Lecture as a pedagogical event in the professional training of future preschool education teachers

Abstract

Abstract. The article provides a theoretical interpretation of the lecture as a pedagogical event in the system of professional training of future preschool teachers. It is argued that within the context of humanization of higher pedagogical education, the lecture goes beyond its traditional informational and didactic function and becomes a meaningful, emotionally rich, and dialogical interaction that influences students’ professional self-determination. Based on the analysis of Ukrainian and international scholarly sources, the event-based potential of the educational process is revealed, with particular emphasis on the role of personal experience, emotional involvement, and co-creation in teacher education. The lecture as a pedagogical event is shown to perform not only an instructional but also a worldview, value-oriented, and professionally modeling function. The theoretical propositions are illustrated through the example of the first lecture of the course “Methodology of Art Education,” which is interpreted as a holistic pedagogical event characterized by meaningful dramaturgy, emotional engagement, and reflective space. It is demonstrated that an event-oriented lecture contributes to the development of students’ value-based attitudes toward the profession, pedagogical reflection, and awareness of their professional position. Prospects for further research include the development of methodological approaches to designing lectures as pedagogical events in the training of future preschool teachers.