NATIONAL AND CIVIC IDENTITY OF THE FUTURE TEACHER AS A FACTOR IN PROFESSIONAL DEVELOPMENT: ACTUALIZATION OF HRYHORII SKOVORODA’S PEDAGOGICAL IDEAS

Abstract

The article provides a theoretical and methodological interpretation of national and civic identity as a component of the professional competence of future teachers through the perspective of Hryhorii Skovoroda’s philosophical and pedagogical legacy. The relevance of the value-based dimension of teacher education is substantiated in the context of contemporary social transformations, when teachers’ professional competence involves not only professional knowledge and pedagogical technologies but also a developed civic position, responsibility, value maturity, and awareness of belonging to the Ukrainian national and civic community. In this context, the potential of Skovoroda’s ideas of selfknowledge, inner freedom, spirituality, moral self-determination, and “kindred work” is actualized. The conceptual interrelationship between the categories of “self-knowledge,” “inner values,” “kindred work,” “responsibility to the community,” “national and civic identity,” and “professional development of future teachers” is revealed. It is argued that self-knowledge provides the basis for an individual’s value-based self-determination, awareness of professional vocation, and responsible attitude toward pedagogical activity. The idea of “kindred work” is reconsidered as a conceptual guideline for the professional self-determination of future teachers, in which personal self-realization is combined with social usefulness and responsibility toward others. National and civic identity is proposed to be understood as an integrative value-semantic formation manifested in awareness of belonging to the Ukrainian national and civic community, acceptance of its cultural and democratic values, and readiness to implement these values in professional activity. The pedagogical potential of Hryhorii Skovoroda’s legacy for contemporary professional teacher education is substantiated. A conceptual sequence for the formation of the future teacher’s value-based professional position is proposed: self-knowledge → inner values → professional vocation → “kindred work” → responsibility → civic activity → national and civic identity → professional development. The prospects of actualizing Skovoroda’s ideas in the educational process of a pedagogical university through reflective practices, professional self-determination, dialogical pedagogy, cultural and educational projects, and social initiatives are identified. It is concluded that Skovoroda’s philosophy can serve as an important value-semantic resource for developing professionally competent, nationally conscious, and civically responsible future teachers.