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The diversity and quick change evident in the Australian context demonstrate key challenges for the provision of teacher professional development. The diversity of providers and programme offerings for teachers and leaders in Australia is, simultaneously, a valued characteristic of the Australian context and an obstacle to greater coherence. Nevertheless, the issue for the world's education systems is still teacher professional performance and development, and their readiness for continuous mastering of necessary teaching abilities and skills to obtain high student outcomes. Teachers are not just a homogeneous mass but also the experts who demonstrate various perspectives, experience, competence, openness to new ideas and potential for leadership. Being a country of high international education index, Australia has good opportunities to arrange and support teacher professional performance and development. In this context, it is of high importance to analyze and classify the arrangement levels of secondary teacher professional development in Australia.The article highlights the peculiarities of secondary teacher development institutional structure. The author analyses the structure, main approaches and principles regarding educators' professional development arrangement and implementation in different education jurisdictions. Due to teacher preparation and other school leadership programmes, we are able to argue in favour of a variety of structures, collaborations and institutional arrangements. There are many providers of professional learning for secondary teachers at the state, territory and national levels in Australia. The author comes to conclusion that Australia has a quite developed system of secondary teacher professional development support: organizational, financial, law, didactic. Professional development is carried out throughout Australia at state, federal and national levels, in government, Catholic and independent sectors. The providers for teacher professional development can be education ministries or departments, universities, institutes, colleges, schools, professional associations, education centres or councils, some private organisations.Teacher professional development approaches 1) correlate with National or federal standards for teachers, as well as policies of education systems and sectors; 2) are based on the principles of collegiality, collaboration and individualization. Key words: professional development, institutional structure, financial criterion, hierarchical structure, approaches, principles. ; Основним питанням освітніх систем світу є професійний розвиток і підготовка вчителів до тривалого процесу оволодіння відповідними навичками і уміннями для високоякісного навчання і, відповідно, високої успішності учнів. Вчителі не є гомогенною масою, вони проявляють різні перспективи, досвід, кваліфікацію, відкритість новим ідеям та потенціал для лідерства. Як країна з високим міжнародним рівнем освіти, Австралія має гарні можливості для реалізації і подальшої підтримки професійного розвитку вчителів. У цьому контексті виникає потреба проаналізувати і класифікувати рівні реалізації професійного розвитку вчителів середніх шкіл Австралії.У статті розглядається інституційна структура професійного розвитку вчителів австралійських середніх шкіл. Автор аналізує структуру, основні підходи та принципи здійснення професійного розвитку учасників педагогічного процесу в різних освітніх юрисдикціях. Автор доходить висновку, що в Австралії наявна розвинута система підтримки професійного розвитку вчителів середніх шкіл: організаційної, фінансової, правової, методичної. Професійний розвиток здійснюється в кожному штаті і території Австралії на державному, територіальному і національному рівнях; в урядовому, католицькому і незалежному секторах. Ключові слова: професійний розвиток, інституційна структура, фінансовий критерій, ієрархічна структура, підходи, принципи. Основным вопросом для образовательных систем во всѐм мире выступает профессиональное развитие и подготовка учителей к продолжительному процессу овладения соответствующими навыками и умениями для качественного обучения и, соответственно, высокой успеваемости учеников. Учителя являются не просто гомогенной массой, они проявляют разные перспективы, опыт, квалификацию, открытость новым идеям и потенциал к лидерству. Будучи страной с высоким международным уровнем образования, Австралия имеет хорошие возможности для реализации и дальнейшей поддержки профессионального развития учителей. В этом контексте возникает необходимость проанализировать и классифицировать уровни осуществления профессионального развития учителей средних школ Австралии.