The author of the dissertation theoretical generalized and made a new approach to solving the urgent tasks, which consisted in a substantiation and experimental verification of pedagogical conditions of preparation of teachers-philologists for Ukrainoznavstvo work in the school. Based on the analysis of philosophical, sociological, psychological and pedagogical sources the position of investigated issue in the pedagogical theory and practice was found out. The essence of concepts "Ukrainoznavstvo work in the school", "commitment to Ukrainoznavstvo work in the school" were refined, the connection suck concepts as "Ukrainoznavstvo" and "ethnology" as a generic and specific were emphasized, defined the content, structure and role of Ukrainoznavstvo in the preparation of the future teacher-philologist. The essence of such concepts as "preparation of students-philologists for Ukrainoznavstvo work in school" was defined (formation of necessary motivations, attitudes, and experiences. The purpose of the work that teacher should organize and carry out - introduction spiritual and material culture of Ukrainian people, formation of national identity, moral, political, patriotic, civic and other qualities). The willingness of teachers-philologists for Ukrainoznavstvo work in the school is viewed as a complex of personal, psychological and professional features of the future teacher, covering motivational-value, cognitive and practical spheres of activity-teaching activities, enabling them successfully implement teacher interaction in the educational process of the school. The components, criteria, indicators were defined and the preparation levels of readiness of students-philologists for Ukrainoznavstvo work in school were described. Three components of readiness of the future teacher-philologist for Ukrainoznavstvo work were highlighted, as well as their components: motivational-value (formed the motivation for organizing and conducting Ukrainoznavstvo work, developed humanistic orientation, an indicator of which were world views, moral and ethical orientations, educational values); cognitive (readiness of teachers-philologists for Ukrainoznavstvo work, combination of professional knowledge and intellectual abilities); practical and active (availability of skills, experience and desire to carry out Ukrainoznavstvo work at school). Each component is characterized by appropriate criteria such as: motivational-value (the focus and motivation for the organization and holding of Ukrainoznavstvo work in the school), cognitive (the system of knowledge for Ukrainoznavstvo work in the school); practical and active (abilities, skills, experience, passion, aspirations, activities, initiatives). The model of training of teachers-philologists for Ukrainoznavstvo work in the school was made. It has methodologically-oriented, content and procedure, effective units. Methodologically-oriented unit includes approaches, principles, goals, component composition of the preparation of the future teachers-philologists. Content and procedure unit includes content, forms, methods, tools and technological aspects. Effective unit shows the levels of readiness of teachers-philologists for Ukrainoznavstvo work and the results. Substantiated and experimentally tested pedagogical conditions of preparation of teachers-philologists for Ukrainoznavstvo work in the school: stimulation of motivational and valuable relations of future teachers-philologists to Ukrainoznavstvo work in the school; the introduction of organizational forms and active methods of training of future teachers-philologists for formation Ukrainoznavstvo knowledge and development of skills to carry out Ukrainoznavstvo work at school; improvement of training of future teachers-philologist on the basis of development and implementation of practical skills in organization Ukrainoznavstvo work in the school. It was proved that the implementation model and pedagogical conditions ensured by developing the strategy of classwork and extracurricular work and improving programs of all types of practices. The results of the experimental work showed its effectiveness and in general confirmed the correctness of our hypothesis, determined pedagogical conditions, content, forms and methods of training of future teacher-philologist for Ukrainoznavstvo work in school.
