MODERNIZATION OF PROFESSIONAL TRAINING FOR EARLY CHILDHOOD EDUCATORS: INNOVATIVE METHODOLOGIES AS A TOOL FOR OVERCOMING CRISIS EDUCATIONAL CHALLENGES

Abstract

The article substantiates the need to modernize the content and forms of professional training of future educators in the context of overcoming modern crisis challenges. Based on the generalization of scientific literature, the authors prove that the integration of innovative tools into the educational process of higher education institutions for professional training of education seekers ensures the sustainable development of the preschool education system and the readiness of teachers to effectively function in a dynamic socio-cultural environment. The attention is focused on the potential of innovative methods, in particular case technologies, digital storytelling and immersive resources, as strategic tools for ensuring the continuity and quality of preschool education in conditions of martial law and digital transformation of society. In the course of research and experimental work conducted at the Department of Preschool Education of Bohdan Khmelnytskyi Cherkasy National University, the effectiveness of the «flipped learning» model and specialized practice-oriented events (workshops, discussion panels, digests) was verified. The content and results of the methodological activities carried out within the framework of production practice are summarized, which showed positive dynamics in the implementation of innovative tools by students in the real educational process. The increase in the methodological lability of master’s students when using case technologies, storytelling and digitalization of gaming activities in conditions of crisis challenges is empirically confirmed. An increase in the level of independence in choosing forms of inclusive interaction and the ability to organize a safe educational environment is recorded. The results of the study confirm that the convergence of traditional didactics with high-tech tools contributes to the formation of professional resilience, cognitive flexibility and readiness of future educators to design a safe educational space in destabilizing conditions. Conclusions are formulated regarding the prospects for implementing the results obtained in the system of professional education and continuous professional development of pedagogical personnel.