В статье рассматривается институционная структура профессионального развития учителей австралийских средних школ. Автор анализирует структуру, основные подходы и принципы осуществления профессионального развития участников педагогического процесса в разных образовательных юрисдикциях. Автор приходит к выводу, что Австралия имеет развитую систему поддержки профессионального развития учителей средних школ: организационную, финансовую, правовую, методическую. Профессиональное развитие реализовывается в каждом штате и территории Австралии на государственном, территориальном и национальном уровнях, в правительственном, католическом и независимом секторах. Ключевые слова: профессиональное развитие, институционная структура, финансовый критерий, иерархическая структура, подходы, принципы. The diversity and quick change evident in the Australian context demonstrate key challenges for the provision of teacher professional development. The diversity of providers and programme offerings for teachers and leaders in Australia is, simultaneously, a valued characteristic of the Australian context and an obstacle to greater coherence. Nevertheless, the issue for the world's education systems is still teacher professional performance and development, and their readiness for continuous mastering of necessary teaching abilities and skills to obtain high student outcomes. Teachers are not just a homogeneous mass but also the experts who demonstrate various perspectives, experience, competence, openness to new ideas and potential for leadership. Being a country of high international education index, Australia has good opportunities to arrange and support teacher professional performance and development. In this context, it is of high importance to analyze and classify the arrangement levels of secondary teacher professional development in Australia.The article highlights the peculiarities of secondary teacher development institutional structure. The author analyses the structure, main approaches and principles regarding educators' professional development arrangement and implementation in different education jurisdictions. Due to teacher preparation and other school leadership programmes, we are able to argue in favour of a variety of structures, collaborations and institutional arrangements. There are many providers of professional learning for secondary teachers at the state, territory and national levels in Australia. The author comes to conclusion that Australia has a quite developed system of secondary teacher professional development support: organizational, financial, law, didactic. Professional development is carried out throughout Australia at state, federal and national levels, in government, Catholic and independent sectors. The providers for teacher professional development can be education ministries or departments, universities, institutes, colleges, schools, professional associations, education centres or councils, some private organisations.Teacher professional development approaches 1) correlate with National or federal standards for teachers, as well as policies of education systems and sectors; 2) are based on the principles of collegiality, collaboration and individualization. Key words: professional development, institutional structure, financial criterion, hierarchical structure, approaches, principles.

The article is devoted to the problem of pedagogical skills formation, which belongs to the category of those that do not become relevant over time, but simply do not lose it. The modern student (cadet) needs a modern teacher – a leader who achieves success and is able to teach it, who is highly motivated and works for results. The teacher is an example to follow and should reveal student potential give him the tools for professional development, self-affirmation and self-realization in professional activities. The purpose of the article is to determine the factors of pedagogical skills formation of a higher military educational institution teacher. Differences in the requirements for a higher military educational institution teacher are revealed and its explanation is given. He must develop current critical thinking, the ability to recognize and decode the fake messages, make informed decisions, resist information pressure, analyze and act in unusual situations, choose the best approaches to solving problems, and teach the student. It is proved that the factors of pedagogical skills formation are personality traits that should be inherent in every potential teacher, are the basis of pedagogical skills and lay its foundation, determine the propensity for pedagogical activity and continuous professional development, achieve high results, characterize the level of teacher professional military training. On the basis of scientific works theoretical study and own empirical experience of training and advanced training of higher military educational institutions teachers, among the factors of their pedagogical skills formation the following are allocated and characterized: pedagogical abilities, pedagogical orientation, erudition, high cognitive activity, personal qualities, leadership qualities, need for professional development, the desire for self-affirmation and self-realization in scientific and pedagogical activities, pedagogical reflection, high military-professional training, combat experience. ; Стаття ...

