Teaching practice in pedagogical institutions of higher education is an organic part of the educational process. It provides a combination of psychological and theoretical readiness of future teachers for future practical activities. The pedagogical practice contributes to the formation and development of pedagogical erudition, pedagogical goal setting, pedagogical thinking, intuition, ability to improvise, pedagogical optimism and pedagogical reflection. pedagogical specialties during educational and industrial practice in secondary schools. To accomplish this task, the authors distinguished educational-productive practice, because this type of practice, at the educational level of the bachelor, is provided in the final, 4-th course, after all the students have already a certain base of theoretical and practical knowledge. Research methods were theoretical: analysis, generalization, comparison; empirical: observation, studying of the products of students 'activity, questionnaires, conversations, interviews, discussion, testing, pedagogical prognostication, pedagogical experiment for revealing the results of experimental work; methods of mathematical statistics. Based on the results of the practice, as well as taking into account its organization and implementation, the authors conclude that the study is thorough, as well as its effectiveness for the formation of motivational-target, creative, practical, value-oriented, communicative competencies in graduates. As a result of the research, the criteria of the future teacher's activity in schools were derived (emotional-reflective; resultant-evaluative; motivational-prognostic; cognitive-cognitive), as well as levels for determining the quality of the student's teaching activity (adaptive, creative, sufficient). Besides, the study showed that students have profound and qualitative knowledge in specialized

У статті розглянуто євроінтеграційні процеси та перспективи розвитку системи вищої освіти в умовах військового стану. Проаналізовано складна ситуація і визначено проблеми вищої освітньої системи України в умовах військового стану, а саме: неспроможність майбутніх фахівців навчатися дистанційно через особистісні обставини; кількість майбутніх фахівців знаходиться на тимчасово окупованих територіях; неспроможність викладачів застосовувати інноваційні методи навчання в освітньому процесі.На підставі наукових джерел з'ясовано, що євроінтеграційні процеси в Україні під час війни продовжуються. У зв'язку з цим виконуються певні завдання вищої системи освіти, а саме: впровадження триступеневої системи вищої освіти та забезпечення європейських стандартів якості вищої освіти; створення національного реєстру кваліфікацій та імплементація механізмів визнання професійних кваліфікацій; впровадження освітньої програми молоді та спорту Erasmus+.Визначено перспективи розвитку освітнього процесу закладів вищої освіти в умовах військового стану, а саме: впровадження інноваційних методів в дистанційний освітній процес; організація освітнього процесу; психологічна підтримка майбутніх фахівців; забезпечення безпечного освітнього середовища.Таким чином, військовий стан суттєво впливає на систему вищої освіти. Але поряд з тим, дозволяє майбутнім фахівцям приймати обґрунтовані рішення в різних життєвих ситуаціях, сприяє самостійної думки, критичному мисленню та особистою відповідальності.Узагальнюючи вищесказане можемо стверджувати, що освітня галузь України, як і всі сфери життя суспільства, зазнала серйозних змін в умовах війни. Поряд з тим, це випробування для національної освітньої системи стало своєрідним стимулом, що є основою функціонування українського суспільства та надає перспективи розвитку всіх аспектів людського потенціалу, а саме: мисленню, духовним цінностям, шанування власної мови та культури; володіння етичними та моральними нормами; здатність говорити і захищати себе.

The current stage of development of higher education in Ukraine is characterized by a special intensity and scale of transformations, which envisage the formation of a holistic educational space based on the unification of national educational services markets, conditioned by globalization and integration processes. The training of scientific-pedagogical and pedagogical workers of higher educational institutions is considered in this context as an important prerequisite that ensures the modernization of education. In these conditions, the renewal of the content of the Master of Education training is of particular importance, it will equip a future teacher with the skills to integrate special psychological-pedagogical, methodological and didactic knowledge in the conditions of professional activity. A guideline on this issue is that European standards and recommendations for graduate students are formulated in the Dublin Descriptors and the European Qualification Framework. These European benchmarks, as well as the expansion of academic freedoms, changing educational paradigms require a fundamentally new content, methods and forms of the Master of Education training, the purpose of which is to shape the personality of a student as a teacher and professional of an institution of higher education who is able to independently and creatively think and act. The staff of the department of pedagogics of Pereiaslav- Khmelnytskyi Hryhorii Skovoroda State Pedagogical University developed the concept of educational activities in the specialty 011 Educational, pedagogical sciences, fields of knowledge 01 Education / Pedagogy. The concept provides for the formation of masters of education integrated competence, general and professional competencies. The development of these competencies will be facilitated by the introduction of a dual form of higher education. The dual form of getting higher education is a way of getting an education; it provides for a combination of training of applicants of higher education in institutions of higher education with training in workplaces in institutions, organizations and enterprises for obtaining certain qualifications, usually on the basis of a contract, with the performance of official duties. The high level of the Master of Education professional training in the conditions of the dual form of education is possible due to the mastering of the basics of the professional teaching activity of the teacher of the institution of higher education in real conditions; application of modern educational technologies of practical activity; the methodological readiness of a master of education to implement the educational process in institutions of higher education.

Introduction. Pedagogical universities are faced with the task of traininga teacher of a new genera-tion, ready for the development of a competent student, his or her talents, individual characteristics, and creative potential, which determines the change in the content of teacher education and its implementation. In particular, the problem of a future teacher’s training who is able to independently choose the content of education, design and integrate educational material, create educational projects, use effective educational technologies, design and manage the educational process is becoming rele-vant. The рurpose is to highlight the problems of a future primary school teacher’s training in accordance with the challenges of our time, in particular, integrated teaching that is based on humane and constructive interaction. The methodsof research – problematic, logical and comparative analysis of scientific and pedagogical litera-ture, scientific works of domestic researchers, comparison and generalization of the methodological foundations of psychological and pedagogical literature. Results. In modern conditions, integrated learning has become important, which corresponds to the individual characteristics of children, the development of their abili-ties and talents, based on an integrated approach. In the history of formation and development of the national education system there is considerable experience in the implementation of integrated education. The essence of the integrated approach is, in particular, to create inte-grated courses – subjects that adapt to the study and integrate knowledge of several sciences or kinds of arts; introduction of thematic days, which unite blocks of knowledge in different subjects, topics around one prob-lem in order to enrich the information and emotional per-ception, thinking, feelings of the student. Originality. The scientific novelty of the research re-sults is that for the first time a comparative analysis of the problems of implementation of integrated learning and the readiness of future primary school teachers for its implementation. Conclusions and specific suggestions of the author. In the present-day challenges, the problem of the readiness of future primary education teachers for integrated learn-ing on the basis of humane and constructive dialogue interaction, who is capable of working on the principles of partnership pedagogy, is becoming relevant. That is why in the process of future primary school teachers training for professional activity, higher education institutions must ensure their ability to: acquire, replenish and expand their knowledge about the peculiarities of pedagogical activities in primary school; to analyze the experience and educational practice of primary school in the most developed countries of the world; select an educational material in order to form inter-est in learning children; select and combine optimal forms, methods and means to achieve the goal in the educational process of primary school; provide and evaluate the consequences of the im-plementation of modern pedagogical teaching technolo-gies; be able to manage the educational process in order to prevent learning difficulties and conflict situations, stimulate students’ educational activities.

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