SOCIOCULTURAL SPACE OF HIGHER PEDAGOGICAL EDUCATION IN UKRAINE UNDER CONDITIONS OF ITS TRANSFORMATION (LATE 20TH – EARLY 21ST CENTURY)

Abstract

The article provides a historical and pedagogical generalization of the transformations of the sociocultural space of higher pedagogical education in Ukraine (late 20th – early 21st century). It substantiates that the development of pedagogical education unfolds as a multidimensional process determined by the influence of regulatory, institutional, and globalization factors. Based on contemporary scholarly approaches, the interpretation of the sociocultural space is уточнено as an integrative environment for the formation of the professional and value-based identity of the future teacher. The study is grounded in contemporary scholarly approaches to understanding education as a space of meaning-making, which made it possible to interpret the sociocultural space of higher pedagogical education as an integrative environment for the formation of the professional and value-based identity of the future teacher. Based on the analysis of the source base, three stages of its development have been identified: post-Soviet adaptation, institutionalization of sociocultural orientations and European integration, as well as the contemporary stage characterized by the increasing complexity of its structure. The initial stage is associated with post-Soviet adaptation, within which the sociocultural dimension of education had an implicit character and did not function as a distinct object of conceptualization. The subsequent development is characterized by the institutionalization of sociocultural orientations, driven by European integration processes and the implementation of the competency-based approach. The contemporary stage is marked by the increasing complexity of the sociocultural space, ensuring the integration of digital, communicative, and value-based components in the training of future teachers. It has been proven that at the contemporary stage the sociocultural space of higher pedagogical education acquires the features of an open dynamic system, enabling the integration of digital, communicative, and value-based components of the educational process. It has been established that transformations in education are accompanied by changes in the nature of pedagogical interaction, a shift from a normative knowledge-based model to a value-communicative one, and the strengthening of the role of the university as a sociocultural environment for the formation of the future teacher’s personality.