Стаття присвячена розгляду питання розвитку лідерства шкільних учителів у дослідженнях педагогів США в останній чверті ХХ - на початку ХХІ століття. Метою статті є з'ясування ролі лідерства шкільних учителів у досягненні успішного результату реформування системи середньої освіти в США. У роботі використано загальнонаукові методи аналізу, синтезу, порівняння та узагальнення, за допомогою яких з'ясовано сутність концепції лідерства вчителів, надано характеристику типів (вимірів) лідерських якостей, визначено умови формування та розвитку лідерства вчителів, які рекомендовано створювати на різних рівнях освітньої системи. Зроблено висновок, що кожне шкільне середовище формує власний лідерський потенціал із учителів-носіїв особливої шкільної культури, які й стають головними провідниками інновацій у шкільних організаціях. ; The article deals with the issue of school teachers' leadership development covered in the studies of the US educators in the last quarter of the XX - the beginning of the XXI century. Research on organization culture and its fundamental role in school improvement has highlighted the effectiveness of implementation of changes into school environments where teachers share common vision on work issues and understand the priorities of their schools' development, focus on continuous improvement of their own teaching and learning practices, support collegial decision-making and do not avoid challenges and complexities. It was found out that future belongs to schools which are able to trigger each teacher's leadership potential to exercise it in classroom environment, in school community, in local institutions of professional development or any other social settings. The aspect of the development of new school leaders who are ready to change out-of-date or ineffective practices, who are able to encourage colleagues to learn constantly in order to gain self¬improvement has become meaningful in the USA pedagogy. The purpose of the article is to clarify the role of school teachers in successful outcome of school reform in the United States. In this paper, scientific methods of analysis, synthesis, comparison and generalization are used to determine the essence of the concept of teacher's leadership, as well as to emphasize the characteristics of leadership qualities. It is concluded that each school environment forms its own teachers' leadership potential which represents special school culture so that teachers are considered to be the main change agents in school organizations. The conditions for the teachers' leadership formation and development are recommended at the school, district, and national levels. It is emphasized that in order to become a leader and a true change agent, teachers' constant professional development is recognized as an urgent need. Daily observation of the best colleagues' practices, open exchange of thoughts and reflection on their own achievements and failures should become the basis for the teachers' professional growth. Teachers' leadership potential development should not be limited only to the school level. The initiatives of district administrators, state and government authorities should be systematic in order to provide full support for teachers and promote social respect for teachers' profession. The recommendations of US educators regarding development of school leadership can be used creatively by Ukrainian educators when developing strategies for educational changes in schools.

Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education. ; У нестабільних умовах сьогодення студенти – майбутні педагоги мають бути готові виконувати лідерську роль у професійній діяльності, яка відіграє важливу роль у кожному аспекті життя студентів, адже вони проходять багато етапів розвитку кар'єри, де їм потрібні відповідні навички. У статті проаналізовано організаційно-педагогічні особливості формування лідерських якостей у магістрів освіти в університетах Австралії; розглянуто програмно-методичне забезпечення формування лідерських якостей учителів в університетах Австралії; проаналізовано організаційно-педагогічні особливості формування лідерських якостей, зафіксовані в програмах підготовки магістрів освіти в університетах Австралії; здійснено огляд магістерських програм із розвитку лідерства в учителів.

Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education. ; У нестабільних умовах сьогодення студенти – майбутні педагоги мають бути готові виконувати лідерську роль у професійній діяльності, яка відіграє важливу роль у кожному аспекті життя студентів, адже вони проходять багато етапів розвитку кар'єри, де їм потрібні відповідні навички. У статті проаналізовано організаційно-педагогічні особливості формування лідерських якостей у магістрів освіти в університетах Австралії; розглянуто програмно-методичне забезпечення формування лідерських якостей учителів в університетах Австралії; проаналізовано організаційно-педагогічні особливості формування лідерських якостей, зафіксовані в програмах підготовки магістрів освіти в університетах Австралії; здійснено огляд магістерських програм із розвитку лідерства в учителів.

У статті висвітлено проблему методологічного забезпечення формування лідерських якостей у майбутніх фахівців соціальної сфери та обґрунтовано економічні, політичні та духовні причини посилення уваги до необхідності її розв'язання. Здійснено аналіз таких методологічних засад: філософсько-педагогічна герменевтика, філософсько-педагогічна феноменологія та філософсько-педагогічна синергетика. Доведено доцільність застосування у процесі формування лідерських якостей майбутнього соціального працівника принципу дихотомії, що дозволяє розв'язувати окреслену проблему, уникаючи певної одномірності особистості, спрощеності її сутності. Визначено роль педагога у системі формування лідерських якостей особистості соціальної сфери, а також акцентовано на принципі її самовизначення та самовиховання. ; The problem of methodological providing for the formation of leadership qualities for future specialists in the social sphere is highlighted in the article and economic, political and spiritual reasons for increasing the attention to the need for its solution are also described here. The analysis of such methodological principles is presented: philosophical and pedagogical hermeneutics, philosophical and pedagogical phenomenology and philosophical and pedagogical synergetics. The expediency of application in the process of forming the leadership qualities of the future social worker is based on the principle of dichotomy, which allows to solve a particular problem, avoiding a certain one-dimensionality of the personality, simplicity of its essence. The role of the teacher in the forming system of leadership qualities of the personality in the social sphere, it is also accented on the principle of self-determination and self-education.

