The article deals with the problem of the readiness of the literature teacher for the forming of the national identity of students in foreign literature lessons. The aim of the article is to outline the components of the foreign literature teacher’s readiness and his / her actions in the formation of students’ national identity. The following methods of scientific research were used to achieve the goal and to solve the set tasks: theoretical: analysis of sociological and psychological-pedagogical sources about national identity and ways of its formation in school youth – to substantiate scientific thesis of the research; empirical: analysis of conceptual scientific foundations of professional training – to determine the components of the readiness of the literature teacher to form the national identity of students; practical: problem-search, modelling, systematization – to prepare recommendations, models of lesson preparation by the teacher. Each literature teacher should have basic knowledge of the theory and practice of forming of the national identity of school youth. Without assimilation and respectful attitude to the national values of people, it is impossible to form the national consciousness of the students. The article identifies and describes the motivational and value, cognitive and activity components of the teacher’s readiness for forming the national identity of students in foreign literature lessons, approaches to learning: personal-oriented, national-oriented, cultural, dialogical, integration of knowledge-based, knowledge-integration active. The ways of formation of national identity of students in lessons of foreign literature are described, notes for the student, an algorithm of modelling of the lesson on national-patriotic education are offered. The offered methodical materials will help the teacher of foreign literature to be ready for effective solution of this problem. The result of forming a national identity of students will be conscious citizens-patriots of their country.

The article analyzes the phenomenon of academic freedom of teachers in the context of democratization of the educational process. It is proved that the academic freedom of the general secondary school teacher is the basic principle of modern educational reform in Ukraine. Academic freedom of the teacher implies freedom and independence in the issues of teaching, research, education (advanced training). It is substantiated that the intensification of the implementation of the principles of academic freedom in the practice of teacher work is connected with the processes of the bureaucratization of national education (2014 – present), as well as the implementation of the Concept of the New Ukrainian School (2016). Among the key components of the New Ukrainian School is a motivated teacher who «has the freedom of creativity and develops professionally». The concept also emphasizes the interconnection of academic freedom of the teacher with real institution autonomy and decentralization of management, and the New Ukrainian School can be successful in effectively combining these two components. An important direction of the state policy on ensuring the freedom of professional activity of teachers, democratization of the management of the educational process was the process of debureaucratization, which began in 2014 and envisaged the release of pedagogical staff from reporting, not stipulated by the legislation, as well as the ability to independently choose information resources, materials, materials teaching. In exercising the teacher’s right to academic freedom, there is a possible conflict of interest that arises between the individual teacher and the general staff of the educational institution, whose rights are exercised through a self-governing body – the pedagogical council. The resolution of the conflict between the right of the institution of education to academic autonomy and the right of the teacher to academic freedom depends on socio-political, economic factors, but, as a rule, public, collective interest prevails.

The article is devoted to the practical aspects of forming the professional readiness of preschool teachers for life-long professional development. It is shown that the professional development of practicing teacher can be embodied in certain forms, in particular: specialized on-the-job training; coaching and / or advisory interactions with the professional oriented communities sharing the experience or peer training groups. In the article it is stated that pedagogical trainings are the effective form of methodological work in the preschool education establishment, the main purpose of which is the formation of readiness of teachers for professional development during life. The advantages and difficulties in conducting trainings are outlined. It is pointed out that the success of the training depends crucially on the so-called «group effect». The authors provide a description of the content characteristics and practical importance of various forms of methodological work in pre-school educational establishment, in particular: trainings, certified courses (innovative form of professional growth of teachers), business games (form and method of active teacher training), exercises (a method of teaching that involves purposeful learning), repeated repetition of certain actions or operations for the purpose of formation of skills), methodical associations (structural unit of the methodical service of the educational establishment providing the educational training, methodical research and experimental work), training (acquisition by a person experiences the tasks and responsibilities of a specialty) and others. Examples of trainings, business games and exercises, directions for methodological associations, workshops, and internship topics are provided with a clear description of their goals and objectives. It is shown that the professional growth of a preschool teacher depends on a set of different factors, including the level of motivational readiness generated and the selection of interactive forms and methods of methodical work that are appropriate to use in working with preschool teachers.

