Korinec Z. The role of arts for modern teacher preparation: educational-philosophical analysis

The philosophical conceptualization of the role of art in modern teacher training is performed for the first time at the national philosophical and educational discourse. The author examines the phenomenon of aesthetic education in the contemporary discourse of philosophy of education, analyzes the potential of unity of training and education as a core of philosophical principles of modern teacher preparation. The research references to the research of the challenges of democratization of education to the principles of aesthetic education teachers revealed. It is also discovered the potential of aesthetic education in addressing the challenges of screen culture to teacher education. A special place in the dissertation studies dedicated to potential of art to solve contradictions of educational environment in the era of globalization. The role of aesthetic education as a means of overcoming the post-totalitarian heritage in Ukrainian education is also disclosure of the research. The research demonstrated the difference of teachers from other subjects of aesthetic education process and invited the author's definition of the term "modern aesthetic education teacher." It is also proved that aesthetic education has the potential to strengthening the ideals of democratic interaction in the learning environment. It is shown that methodological guideline on transforming teacher education establishment ideal dialogic interaction can make the aesthetics of dialogue as a concept that aims to offer strategies through art resolving contradictions educational communication. It is shown that the current teacher has to appear active translator values of multiculturalism learned also in the process of aesthetic education. The author demonstrated the potential of teachers aesthetic education as an effective means of overcoming post-totalitarian heritage in Ukrainian education ? the aesthetic education is an effective tool for overcoming of further rooting post-totalitarian thinking in education and the teacher must be the bearer of a developed aesthetic culture and aesthetic consciousness which should serve as the key to preventing the establishment of post-totalitarian meanings and images in educational practice.