Статтю присвячено дослідженню ролі неформальної освіти щодо виховання лідерських якостей підлітків в контексті сучасного бачення феномену лідерства. Розглянуто динаміку зміни підходів до пояснення цього поняття. Встановлено, що сучасні підходи, концепції, теорії та моделі лідерства зосереджують увагу на його ціннісній та емоційній основі й переважно розглядають лідера з позиції міжсуб'єктних відносин та соціальних взаємин. Визначено основі положення сучасних теорій та концепцій лідерства щодо можливостей освіти у вихованні лідерських якостей особистості, зокрема у підлітковому віці. Описаний досвід діяльності Одеської обласної школи громадянської партисипації дітей та дорослих «УСі В ДІЇ!» для членів учнівського самоврядування та педагогів-менторів як платформи неформальної освіти у вихованні лідерських якостей особистості. Окреслено значення синергії аксіологічного, автентичного, релевантного та партисипативного підходів в процесі здійснення виховання лідерських якостей особистості. Актуалізовано потребу у розробленні технології виховання лідерських якостей підлітків засобами партисипативного проєктування. ; The article is devoted to the study of the role of non-formal education in the upbringing of leadership qualities of adolescents in the context of the modern vision of the phenomenon of leadership. The dynamics of changing approaches to the explanation of this concept is considered. It is established that modern approaches, concepts, theories and models of leadership focus on its value and emotional basis and mainly consider the leader from the standpoint of intersubjective and social relations. The main provisions of modern theories and concepts of leadership on the possibilities of education in the development of leadership qualities of the individual has been studied, in particular in adolescence. The experience of the Odessa regional school of civil participation of children and adults «ALL IN ACTION!» is described for members of student government and teacher mentors as a platform for non-formal education in the education of leadership qualities of the individual. The importance of synergy of axiological, authentic, relevant and participatory approaches in the process of education of leadership qualities of personality is outlined. The need for the upbringing of technology for educating the leadership qualities of adolescents by means of participatory projection is actualized.

У статті досліджується діяльність і життєвий шлях видатного американського вченого, педагога, психолога, засновника асоціації «Гордон трейнінг інтернешенел» Томаса Гордона. Підкреслюється роль педагога як посередника між дітьми та системою ідей і традиціями людства. Називаються якості, якими, на думку Томаса Гордона, повинен володіти вчитель: толерантність, здатність на співчуття, уміння нейтралізувати негативну поведінку учнів, уміння навчити учнів самостійно вирішувати свої проблеми. ; The activity and life of Thomas Gordon, a prominent American scientist, an educator, a psychologist, the founder of the association «Gordon Training International», is studied in the article. The role of an educator as a mediator between children and the system of ideas and humanity traditions is underlined. According to Thomas Gordon's point of view, human qualities, such as tolerance, ability to sympathize, capacity to neutralize negative behavior of the pupils, capacity to teach the pupils to solve their problems independently, should be owned by a teacher and are emphasized in the article. Significance and necessity of pedagogical profession is highlighted in the article. Great importance is attached to correct training of future teachers. The role of a teacher as a mediator between children and the system of ideas and humanity traditions is underlined. The topic of the article is conditioned by some tasks which are put before the teachers: 1) the formation of a young man who creatively and actively will affect the world, 2) the conditions that will give a person an opportunity to discover potential skills and talent. Great importance is also given to the ability of effective communication. The analysis of philosophical, psychological and pedagogical literature is fulfilled. Thanks to it the home and foreign scientists' searches of new conditions and mechanisms of the younger generation upbringing by a teacher are confirmed. The scientists underline the teachers' need in basic knowledge, special training and constant self-learning. The problem of a teacher's training in aquiring special communication skills is examined by a lot of foreign teachers and researchers. However, the pedagogical heritage of Thomas Gordon (1918–2002), a prominent American scholar, educator, researcher, psychologist, creator of his own methodology, founder of «Gordon Training International» has remained unnoticed. But it's a well-known fact that he devoted much of his time to research of the interrelations between the teachers and the students. As a prominent representative of communicative pedagogy Thomas Gordon wrote many books and articles concerning interpersonal communication about leadership, discipline, counseling, parenting, conflict resolution and democratic decision-making. The professional self-concept of a teacher in a retrospective of creative heritage of Thomas Gordon is analyzed and described. The activity of Thomas Gordon is studied. Special attention is devoted to the professional I-conception of a teacher in the retrospective of creative heritage of Thomas Gordon. The information about his life is given briefly. Today, Thomas Gordon is widely recognized thanks to his own teaching methods of effective communication and conflict resolution for parents, teachers, leaders. According to Thomas Gordon's point of view, human qualities, such as tolerance, ability to sympathize, capacity to neutralize negative behavior of the pupils, capacity to teach the pupils to solve their problems independently, should be owned by a teacher and are emphasized in the article.

