- Малихін, Олександр Володимирович (orcid.org/0000-0001-6042-6298), Арістова, Наталія Олександрівна (orcid.org/0000-0002-0943-8039), Ліпчевська, Інна Леонідівна (orcid.org/0000-0002-6901-5863), Павловська, Олена Валентинівна (orcid.org/0009-0007-3919-4163) and Борзенкова, Тетяна Андріївна (orcid.org/0009-0007-8315-3473) (2025) Організаційно-методичні умови допрофільного та профільного навчання в закладі загальної середньої освіти на засадах концепції Нової української школи: результати організаційно-підготовчого етапу всеукраїнського експерименту Український педагогічний журнал, 2. pp. 94-104. ISSN 2411-1317
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Abstract
The article presents the results of the first (organizational-preparatory) stage of the nationwide experiment on the topic "Organizational and Methodological Conditions for Pre-Profile and Profile Education in General Secondary Education Institutions Based on the Concept of the New Ukrainian School." The necessity of forming a continuous system of professional orientation for students, which takes into account their individual educational needs and ensures the continuity between pre-profile and profile levels of education, is substantiated. A comprehensive analysis of scientific and methodological literature, regulatory documents, and modern pedagogical practices in the organization of profile education was conducted. The research methods included analysis and synthesis of scientific sources, surveys, and teacher assessments. The results of diagnosing the readiness of teachers for the implementation of pre-profile and profile education confirmed their sufficient level of motivation, professional-pedagogical competence, and innovative culture. The article outlines the organizational measures carried out within the experiment, including scientific and methodological seminars, training sessions, foresight sessions, pedagogical council meetings, and the creation of an information bank of sources on pre-profile and profile education. The achievements of creative groups of educators working on improving methodological foundations and developing career-oriented educational programs are summarized. The research findings can be used in educational institutions to enhance the effectiveness of profile education implementation and develop recommendations for preparing teachers to work based on competency-based, activity-based, and student-centered approaches. Prospective directions for further research include the development of a model for profile education, adaptation of educational programs, and the implementation of a monitoring system for the quality of pre-profile training of students.
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