, particularly due to the lack of appropriate methodology in the content of pedagogical education. Based on the analysis of teacher survey results and personal experience, a five-stage algorithm for the phased preparation of teachers for teaching integrated courses has been developed and is being implemented at the Kharkiv Academy of Postgraduate Education: motivational-propaedeutic, entry, immersion, deep immersion, and full immersion. The educational programs for teacher professional development that ensure each stage of the algorithm have been thoroughly analyzed, and their content emphases have been determined. Attention is paid to the development of the competence «A2.3. Ability to carry out integrated learning for students» as a key component of subject-methodological competence, which is characterized in the Professional Standard of a General Secondary Education Institution Teacher. The results of the algorithm’s pilot implementation show a positive trend in the growth of teachers’ motivation and readiness to implement integrated courses, which is confirmed by survey data and feedback from participants. It is concluded that the proposed algorithm for the phased preparation of teachers for teaching integrated courses is effective, and the following prospects are outlined – the development of an educational program for the implementation of the final stage of teacher preparation for teaching an integrated course in specialized senior high school.