The article considers the issue of professional training of future preschool teachers. The example of a new training course for the specialty 012 Preschool education "Art Education of Preschool Children" presents opportunities to improve the quality of education and the formation of information culture of applicants for the second (master's) level of training by the means of information and communication technologies. The current state of the problem is analyzed and the contradictions in the process of teaching professional methods between the existing theoretical basis of professional training of future teachers and the insufficient level of professional competence of graduates, which is partly explained by the low level of motivation of many students to work in preschool education. The scientific research devoted to the application of information and communication technologies in the educational process, the definition of levels of readiness of students to use information and communication technologies and skills of the teacher who has mastered information and communication competence are analyzed. The article presents the results of a study of the levels of formation of artistic competence of undergraduates by motivational, emotional, intellectual, activity criteria and relevant indicators; methods of pedagogical diagnostics are specified. The principles, methods, and forms of using information and communication technologies in the context of the discipline "Art Education of Preschool Children" are revealed. The correlation between forms and methods of interaction of the teacher with pupils based on the use of information and communication technologies is shown. Factors of efficiency of use of information and communication technologies are defined: increase of interest of students to academic discipline, motivation to self-improvement and self-development, modernization of content of educational disciplines by innovative forms of interaction, methods, and receptions of formation of corresponding professional competence at future masters.

The article investigates the problem of increasing motivation for creative activity of future teachers with the help of training technologies. The studied experience of using training technologies allowed determining their potential to increase the motivation of future teachers to creative activities. Experimental application of training technologies was tested in training courses for future teachers “Psychology,” “General Pedagogy,” “Introduction to the Specialty.” Mathematical data processing methods and a software package for statistical analysis “Statistica” were used to analyze the obtained results and objectively consider the dynamics of change. Socio-psychological training is the most effective way to increase the level of motivation for creative activity of future teachers. Experimental research has shown that training should include a wide range of techniques, namely: icebreaker exercises, feedback games, game of social-perceptual orientation, communication games, psychotechnics aimed at problem solving, meditation, visualization.

El artículo aborda los aspectos teóricos y metodológicos de la formación profesional, la tecnología pedagógica de este proceso. El autor describe el concepto de formación de los futuros docentes. Se presenta una versión del modelo del desarrollo del interés cognitivo de los estudiantes sobre la base de tecnologías de la información y de la comunicación. Se dan las características de los criterios e indicadores del desarrollo del interés cognitivo de los estudiantes niveles. Las conclusiones se presentan en la perspectiva de modelado del proceso de aprendizaje teniendo en cuenta el desarrollo del interés cognitivo basado en tecnologías de la información y de la comunicación.

The study presents the brief analysis of existing concepts of pedagogical education; experience of foreign educational institutions in educators training presented. A number of important steps taken in 2020 by the Ministry of Education and Science and the Academy of Pedagogical Sciences of Ukraine, in the direction of coordinating the activities of the first, preschool level of the education system with the next, primary outlined. Development trends of modern higher education in Ukraine in the context of European integration: competence orientation, integrative approach to teaching professional disciplines, practical orientation, priority of moral and spiritual development of the teacher, use in the educational process of innovative, partner, interactive forms of work with students are identified. Strategic vectors of training of future preschool educators in Ukraine: academic integrity, integration of the content of educational disciplines, strengthening of ethical and aesthetic component of professional training, practical orientation of educational training, technologicalization and informatization of educational process, orientation of teaching methods on development of leadership skills, critical thinking, responsibility and independence of students in the process of gaining knowledge, readiness for life in the changing conditions of society are presented. The new strategy of training preschool teachers who will work in the conditions of constant transformational changes in society, development of information and nanotechnologies, network learning and communication is based on multiconceptual, interdisciplinary, integrated and systemic approaches. It provides an opportunity for future preschool teachers in the educational process to understand and maintain a balance between the pedagogical traditions of European rationalism and the sensory approaches of Ukrainian folk pedagogy according to the preschool-children education. The main focus of the strategy of training preschool teachers — shifting the emphasis from the teacher’s educational activities to the student’s activities, the transition from reproductive to a productive learning. In some EU countries, these issues have been successfully resolved, so their experience is being effectively implemented in the practice of training future preschool teachers in Ukraine.

У статті здійснено аналіз впливу концепції та основних ідей Нової української школи на організацію освітнього процесу в дошкільних закладах освіти (ЗДО), виділено основні напрями діяльності вихователів дітей дошкільного віку, що потребують змін: ознайомлення з концепцією нової української школи задля забезпечення наступності між дошкільним закладом і школою, посилення роботи у напрямі просвітництва батьків, введення гнучкого розпорядку дня для дітей, відмова від колективних занять як основної форми організації освітнього процесу, забезпечення дітям вільного вибору діяльності. Автором підкреслена необхідність перегляду змісту освітніх програм для закладів дошкільної освіти з метою перенесення акцентів з когнітивного на морально-етичні компоненти змісту. Зазначено, що основною метою ЗДО, у відповідності до Базового компонента дошкільної освіти  є формування життєвої компетенції дитини.