ДО ПИТАННЯ ПРО МОДЕЛЬ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ В УНІВЕРСИТЕТАХ УКРАЇНИ НА ОСНОВІ АВСТРІЙСЬКОГО ДОСВІДУ
ON THE QUESTION OF THE MODEL OF TRAINING FUTURE TEACHERS AT UKRAINIAN UNIVERSITIES ON THE BASIS OF AUSTRIAN EXPERIENCE

Summary/Abstract: In the article, based on the analysis of the scientific research on the subject of pedagogical models, the authors summarize the Ukrainian and Austrian experience of implementing the ideas of pedagogical models in the higher education system, mentioning both their common and distinctive features. Among the differences, the authors include: the possibility of admission to Austrian universities without knowledge of German and entrance exams, as opposed to the mandatory passing of the external exam in Ukraine for admission to higher education institutions; the cult of higher education in Ukraine, as opposed to its absence in Austria; the different organization of the educational system at universities in Ukraine and Austria, the difference in terms of obtaining a higher education and taking exams. Common features include compliance with the basic requirements of the Bologna Process in terms of the organization of the educational process; a comprehensive system of higher education, the existence of state and private universities; a broad profile of education in universities; the standardization of pedagogical training through a set of modern state documents; the two-subject specialization in the structure of training future teachers, etc. The results of the analysis suggest that pedagogical modeling, as a general scientific method, involves the reproduction of the properties of one object onto another in the research process, and the model is a system of elements that are mentally imagined and reflect certain characteristics, relationships, and functions of the object under study. The authors have found that work in these areas opens new opportunities in the formation of professional competence of future teachers as a complex integrative personal education, characterized by a set of values, theoretical, linguistic, methodological knowledge and skills, psychological and pedagogical skills in the organization of the educational process, which will allow you to successfully teach students and gain experience in practical activities in the process of selfimprovement in a multilingual educational environment. Thus, the developed model of teacher education at Ukrainian universities based on the Austrian experience consists of such components as the goal, methodological approaches, principles of organization of professional education, common and distinctive features of the experience of Ukraine and Austria, ways of implementing the Austrian experience in teacher education, and the outcome of education. All components of the model are interconnected and provide an opportunity to create a holistic system for improving the education of future teachers at Ukrainian universities based on the Austrian experience.

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