The article deals with the scientific approaches of the outstanding Ukrainian educator, philosopher, organizer of pedagogical education I. A. Ziaziun (1938-2014) on the essence and content of the «ideal teacher» training; the academic work of the scientist in the domain of author’s ideas about the formation of the future teachers personality in the system of professional training, the development of leading universal values, humanistic principles of education and upbringing have been analyzed. Creative approaches to the formation of a high level of pedagogical activity-action – a dominant component of pedagogical skills have been elaborated.The scientific-theoretical approaches of I. A. Ziaziun to consideration the preparation specifics of an «ideal teacher» at pedagogical institutions of education, the formation of leading values, which should become a pledge of professional and pedagogical activities have been revealed.I. A. Ziaziun’s beliefs that an «ideal teacher» should be picked up from the school desk have been distinguished. «Ideal teacher» is first and foremost a person who provides a high level of communicative interaction, because all problems of learning and education are associated with ineffective communication, which is based on the lack of trust in the creative ability of the student’s personality and disrespect for his personality spontaneity motivated search for interest and meanings. It has been determined that the specificity of the «Ideal Teacher» personality as a subject of pedagogical action, according to I. A. Ziaziun consists of his personal qualities, experience, appearance, manners, behavior.It is proved that humanistic orientation of the teacher’s personality influence on the student’s behavior for the purpose of his subsequent change. Teacher’s actions are subordinated to the real interests of the individual. In this sense, the humanist orientation fully corresponds to the main tasks of personality-oriented pedagogy – to help a person in determining the relation to himself, other people, the world around him and his professional activities.As an unsurpassed  aesthete and theorist  of pedagogical skill,  I. A. Ziaziun defended the most up-to-date value of teacher profession – the beauty of pedagogical action. The scientist convinced that the basis of human life is a feeling. Teachers, regardless of specialty, should be saturated with positive feelings of the environment of their students.

The aim of the article is to reveal the essence of pedagogical ideas of Mykola Leontovych, a composer and an educator, who defended the need for a closer connection of pedagogy and art, particularly in the field of professional training of future teachers in Podillia region of Ukraine during the late 19th into the early 20th centuries. The methodology of the study is based on the application of historical, chronological, cultural, and axiological approaches, which place the evolution of M.Leontovych’s views in a broad socio-cultural context. The creative scientific approaches of M.Leontovych regarding the necessity of mastering art in the system of vocational training of future teachers were emphasized; the basic principles of the interrelation of art and pedagogy in forming the personality of future teachers were substantiated.

Aim of the research is to validate the methodological approaches, developed by the authors, for the further use in the studies on historical pedagogy that within the regional aspect examine the processes of emergence of pedagogical education in Ukraine. For highlighting the issues of methodology of the historical and pedagogical research within the regional dimension, contemporary scientific approaches were used, including the integrated, systematic, activity, and synergic ones. The principles of objectivity, evidence, comprehensiveness, substantive analysis, of historical and logical coherence, of continuity, and systematic one were chosen as the main methodological grounds for the research. The study is novel in that it allows to assert: the mentioned methods of research with regard to its key concepts provide an opportunity to compare and trace the evolution and dynamics of development of the pedagogical education of the region within the defined chronological frame, shaping it as a complex, controversial process, influenced by many factors. The results prove that a research on pedagogical history should be grounded in holistic, historical and chronological, systematic, paradigm, structural, functional, axiological, and cultural studies approaches, be science-based, historically accurate, congruous with nature and culture. Within the scope of these approaches and principles, appropriate research methods should be used, i.e. empirical, general-science and specialized ones.