Formation of a teacher's pedagogical culture in the context of european educational practices

Abstract

The formation of pedagogical culture among teachers remains understudied in many national contexts compared to well-documented European models, creating gaps in implementing effective teacher training reforms. This study explores how pedagogical culture is cultivated in European educational systems and examines its adaptability to Ukraine’s context. Focusing on the period 2020–2025, the research employs a qualitative comparative design, analyzing interviews with 20 teachers from Finland, Germany, the Netherlands, and Ukraine, alongside policy documents and training curricula. Thematic and content analyses reveal that reflective practice (78% prevalence), student-centered learning (65%), and ethical norms (59%) are central to European pedagogical culture, with Finland’s extended practicum (1,200 hours) and mandatory mentorship yielding the highest outcomes (4.7/5 score). In contrast, Ukraine’s system remains overly theoretical (70% curriculum time) with limited mentorship (15% coverage). Key barriers include resource constraints (68%) and institutional resistance (55%), while opportunities lie in modular training (82% support) and Erasmus+ exchanges. Findings suggest that aligning Ukraine’s teacher training with European standards requires rebalancing theory-practice ratios, expanding mentorship, and fostering cross-national collaborations. The study contributes to global discussions on teacher professionalization and offers actionable policy insights for educational reform.