INNOVATIVE MODELS OF TEACHER PREPARATION: INTERNATIONAL EXPERIENCE FOR UKRAINIAN NATIONAL EDUCATION
DOI:
https://doi.org/10.28925/2412-0774.2025.3.13Keywords:
digital technologies, educational models, emotional resilience, institutional resilience, international experience, New Ukrainian School reform, pedagogical innovations, teacher preparation.Abstract
The article addresses the problem of modernizing the system of teacher education in Ukraine through the lens of international experience. In the 21st century, the teacher emerges as an agent of educational transformation, an innovation leader, and a driver of social change. In the context of war, numerous challenges, and digital restructuring of the learning environment, the development of a comprehensive model of teacher education becomes particularly relevant. Such a model should combine institutional resilience, practice-oriented approaches, emotional stability, and digital competence. The aim of the study is to analyze international models of teacher preparation, to classify them according to organizational and managerial, content-technological, and information-technological approaches, and to identify the potential for their adaptation in the Ukrainian educational context. The methodological framework is based on an interdisciplinary approach that integrates pedagogical, managerial, and sociological perspectives. The article presents a review and critical analysis of models such as continuous professional development programs, teacher-leader model, pyramid model of emotional growth, value-added model (VAM), teacher residency, collaborative inquiry-based model, pedagogical content knowing (PCKg), as well as innovative digital frameworks, including the Microsoft Education Transformation Framework. Their relevance to the objectives of the «New Ukrainian School» reform, the challenges of wartime, and the priorities of post-war recovery is demonstrated. The findings allow to define strategic directions for the transformation of teacher education in Ukraine and to identify tools for ensuring the quality, flexibility, and resilience of teacher preparation in contemporary conditions.
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