Educating History Teachers at the Faculty of History, V. N. Karazin Kharkiv National University

Abstract

The paper analyzes the professional education of teachers at the Faculty of History of V. N. Karazin Kharkiv National University in the period from the mid-20th to first quarter of the 21st centuries, with a focus on theoretical and practical training in close official and unofficial cooperation with secondary schools. The theoretical education of future teachers comprises both general courses and specialized course offerings that change in accordance with changing educational priorities. Particular attention is given to the role of the discipline “Methodology of History Teaching in Secondary School” and the formats of hands-on teaching experience offered to bachelor’s and master’s students today. The study examines the organization and content of this training, which makes it possible to trace the evolution of pedagogical education within a classical university model. The paper surveys the evolution of pedagogical education at the classical university, identifies the key factors of its effectiveness and prospects for its future development, and considers institutional practices for the formation of students’ pedagogical competencies and mechanisms for adapting educational programs to societal changes and challenges. It is noted that the Faculty of History has been able to preserve the systematic nature of pedagogical education in the face of the transformational developments and extreme challenges of the pandemic and war. The study shows that the success of educating new generations of history teachers is ensured by a set of interrelated factors: close interaction with secondary schools, involvement of school teachers in the educational process and extracurricular activities, flexibility in responding to shifts in educational policy, and combination of traditional and innovative teaching methods. It is also important to ensure opportunities for faculty to do original research in the field of teaching methodology and for students to develop their research competencies. Promising areas for improvement in pedagogical education are identified, in particular the creation of inclusive educational platforms that would bring together universities and secondary schools to work on shared projects, as well as the introduction of elements of dual education and further development of the mixed learning model for future educators. The paper stresses the long-term positive impact such initiatives can have on the system of pedagogical education in Ukraine.