The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of continuing education strategies in national systems is recognized as one of the priority areas and fundamental principles of educational system development in EU countries, which direct the national policy of their countries to implement the concept of lifelong learning and encourage higher education institutions increase access to education for different age groups. The system of continuing education is divided into three components. The first – additional professional education – contributes to the formation of the professional basis of human resources of the modern high-tech economy. The second component of the system of continuing education provides various groups with the opportunity to adapt to changing living conditions. The third component of the system of continuing education provides for the satisfaction of various individual educational needs of citizens. The implementation of the concept of continuing education is aimed at covering the educational programs of all people – from the youngest to the elderly. Attention is focused on finding ways to democratize access to education, increase the value of knowledge, increase investment in education and bring it closer to the consumer. The study and analysis of international documents on continuing education is necessary for the further development of the education system of Ukraine, which corresponds to the general trend of development of education systems in European and global space

The article highlights the requirements for the professional competencies of English teachers in EU countries. It is emphasized that one of the most important legal documents, which determines the requirements for competency and professional training of English teachers, is the Guidelines for Teachers of English to Speakers of Other Languages (TESOL). The requirements for an English teacher in EU countries are: compliance with the recommendations and guidelines of the educational programme from top to bottom; use of recommended textbooks and teaching materials, but in fact, teachers can independently develop their own textbooks and manuals, as well as supplement existing ones; development and administering of tests; preparing students for exams. The development of requirements for an English teacher provides a detailed discussion of competencies, in particular: ability to plan educational activities specifically and to perform them in the classroom in accordance with the previously prepared programme; proficiency in flexible adaptation to students’ questions and answers; ability to control the work of students; competency to recognize, analyse and enable students to overcome difficulties in the learning process and to develop their individual abilities. The assessment of English teachers’ competencies in EU countries proves that they must be clearly defined and agreed in a professional standard. It is generalized that in European countries there are different social needs and requirements for an English teacher that is why it is impossible to determine one «ideal set of requirements» for the professional competencies of an English teacher. However, the above mentioned competencies are certainly a guarantee of a positive learning experience and will increase the chances of an English teacher to become successful in professional career. The analyzed requirements for the professional competencies of English teachers, in our opinion, are an attempt to respond to the challenges of modern globalized society in the need for international integration and free communication. We believe that it is advisable for our state to take these requirements into account developing the national professional standards for foreign language teachers

The article analyzes the national context of higher education reforms in Southern Europe, based on broad source analysis. The author has found out that the countries of Southern Europe (Spain, Italy, Portugal, and Greece) are distinguished by the national peculiarities of institutional transformations in the field of higher education, demonstrate the experience of successful implementation of the EHEA educational policy, taking into account the national priorities and historical traditions of higher education. A qualitative approach was applied when judging the level of involvement in quality assurance (QA) agencies in Eastern Europe. To implement the national Laws on Higher Education, harmonized with «Standards and Guidelines for Quality Assurance in the EHEA», agencies & HEIs in Spain, Italy, Portugal and Greece emphasize quality assurance procedures focused on learning, teaching, and research output. The article highlights organizational, content and procedural activities of higher education QA agencies. The competencies of national agencies have been characterized in the article. Study findings identified the trends in the implementation of the European concept of QA in higher education: the institutionalization of national systems, articulation of consistency with EU documents, national legislation; the scientific and educational collaboration in different fields of activity; internationalization and visualization of the agencies’ activities in the international educational space. It is concluded that general trends determine the directions of dynamic organizational and procedural changes in national higher education systems. Particular attention in the article is paid to the internal QA systems in HEIs under the guidance and with methodological support national agencies provided. The general and specific procedures of external and internal quality assurance in the countries of Southern Europe have been described. From the material presented in this paper, the following theme may require further attention: examining quality frameworks and quality assurance standards in Eastern Europe.

The results of the analysis of the scientific works that directly or indirectly reveal the content of the concept of «scientific and pedagogical potential of university» are presented. Attention is focused on the features, properties and relationships of this pedagogical phenomenon described by different authors. According to the results of the analysis, it is concluded that this concept is in the process of shaping, so there is no terminological unity in relation to it. The analysis did not reveal the characteristics of the scientific and pedagogical potential of University as a system with certain elements and connections. The authors use the terms «scientific and pedagogical potential of higher education institutions», «scientific and pedagogical potential of higher education», «scientific and pedagogical personnel potential» as synonyms in various contexts. However, most of the authors describe scientific, personnel (pedagogical), and innovative potentials separately. Therefore, shaping the concept of «scientific and pedagogical potential of University» becomes relevant both in the scientific and practical sense. On the basis of the main tasks of institutions of higher education specified by Law of Ukraine «On Higher Education», it is concluded that the scientific-pedagogical potential of University, in addition to the mentioned constituents, is characterized by educational and research environment, resources and opportunities provided there. In shaping a comprehensive concept of «scientific and pedagogical potential of University», all of them should be taken into account. The features and characteristics identified during the research that are directly related to the scientific and pedagogical potential of University, the mission of universities as educational and scientific centers allowed us to build a construct of the concept under study. At the institutional level, its components are represented by University’s human resources; material, technical and information resources for teaching, training and research; by a network of structural divisions that provide training applicants for higher education as well as research activities of scientific – pedagogical workers; educational and managerial innovations; the volume and level of scientific results and educational services; channels and mechanisms of internal and external communication; the results of integration into the world educational and scientific space; and the activity of subjects of the educational process. We do not consider the concept of scientific and pedagogical potential to be the only and exhaustive one. However, the resources, characteristics, and indicators taken as a basis will contribute to further shaping the concept under study. It is predicted that the process of shaping the concept of «scientific and pedagogical potential of University» will continue with the participation of the general scientific community.