Визначено зміст моделі сполучених умов. Виділено вісім ключових характеристик політичного лідера у теорії лідерства Ф. Фідлера. Виявлено, що відносини «лідер-послідовник», структурованість роботи, офіційна влада – це три змінні, які визначають ступінь контролю ситуації політичним лідером. Охарактеризовано два типи політичного лідера у теорії Ф. Фідлера. Визначено, коли один тип лідерсва ефективніший за інший.З'ясовано, що керівника, можна навчити тому, як стати ефективним лідером ; Purpose. the main factors determining the effectiveness of the political leader in the concept of political leadership F. Fiedler. Realization of this goal involves the following tasks:- Define content model mating conditions;- Highlight key characteristics of a political leader in leadership theory F. Fiedler;- Found the variables that determine the degree of control situation by political leader;- Characterized types of political leader in the theory of F. Fiedler;- Defined when as one type oj political leadership is more effective than another.So, in terms of F. Fiedler, its method of preparation leader proved to be effective, requires excessive costs and provide long-term effect. Other scholars argue that because the method of achieving compliance with the requirements of the leaders associated with the use of models of connected conditions, it is therefore based on an unstable foundation. The model uses three circumstances connected situational variables that make it possible to determine the degree of ease or controlled situation for the leadership style of political leadership.The scientist has identified three main variables that reflect control situation Leader: relationship «leader-follower» of structured and formal power. The first variable reflects the level of loyalty, trust, support and respect, manifested follower with respect to the leader. The second variable reflects the level of structuring group solved problems or performed its tasks and measured using the following components: clarity of purpose, a plurality of means to achieve the goal, the validity of the decision, specificity decision. The third variable reflects the level of formal power leader, received it from occupied positions in the organization.It is much harder to teach how to become an effective leader than to change the situation in which the leader. However, through training and experience is still possible to improve the ability of the leader to use the power and influence to promote the best possible conditions. This means that the training program can be useful leader-oriented relationship. But at the same time, it can cause harm to the leader-oriented work. ; Определено содержание модели сопряженных обстоятельств. Выделеновосемь ключевых характеристик политического лидера в теории лидерства Ф. Фидлера.Выявлено, что отношения «лидер-последователь», структурированность работы, официальные власти - это три переменные, которые определяют степень контроля ситуации политическим лидером. Охарактеризованы два типа политического лидера в теории Ф. Фидлера. Определено, когда один тип лидерсва эффективнее другого. Выяснено, что руководителя, можно научить тому, как стать эффективным лидером

Стаття присвячена дослідженню педагогічної діяльності та педагогічної спадщини видатного педагога, організатора шкільництва, науковця, громадського діяча І. Г. Ткаченка. Виокремлюються провідні ідеї і напрями діяльності педагога-новатора: дидактичні аспекти сучасного уроку, організація експериментальної діяльності, модель управління навчальним закладом, керівництво обласною школою з проблем управлінської майстерності, які залишаються актуальними в умовах сьогодення. Важливими віхами в житті І. Г. Ткаченка були: експериментальна робота з проблеми трудового виховання учнівської молоді, поєднання продуктивної праці з навчально-пізнавальною та навчально-дослідницькою роботою, педагогічним керівництвом учнівською виробничою бригадою, науковим товариством "Юний дослідник". Створена І. Г. Ткаченком система професійного становлення вчителя була гуманною, демократичною і сприяла формуванню вчителя-майстра. ; The article investigates the educational activities and pedagogical heritage of the famous teacher, organizer of school education, scientist, public figure I. G. Tkachenko. Highlighted the main ideas and activities of the teacher-innovator: didactic aspects of modern lesson, business experimentation, model management institution, the management of the regional school on management skills. Important milestones in the life I. H. Tkachenka were: experimental work on the issue of youth employment training, a combination of productive labor with education and learning and teaching and research work, educational leadership student production brigade scientific society "Young researcher". Established I. H. Tkachenkom system becoming a professional teacher was humane, democratic and helped shape the master teacher.

