Krasina H. The problem of training future teachers to provide facilitated pedagogical support to families in Norway

The dissertation determines the state of theoretical and practical development of the problem of training future teachers to provide facilitated pedagogical support to families in Norway. The relevance of the study of the problem is due to the necessity of resolving a number of identified contradictions, in particular between: the necessity of providing facilitated pedagogical support to families in Ukraine and the lack of training of teachers in this area; the formulation of pedagogically valuable ideas by Norwegian scholars on the training of future teachers to provide facilitative support to families and insufficient analysis and understanding of these ideas in comparative terms by Ukrainian teachers; the presence of effective experience in the formation of this training of students of Norwegian universities and the lack of scientific and methodological support for the implementation of the experience in the educational process of Ukrainian universities.The scientific novelty of the study is that for the first time: the preconditions for the origin and formation of the idea of facilitative pedagogical support for families in Norway are clarified; the terminological field of research is defined, in particular the views of Norwegian and Ukrainian scientists on the disclosure of the essence of the concepts “facilitative pedagogical support of families” and “training of future teachers to provide facilitative pedagogical support to families” are compared; the theoretical positions of Norwegian scientists on providing facilitative pedagogical support to families and training future teachers to implement this support in higher education were analyzed; the experience of training future teachers to provide facilitated pedagogical support to families in Norway, which is implemented within the framework of students’ formal, non-formal and informal education, was generalized.