The aim of this paper is to track, record and highlight the implications of the application of market principles in education. The supporters of the above mentioned view, consider that the pedagogical science is allowed to provoke to its clientele neither «spleepiness» nor fleeing. On the contrary, those who oppose the application of the principles of the market in education, consider that by the logic of the market, schools and universities are turned into businesses and students into a two-category workforce, depending on their degrees and financial capacity. Through the examination of labour market’s implementation in education, the aims that are served and the social inequalities which are established, become apparent. Moreover, in this paper, an effort is attempted to highlight the true nature of education and the role that all participants in the educational system should play.

Servant leadership has been one of the most preferred styles of leadership in education due to its underlying principles. This exploratory study aimed to examine the university teachers’ use of servant leadership principles by students’ reported experiences. It utilized a mixed-method approach. A questionnaire was sent to 111 college students after conducting a pilot, passing the reliability test, and applying sample size formula. The semi-structured interviews were also taken from 11 participants who were sophomore and junior students in the English Department, Faculty of Letters and Humanities. The data was analyzed through color-coding, thematic and statistical analyses. This study narrowed its scope by only focusing on the principles of listening, persuasion, commitment to the growth of others, and community building. It tested the correlation between these principles and examined the relationships between the reported use, gender, and schooling years. The results revealed that the practiced servant leadership principles were pretty at a high level except for the commitment to others’ growth principles (M= 3.6). It also found that gender was not a robust predisposing factor, whereas years of schooling influenced the students’ reported experiences about their teachers’ use of servant leadership in the classroom. The principles also proved to be correlated after conducting the Pearson correlation test. The study concluded with suggestions and further implications that could improve the quality of instruction in the classrooms and educational institutions. It is highly suggested to establish leadership centers in both public and private higher education institutions to provide various leadership trainings for students, teachers and staff to enhance the quality of education.

The article provides a theoretical analysis of the problems of scientific research dedicated to training of specialists for the economic industry. As a result of the theoretical analysis, the classification of modern researches on the problem of training of future economists has been carried out: 1) research that examines problems that are common not only for the training of future economists but also systemic problems for other specialists’ training; 2) research that analyzes the problems aimed at preparation of future economists for a certain type of activity necessary for their profession, or is related to the ways of improvement of the quality of future economists’ professional training as well as the formation of pedagogical competence among future specialists in the economic field, that is, the training of teachers of economic disciplines; 3) scientific research on comparative professional pedagogy related to training of specialists in economic specialties in other countries of the world. There has been presented the classification of scientific research related to the scientific degree for which the research was submitted: in doctoral dissertations there were raised the problems which are systemic for training of not only future economists but other specialists too. A candidate level research is more focused on individual problems of future economists’ professional training, improving the quality of professional training of future economists. It has been stressed that studies aimed at studying foreign experience of economists’ training are still not sufficient, although due attention is paid to such countries as the USA, Great Britain and Germany. The research aimed at studying the experience of the Republic of Poland, which is Ukraine’s neighbour and is close to it in culture and history, has been noted as insufficient.

The article highlights the features of content and technology support of personal and professional development of future teachers in the process of educational practices. Abovementioned ideas are presented here in an anthropological dimension. Personal and professional development of students is shown as a process aimed at modelling the personal and professional qualities of future teachers, ability and willingness for development and self-development. Specifics that have been named are for producing new ideas and practices based on acquired knowledges for creation own trajectory of professional development. The value-personal, search and research, reflective components and the 21st century skills are defined as important components of personal and professional development of students. The exploration describes empirical results of research on the formation of abovementioned components in students of specialties «Preschool education» and «Primary education» before their practices. It has been found that future teachers strive for personal and professional development however they don’t have enough skills to plan their actions of self-development. According to the empirical results of this study the scientific and pedagogical staff of Department of Pedagogy and Psychology of Pedagogical institute of Borys Grinchenko Kyiv University developed programs and recommendations for the organization of educational practices. The article describes the content, forms, methods of development of components of personal and professional development of students in the course of educational practices conducted in the preschool and primary school institutions in Kyiv. The essence of such interactive forms as: a roadmap, reflection, a blog, an individual portfolio of personal and professional growth is revealed. The proposed forms of work contribute to the students’ willingness to evaluate the results of their professional activity, to form the ability to work as a team and alone, to be openminded to the opinions of others in educational space, to find new ways of solving pedagogical goals, etc. The empirical results of the study show the positive dynamics of students’ development in value-personal, search and research, reflective components and 21st century skills in the course of proposed forms of work. This testifies to the effectiveness of the created content and technology support for the development of components of personal and professional development of students in the process of educational practices.

