Regional museums as a resource for implementing the New ukrainian school concept in the process of preparing future geography teachers

Abstract

The article reveals the potential of regional museums as a significant educational resource in the context of implementing the New Ukrainian School (NUS) concept in the process of preparing future geography teachers. It emphasizes the need to reorient pedagogical education towards the formation of key competencies, including linguistic and communicative, subject-specific and methodological, information and digital, psychological, emotional and ethical, pedagogical partnership, inclusive, health-preserving, prognostic, organizational, evaluative and analytical competencies, and the ability to learn throughout life.

It is analyzed the integration potential of museum pedagogy as a platform for the development of interdisciplinary connections, the activation of cognitive activity, and the formation of a geographical worldview of higher education students. Particular attention is paid to the use of a local history approach, involving students in project-based, research, and excursion activities based on regional museums. It is emphasized that this form of work contributes not only to the assimilation of theoretical knowledge but also to the development of practical skills, the formation of a valuable attitude towards national cultural heritage, and the preparation of future geography teachers for the implementation of the content of the educational branch in general secondary education institutions. The article substantiates the expediency of the systematic introduction of museum resources into the content of professional training of geography teachers as an effective means of forming their professional competence in accordance with the requirements of NUS and the Professional Standard 'Teacher of General Secondary Education Institution'.

Engaging higher education students in various forms of museum activity – excursion, project-based, and research – contributes to the formation of professional competencies, the development of interdisciplinary connections, and the actualization of the local history approach in the educational process. The research results prove the expediency of purposeful integration of museum pedagogy into the system of higher pedagogical education as a condition for the implementation of modern educational standards and improving the quality of professional training for future geography teachers.