The article deals with the study of socio-economic conditions of the development of the system of professional training of the future primary school teachers in the countries of Eastern Europe. The study highlights the experience of development of educational systems in the countries of Eastern Europe beginning with 1990. It is generalized that since the beginning of socio-economic transformations in Eastern European countries, democratic development of education has begun and the new systems of professional training of pedagogues have been formed. Studying the experience of development of the educational systems in the countries of Eastern Europe in the early 1990-s formed a series of general practical universal goals: breaking away from the centralized management to decentralized management and leadership; the movement towards political pluralism and more democratic governance models; the movement towards the more open, civil society, in which the role of the individual is substantially increased; creation (reproduction) of the deep sense of national identity both inside the country and internationally; promotion of economic growth under the conditions of global competitive market economy; promoting more active political, economic and social cooperation in Europe. It is noted that the changes in the socio-cultural, economic, geopolitical context of Europe have led to the transformation of the goals and objectives of education, which are now aimed at bringing it closer to real life. After the entry of the Eastern European countries into the European Union, the main problems of the development of pedagogical education were the definition of goals and priorities of the development of higher pedagogical training in each country; the definition of priorities in the sphere of higher education in the process of integration of the states into a single European educational space. The main problems, which higher pedagogical education in the countries of the EU currently faces, have been singled out in the article. The ...

UK: Актуалізується та обґрунтовується теза про те, що проблема лідера та лідерства для партії відіграє особливу роль. Діяльність партійного лідера - це насамперед громадська діяльність в результаті якої зміцнюється потенціал партії. Особливої актуальності лідерство набуває в умовах надмірно персоніфікованої політики, коли більшість людей орієнтується не на партію, а на особистість. За цих умов формування відповідного іміджу партійного лідера є однією з найважливіших складових побудови загальної стратегії партії. Разом із тим, навіть найкраща характеристика політичного портрета партійного лідера не допоможе, якщо в суспільстві склався негативний імідж політичної партії. Тому відносини «лідер - політична партія» мають двосторонній взаємозумовлений характер. Підкреслюється, що проблема формування іміджу партії актуалізується сьогодні у зв'язку з низьким рівнем довіри до них з боку українських громадян. Для більшості населення політичні партії сучасної України залишаються практично індивідуально невизначеними, такими, які мало відрізняються, як ідеологічно, так і програмно. За такої ситуації важливим завданням кожного партійного лідера є формування індивідуального «образу» партії, покликаного продемонструвати суспільству його переваги серед інших політичних партій, переконати суспільство саме цій партії віддати свою підтримку та симпатії. Розкрито основні характеристики узагальненого політичного портрета сучасного партійного лідера. Виділені критерії партійного лідерства. Показано роль лідера, як ідеолога, організатора, стратега, натхненника й вихователя партійних лав і суспільства в цілому. EN: Actualizarea and substantiates the thesis that the problem of the leader and the leadership of the party plays a special role. The activities of the party leader is first and foremost a social activity which strengthens the capacity of the party. Of particular relevance is the leadership becomes in terms of the overly personalized politics when most people are focused not on party but on personality. Under these conditions, the formation of an appropriate image of party leader is one of the most important components of forming the General strategy of the party. However, even the best description of the political portrait of the party leader will not help if the society has developed a negative image of the political party. Therefore, the relationship «leader - political party» have a two-way interdependent nature. It is emphasized that the problem of image formation of the party actualizarea today due to the low level of trust towards Ukrainian citizens. For the majority of the political parties of modern Ukraine remain virtually individually uncertain, a little different, ideologically and programmatically. In such a situation, an important task of every party leader is the formation of an individual «image» of the party, designed to show the public its benefits among other political parties, to convince the public that party to give their support and sympathy. Describes the main characteristics of the generalized portrait of a modern political party leader. Selected criteria of the party leadership. Shows the role of the leader as ideologist, organizer and strategist, inspirer and teacher of the party ranks and society in General.

