The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); “Square of Values” methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass’s questionnaire on orientations entitled “Personality orientations”, Henning’s methodology called “Structure of Interests”, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.

Trends in development of folklore studies in the research and education space at

У статті обґрунтовано необхідність збалансованого розвитку багатомовної і рідномовної освіти з метою збереження і примноження мовного розмаїття, аксіокультурного розвитку кожної особистості, яка повинна мати чітку національно свідому і полікультурно толерантну світоглядну позицію. Узагальнено законодавчо-нормативні засади розвитку рідномовної освіти України з урахуванням документів ЮНЕСКО та України. Висвітлено досвід проведення за ініціативи Кафедри ЮНЕСКО «Неперервна професійна освіта ХХІ століття» Національної академії педагогічних наук України, Інституту педагогічної освіти і освіти дорослих імені Івана Зязюна НАПН України щорічного вебінару «Рідномовна і багатомовна освіта у контексті сталого розвитку» до Міжнародного дня рідної мови ЮНЕСКО 21 лютого. Узагальнено місію Кафедри ЮНЕСКО в об’єднанні громадськості, освітян, науковців у напрямі забезпечення збалансованого розвитку багатомовної і рідномовної освіти в Україні. Визначено перспективи утвердження рідномовної освіти в Україні на законодавчо-регулятивному і організаційно-педагогічному рівнях.Окреслені перспективи розвитку рідномовної і багатомовної освіти створюють підвалини для утвердження принципів гуманізму, культуроцентризму, полікультурності, поваги до «спадщинних» мов, які функціонують у суспільстві, а отже — до етнічного різноманіття, мовної диференціації.

The pedagogical partnership as a priority of modern pedagogical education in assuring the quality of a modern teacher’s training is being characterized. The experience of the pedagogical collaboration of Ivan Ziaziun Institute of Pedagogical and Adult Education of the National Academy of Educational Sciences of Ukraine and Sumy Makarenko State Pedagogical University in the process of long-term creative, scientific, and educational cooperation are presented. The experiment’s results, carried out to improve the quality of philology teachers training and their professional development within the activities of Ukrainian Language and Literature Teachers Professional Development Resource Center, the research laboratories “Researcher's Academic Culture” and “Teacher-Philologist Mediaculture” of Sumy Makarenko State Pedagogical University, are summarized; the achievements in the implementation of researchers’ and teachers’ professional communication are characterized; the specifics of partnership interaction within educational projects are analyzed.

The article outlines the legislative and regulatory framework for ensuring mother tongue teaching in the context of Ukrainian realities, identifies valuable educational practices of mother tongue teaching in Sweden, and on this basis identifies possible recommendations taking into account Ukrainian realities at the legislative, regulatory, organizational, and pedagogical levels. By using a range of research methods, the article presents important aspects of the problem of mother tongue teaching in Ukraine: the content analysis method allowed to determine the priorities of mother tongue and multilingual education based on the study of legislative resources, documents issued by UNESCO, the Council of Europe, etc.; through theoretical analysis clarified the essence of the concepts of «mother tongue education» and «mother tongue teaching»; application of the scientific extrapolation method enabled to identify opportunities for mother tongue teaching in Ukraine based on the experience of Sweden. The following educational practices of mother tongue teaching based on the experience of Sweden can be valuable for Ukraine: recognizing a single state language at the state level; ensuring conditions for the development of multilingualism; conducting regular monitoring studies on the problems of mother tongue teaching and studying support for multilingualism in education; need to improve the quality of bilingual teacher training based on in-depth mastery of the resource wealth of the mother tongue and languages of national minorities; development of informal mother tongue education for children and adults. Keywords: mother tongue teaching; mother tongue education; multilingual education; Sweden, Ukraine; bilingual teachers; language policy.