Training of Future Teachers for Work with Preschoolers under Martial Law in Ukraine

Larysa Zdanevych, Tetianа Tsehelnyk, Kateryna Kruty, Olha Reipolska, Iryna Uliukaieva, Nadiia Frolenkova


The article is aimed to check the effectiveness of the formation of professional competencies of future specialists in preschool education facilities under martial law. A structural-functional model was chosen as an experimental model of competence formation. Methods. The paper used interviewing and testing techniques, the method of expert analysis of students’ educational achievements. To identify the psychological characteristics of students’ educational motivation, we used the method for studying the motivation of learning at a university by T. I. Ilyina. The Welch's t-test and Student's t-test were used to comparing the levels. The results. Professional motives began to dominate in the majority of students (24%) after the end of the first stage of the experiment and the number of students who have formed professional competences increased significantly at the end of the experiment (4.8). It has been proven that the motivational-value component (2,8) plays a key role in the structure of the student’s professional competence. The results of the experiment allow us to conclude improvement of the levels of formation of future educators’ professional competence. The creative component showed special dynamics (58%). Conclusions. Despite the state of war, the structural-functional model demonstrates positive results in the formation of professional competencies. Prospects for further research should focus on the effective methods of organizing the educational process in wartime.

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Copyright (c) 2022 Larysa Zdanevych, Tetianа Tsehelnyk, Kateryna Kruty, Olha Reipolska, Iryna Uliukaieva, Nadiia Frolenkova

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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