PROFESSIONAL DEVELOPMENT OF TEACHING STAFF OF PRESCHOOL EDUCATION INSTITUTIONS OF UKRAINE IN WAR CONDITIONS

Abstract

The article is devoted to highlighting current areas of professional development of pedagogical staff of preschool education institutions of Ukraine in wartime conditions. The changes in the forms and methods of professional activity of preschool teachers that occurred as a result of military operations on the territory of Ukraine have been described in the article.
Among such changes, the author has highlighted: changes related to the organization of education (suspension/interruption of the educational process, implementation of blended/distance learning depending on the security situation in the region, adaptation of educational programs, forms and methods of work for distance education); changes related to safety during educational interaction (creation of a safe space in the form of protective structures/simple shelters, teaching basic safety rules and an algorithm of actions during emergencies, organization of students’ activities in shelters); changes related to the psycho-emotional state of participants of the educational process (implementation of education and upbringing in war conditions, emotional burnout of teaching staff, signs of stress in children and their parents/guardians, provision of psychosocial support, the problem of restoring psychological comfort among children), etc.
The indicative topics of advanced training programs have been determined in view of the challenges facing national education in acquiring relevant knowledge necessary for professional activity. The material of the article will contribute to the construction of an individual trajectory of professional development for pedagogical staff in the preschool sector of Ukraine, taking into account the obstacles that have arisen in education in Ukraine today (adaptation of educational and educational methods to distance/blended learning, mastering new technologies and methods of work in a distance format, deepening knowledge and improving the implementation of psychosocial support, effective self-help techniques and supporting the physical, social and mental health and well-being of students).