The article explores the conceptual foundations of partnership pedagogy and substantiates the importance of teacher interaction with the family of a junior student. It is determined that for modern society the orientation of the teacher's partnership is fundamentally important, because the process of interaction with the family is active and successful, provided that parents have a deep interest in raising a child, if they are partners. The subject-subject interaction "student-teacher-parent" involves the family in the educational process, through cooperation with the school. The teacher should be a friend to the child, a mentor and companion to the parents. It is characterized that the content of partnership pedagogy is a democratic and humane attitude to the child, providing him with the right to choose, to his own dignity, to respect, the right to be as he is, and not as the teacher wants to see him. Partnerships are formed where children and adults share common views and aspirations. Partnerships are formed where children and adults share common views and aspirations. The main task of partnership pedagogy is to overcome the inertia of thinking, the transition to a qualitatively new level of building relationships between participants in the educational process. This task is realized in the joint activities of teachers and students, teachers and parents, which involves mutual understanding, unity of interests and aspirations for the personal development of students. The framework conditions are summarized, which include six main types of parental activities that unite the family, school, and community in a partnership, including: parenting; communication; volunteering; home study; decision making; cooperation with the community. The principles of pedagogy of partnership according to the NUS Concept are determined: respect for the individual; friendliness and positive attitude; trust in relationships; dialogue – interaction – mutual respect; distributed leadership (proactivity, the right to choose and responsibility for it, the horizontality of connections); principles of social partnership (equality of the parties, voluntary commitment, mandatory implementation of agreements). It has been found that partnership pedagogy defines a truly democratic way of cooperation between teacher, child and family, which does not reject differences in their life experience, knowledge, but provides unconditional equality in the right to respect, trust, friendliness and mutual demands. ; У статті досліджено концептуальні засади педагогіки партнерства та обґрунтовано важливість взаємодії учителя із сім'єю молодшого школяра. Визначено, що для сучасного суспільства принципово важлива орієнтація партнерської діяльності вчителя, адже процес взаємодії із сім'єю є активним та успішним за умови, якщо батьки відчувають глибоку зацікавленість у вихованні дитини, якщо вони – партнери. З'ясовано, що педагогіка партнерства визначає істинно демократичний спосіб співпраці педагога, дитини та родини, який не відкидає різниці в їхньому життєвому досвіді, знаннях, але передбачає безумовну рівність у праві на повагу, довіру, доброзичливе ставлення і взаємну вимогливість.

