The study is devoted to the urgent problem of training future teachers of the Ukrainian language and literature by means of interactive teaching technologies for professional disciplines. The work clarifies the state of development of the problem of introducing interactive learning in scientific and methodological literature and in the practice of teaching philological disciplines in pedagogical universities; the ways of formation of readiness for pedagogical activity of future teachers of the Ukrainian language and literature are revealed; determined and theoretically substantiated pedagogical conditions for the introduction of interactive teaching of philological disciplines in pedagogical universities.
The essence of interactive learning of higher education seekers is that it is a pair, group, collective or mass learning in constant cooperation, in which all participants in the educational process are equal individuals, who understands exactly how and why they interact with each other. The organization of interactive learning involves solving the problem based on the analysis of the learning situation. It effectively promotes the formation of practical skills and abilities, creating an atmosphere of cooperation and interaction. Today's experience is convincing, that interactive learning technologies contribute to the intensification and optimization of the educational process.
So, it is necessary to prepare future teachers of Ukrainian language and literature for the implementation of interactive technologies of teaching of Ukrainian language and literature, which cannot be realized without the implementation of these technologies in higher pedagogical education institutions in the process of training future professionals.
We were able to find out that interactive learning is a specific approach to the organization of the educational process, which involves constant, active interaction of all participants in the educational process. Interactive learning is manifested in various forms: joint learning, mutual learning (collective, group, pair), where each participant in the educational process is an equal individual of learning. Interactive learning involves the implementation into the educational process of models of life situations, role-playing games, collective, group or pair problem solving in interaction.
Given the above, in the study we identified the following methods of interactive teaching of future teachers of Ukrainian language and literature in higher education: trainings; educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference; round tables; cases; brainstorming. Based on the analysis of existing pedagogical models, we concluded that the developed method of training future teachers of Ukrainian language and literature should include the following list of consistently interconnected blocks: motivational, cognitive, activity and reflective. We believe that the methodology developed by us for training future teachers of Ukrainian language and literature by means of technologies of interactive teaching of professional disciplines fully implements our proposed approaches, methods and principles to the formation and functioning of their training system. The obtained results of experimental verification, developed methods of training future teachers of Ukrainian language and literature by means of technologies of interactive teaching of professional disciplines reflect its efficiency and effectiveness. The results of the formative stage of the experiment, the reliability of which is confirmed by methods of statistical analysis, indicate the effectiveness of certain organizational and pedagogical conditions and the effectiveness of methods of training future teachers of Ukrainian language and literature by interactive learning technologies.
