TEACHER TRAINING FOR THE NEW UKRAINIAN SCHOOL: VECTORS OF TRANSFORMATION
DOI:
https://doi.org/10.34142/2312-1548.2026.66.05Abstract
The article substantiates that a comprehensive transformation of the system for training future teachers – encompassing scientific, methodological, and technological dimensions – is a key prerequisite for the successful implementation of the New Ukrainian School (NUS) reform and for improving the quality of mathematics education in Ukraine. The priority of the competence-based approach in teacher education under the conditions of the NUS reform is demonstrated. The significance of digital resources in creating a modern learning environment for future teachers is highlighted.
The study shows that an important vector of transformation is the active involvement of university scholars in developing educational and methodological support for NUS, including model curricula (for Grades 5-9 and 10-12) and next-generation textbooks. This activity enables university instructors to remain informed about current innovations in school education, ensures continuous high-quality methodological training of graduates, and provides practicing teachers with a flexible toolkit for teaching mathematics (electronic supplements, materials for formative assessment) adapted to the challenges of contemporary schooling.
An analysis of faculty participation in international projects (under the auspices of UNESCO and GPE) indicates a high level of integration of Ukrainian mathematics education methodology into the global educational context. The development of specialized online courses for NUS trainers facilitates the rapid dissemination of best practices and provides high-quality academic support for practicing teachers nationwide.
It is established that the renewal of bachelor’s and master’s degree programs enhances students’ practical readiness to work within the NUS framework. The introduction of methodological-cycle courses, the use of visualization tools (mind maps), and the focus of independent work on comparative analysis of alternative textbooks foster future teachers’ ability to critically select learning content and effectively use artificial intelligence tools (Google Gemini, ChatGPT‑5).
The study confirms the effectiveness of a comprehensive approach that combines academic training with student involvement in socio-educational initiatives (“Skovoroda Hub”) and scholarly discussions (conferences, round tables), thereby strengthening their professional competence and readiness for innovative pedagogical activity.
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