In the article the peculiarities of forming of future teachers’ readiness for the organization of pedagogical partnership in pre-school educational establishments and elementary schools are revealed. Psychological and pedagogical researches concerning scientific interpretations of the concept of readiness in future teachers for professional activity are analyzed. The basic technologies and methods, which are used to form readiness of future teachers to organize pedagogical partnership in the teaching of pedagogical disciplines, are explained. The features of application of different technologies (situational modeling, dialog, personal oriented, communicative) and methods (research tasks, thematic projects aimed at solving educational problems on different sociocultural topics (problems), which have shown their effectiveness in forming readiness to form readiness, are characterized to a pedagogical partnership. In the course of studying the content module «Pedagogical Partnership» of the integrated course «Pedagogy» for students of 1–2 year of specialty «Preschool education» and discipline «Didactics of elementary school» for students of 1–3 course of specialty «Elementary education», that the pedagogical partnership not only contributes to the creation of an effective educational space for preschool education and general secondary education, while ensuring unity in the education and training of preschool and primary school children, but also psychologists but comfortable conditions for each participant of the educational process is an important mechanism for quality assurance. Based on the results of the study, the essence of the concept of «future teachers’ readiness for the organization of pedagogical partnership in educational institutions» is defined as an integral formation, which includes the ability to communicate with the participants of the educational process, willingness to interact, design a model of optimal behavior in different situations and situations as subjects of educational activity, and various social institutions for the sake of full, comfortable stay of the child in educational essays.

The article deals with the role of the scientific libraries in ensuring principles of academic integrity as a component of higher education quality. The basic principles of academic integrity (honesty, trust, fairness, respect, responsibility) have been analyzed. The importance of these principles in the academic environment has been substantiated. The participation of the scientific libraries in raising awareness of plagiarism, correct citing using APA and MLA has been covered. Librarians’ possibility to do much more in ensuring academic integrity has been found out. The role of the scientific libraries as data quality hubs has been highlighted and their functions as centers where much of the institution’s research and publishing come together. The role of a librarian in promotion of academic integrity practices has been stated in the article. The importance of understanding internal and external factors that cause academic dishonesty has been stressed. The experience of Ukrainian scientific libraries in ensuring the principles of academic integrity has been studied. The role of the Ukrainian Library Association in realization of principles of academic integrity has been stated. starting in 2016, the Ukrainian Library Association has created the project «The Culture of Academic Virtue, the Role of Libraries» which is supported by the US Embassy in Ukraine. Representatives of various scientific libraries that are directly interested and involved in observing academic integrity in their institutions can take part in this project. The acquisition of competencies in the observance of academic integrity has been recognized as a long process of training and improvement. The beginning of the Movement for Academic Integrity in Ukraine has been highlighted. The role and experience of libraries in ensuring the principles of academic integrity with be the subject of further research.

The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.

The article deals with the role of deontological culture in the process of teaching a foreign language at a technical university as a factor of future managers’ formation. The article makes an analysis of domestic and foreign scientific literature devoted to the problems of deontological culture and professional ethics. The author gives her own notion to the concepts of «future managers’ deontological culture» and «future managers’ professional ethics». When choosing a method of teaching the foreign (English) language for specific purposes, aimed at the deontological culture development, a communicative approach was chosen. In the process of deontological culture development much attention is paid to business games and role-plays. The aim of these games is to model future managers’ professional situations that are related to the development of business communication ethics, behaviour and communication culture. In the process of games we develop the skills of trusting and empathetic communication, the ability to listen to future colleagues and clients. Much attention is paid to working with professionally-oriented texts. In the process of development of future managers’ logical and critical thinking, their personal and professional qualities we use such methods as: case method, project method, brainstorming, vocabulary replenishment, microphone. The author believes that these methods of deontological culture development in the process of teaching a foreign language will contribute to: improvement of students’ personal qualities, competences development, formation of behavioural skills in managers’ professional activity according to norms and rules of deontological culture. Further study becomes the problem of future managers’ business writing skills development as a prerequisite for becoming professionals