The topic of our research is “Humanization as the basic tendency of teacher education: European Context ”. Our work deals with the analysis of the process of modern teacher training humanization in European educational environment. It is devoted to the determining of the basic features of the humanistic pedagogical education concept. Our investigation shows that through all the history of pedagogical knowledge formation, teacher education in European countries has been developing as a system based on democratic and humanistic principles. It is inevitable that today European teacher education tends to come up to contemporary humanistic paradigm. In humanistic education of present time the ideal of an individual, his moral and intellectual qualities, cultural level and creative capabilities are put in the centre of every educational process. For these reasons, when we are speaking about teachers education we must press the point that to train a competent teacher for the efficient professional activity at a contemporary school it is necessary to form not only his system of theoretical and practical knowledge but also the frame of spiritual qualities and creative capabilities which enable the future teacher to orientate towards the interests of others. Judging from our research we came to the conclusion that it is necessary tо distinguish the major directions of teacher education humanization in European educational environment taking into consideration three basic aspects: conceptual (combined with reorientation of educational aims: their direction towards the overall personal development, creative formation of a personality in the process of future teachers professional training, realizing a student individuality as a subject of educational process, communication of the participants of educational process on the dialogue basis, using of individual-activities approach), contextual (concerned with reconsideration and formulation of orientational values of program disciplines their structure and contents in accordance with the humanistic paradigm), organizational-methodical (connected with the dialogization of pedagogical process and usage of active forms and methods of problem-based education) We must press the point that almost all the European countries of today (and Ukraine is not the exception) are conducting the transition to the humanistic educational models in teachers training systems. For the most detailed understanding of the humanistic approach in the system of teachers education and formation of the most efficient educational model it is necessary to analyze similar features of the humanization process in European pedagogical education and to identify, define and classify them into one general scheme, acceptable by every European state.

For achieving of the basic objectives of our research consisting in formulating of the peculiar features of humanistic teacher education in Europe, we have used the whole complex of complementary research methods which can be described in the following way: - theoretical methods of analysis, synthesis, substantiation, generalization, systematization of theoretical and practical research data; - empirical methods of observation, evaluation, testing, questionnaire design and pedagogical experiment; - statistical methods of mathematical evaluation of quantitative and qualitative characteristics. Moreover methodological basis of our research lies in scientific theory of knowledge or epistemology dealing on one hand with relationships and correlation between all the processes in objective reality (so we consider that all the phenomena in educational environment of European countries are closely connected with each other) and on the other hand – with the unity of theory and practice.

Analyzing peculiar features in humanistic model of teacher education, working with state programmers and documents we came to the conclusion that humanization in teacher training in European educational environment in general may be described as: - the complex system of forming and development of harmonic, authentic teacher as a creative professional capable to serve the interests of pupils and society; - such system supposes to create in future teachers such values as: intellectual qualities, spirituality; national ideals and culture, professional authenticity; - generally speaking humanization of teacher education should comprise: 1) humanization of teacher training aims; 2) humanization of teacher training programs content; 3) humanization of teacher training methods. These will make it possible to create “personality-centered situations” which will make the student to transform into the subject of educational and professional activity and therefore to change the system of relationship in pedagogical process and the criteria of its evaluation. Using European experience and initiatives of democratic countries we can strengthen both the cultural and valuable side of Ukrainian specialists of pedagogical profile which is very important especially in the period of entering of Ukraine into the European community.