The article explores the conceptual foundations of partnership pedagogy and substantiates the importance of teacher interaction with the family of a junior student. It is determined that for modern society the orientation of the teacher's partnership is fundamentally important, because the process of interaction with the family is active and successful, provided that parents have a deep interest in raising a child, if they are partners. The subject-subject interaction "student-teacher-parent" involves the family in the educational process, through cooperation with the school. The teacher should be a friend to the child, a mentor and companion to the parents. It is characterized that the content of partnership pedagogy is a democratic and humane attitude to the child, providing him with the right to choose, to his own dignity, to respect, the right to be as he is, and not as the teacher wants to see him. Partnerships are formed where children and adults share common views and aspirations. Partnerships are formed where children and adults share common views and aspirations. The main task of partnership pedagogy is to overcome the inertia of thinking, the transition to a qualitatively new level of building relationships between participants in the educational process. This task is realized in the joint activities of teachers and students, teachers and parents, which involves mutual understanding, unity of interests and aspirations for the personal development of students. The framework conditions are summarized, which include six main types of parental activities that unite the family, school, and community in a partnership, including: parenting; communication; volunteering; home study; decision making; cooperation with the community. The principles of pedagogy of partnership according to the NUS Concept are determined: respect for the individual; friendliness and positive attitude; trust in relationships; dialogue – interaction – mutual respect; distributed leadership (proactivity, the right to choose and responsibility for it, the horizontality of connections); principles of social partnership (equality of the parties, voluntary commitment, mandatory implementation of agreements). It has been found that partnership pedagogy defines a truly democratic way of cooperation between teacher, child and family, which does not reject differences in their life experience, knowledge, but provides unconditional equality in the right to respect, trust, friendliness and mutual demands. ; У статті досліджено концептуальні засади педагогіки партнерства та обґрунтовано важливість взаємодії учителя із сім'єю молодшого школяра. Визначено, що для сучасного суспільства принципово важлива орієнтація партнерської діяльності вчителя, адже процес взаємодії із сім'єю є активним та успішним за умови, якщо батьки відчувають глибоку зацікавленість у вихованні дитини, якщо вони – партнери. З'ясовано, що педагогіка партнерства визначає істинно демократичний спосіб співпраці педагога, дитини та родини, який не відкидає різниці в їхньому життєвому досвіді, знаннях, але передбачає безумовну рівність у праві на повагу, довіру, доброзичливе ставлення і взаємну вимогливість.

Розглянуто соціально-економічні умови розвитку системи професійної підготовки майбутніх вчителів початкової освіти в країнах Східної Європи. Узагальнено, що від початку соціально-економічних трансформацій в країнах регіону у 1990 р. розпочався демократичний розвиток освіти і сформувалися нові системи професійної підготовки педагогів, у т. ч. вчителів для початкової ланки освіти. Вказано, що в процесі розвитку освітніх систем країн Східної Європи в 1990-і роки були сформульовані і почали реалізовуватися практичні універсальні цілі освіти, включаючи початкову. Показано, що зміни в соціально-економічному, культурному, геополітичному контексті Європи зумовили трансформацію цілей і завдань освіти, які нині спрямовані на її наближення до реального життя. Відзначено, що соціально-економічні трансформації в країнах вказаного регіону позитивно вплинули на підвищення рівня і зростання якості національних освітніх систем. ; The article deals with the study of socio-economic conditions of the development of the system of professional training of the future primary school teachers in the countries of Eastern Europe. The study highlights the experience of development of educational systems in the countries of Eastern Europe beginning with 1990. It is generalized that since the beginning of socio-economic transformations in Eastern European countries, democratic development of education has begun and the new systems of professional training of pedagogues have been formed. Studying the experience of development of the educational systems in the countries of Eastern Europe in the early 1990-s formed a series of general practical universal goals: breaking away from the centralized management to decentralized management and leadership; the movement towards political pluralism and more democratic governance models; the movement towards the more open, civil society, in which the role of the individual is substantially increased; creation (reproduction) of the deep sense of national identity both inside the country and internationally; promotion of economic growth under the conditions of global competitive market economy; promoting more active political, economic and social cooperation in Europe. It is noted that the changes in the socio-cultural, economic, geopolitical context of Europe have led to the transformation of the goals and objectives of education, which are now aimed at bringing it closer to real life. After the entry of the Eastern European countries into the European Union, the main problems of the development of pedagogical education were the definition of goals and priorities of the development of higher pedagogical training in each country; the definition of priorities in the sphere of higher education in the process of integration of the states into a single European educational space. The main problems, which higher pedagogical education in the countries of the EU currently faces, have been singled out in the article. The analysis showed that in the process of socio-economic transformations, changes were introduced in the content of curricula for the training of the future teachers for the primary level of education. It is noted that socio-economic transformations had a positive impact in the countries of the region as for improving the educational level of the population.