THE SPECIFICITY OF TRAINING A TEACHER OF PHILOLOGY AT THE BACHELOR'S LEVEL OF HIGHER EDUCATION DURING THE WAR: A CASE STUDY OF TEACHING EXPRESSIVE READING WORKSHOP

Abstract

The article considers the case of innovative adaptation of educational practices at Berdyansk State Pedagogical University, Ukraine, in the context of war and displacement. On the example of the EC «Workshop on Expressive Reading», which is provided at the first bachelor's level of HE (EPP «Secondary Education (Ukrainian Language and Literature) and EPP «Secondary Education (Ukrainian Language and Literature). Practical Psychology»), demonstrates the unique pedagogical experience of training a teacher-philologist. The specificity of the organisation of the educational process lies in the successful combination of methods and techniques during classroom, independent, and group work of higher education students. The interdisciplinary approach provided an opportunity to focus on the interaction of different types of arts, methods, practices, tools, which enabled students to improve their general and professional competences, develop a vision of their future profession. The article also presents an adaptive algorithm for organising the educational process, when students are offered a performance in the format of a stage reading of the fairy tale play by the contemporary Ukrainian playwright Nadiya Symchych «Starry Night, or Wish Come True!». It has been proven that the symbiosis of models that include online training and a physical meeting summary ensures not only the effectiveness of educational practices aimed at supporting academic continuity and improving the quality of education, but also provides therapeutic value, promotes emotional healing, and supports the mental health of all participants in the educational process. The unique experience offers insight into the potential of synthesising classroom and extracurricular activities in online and offline formats, the use and adaptation of expressive arts in war zones, challenges traditional educational practices and suggests a revision of pedagogical approaches, emphasising innovative learning. This case study contributes to a broader dialogue on the integration of art in education, especially in challenging circumstances, and highlights the resilience of the human spirit, demonstrating the ability of education to evolve and remain a source of strength even in times of war.