PEDAGOGICAL CONDITIONS FOR FORMING A HEALTH-SAFE EDUCATIONAL ENVIRONMENT IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PRESCHOOL AND PRIMARY EDUCATION

Abstract

The purpose of the article is to theoretically substantiate the pedagogical conditions for the formation of a health-preserving educational environment in the professional training of future teachers of preschool and primary education, to determine its essential characteristics, structural components and practical aspects of implementation in a higher education institution. The relevance of the study is due to the need to modernize the professional training of pedagogical personnel in the conditions of digitalization of education, martial law, the development of inclusive education, the growth of psycho-emotional stress on participants in the educational process and the need to create a safe, psychologically comfortable and health-preserving educational environment. The research methodology is based on a combination of environmental, competency, axiological and personality-oriented approaches using a complex of general scientific methods, in particular analysis, synthesis, comparison, generalization, systematization and interpretation of scientific sources, which made it possible to reveal the essence of a health-preserving educational environment, determine its structural components, generalize modern scientific approaches to the problem and substantiate the system of pedagogical conditions for its formation in the professional training of future teachers of preschool and primary education. The scientific novelty of the study lies in clarifying the content of the concept of «health-preserving educational environment» in the context of professional training of future teachers, developing an author's system of pedagogical conditions for its formation, which includes the formation of sustainable motivation of future teachers for healthpreserving professional activity, integration of the health-preserving component into the content of professional training, use of interactive and health-preserving educational technologies, creation of a psychologically safe and inclusive educational environment, development of partnership between all participants in the educational process. Also, practical aspects of implementing the proposed pedagogical conditions in the professional training of applicants for the first (bachelor's) level of higher education are determined, in particular through the integration of the health-preserving component into educational components, improvement of the organization of pedagogical practice, use of modern digital resources and application of criteria for assessing the effectiveness of the formed health-preserving educational environment. Conclusions. It has been proven that the effectiveness of the formation of a health-preserving educational environment is ensured by the comprehensive implementation of interconnected pedagogical conditions, the integration of health-preserving content into the professional training of future teachers, the use of modern educational technologies, the creation of a psychologically safe educational space and the development of partnership between all participants in the educational process. The practical implementation of the proposed system of pedagogical conditions will contribute to improving the quality of professional training of future teachers of preschool and primary education, the development of their health-preserving competence and readiness to create a safe, inclusive and health-preserving educational environment in their future professional activities