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The end of the 19th and early 20th centuries is characterized by justification of reforming pedagogical trends in Western Europe and accumulation of relevant ideas required to create a new type of school, educate independent and initiative individuals and improve teacher training. Based on comparative pedagogical analysis of the mentioned period, the content of individualistic (free creativity of students and teachers), experimental (studying general patterns and individual characteristics of students’ physical and spiritual development), social (establishing relationships between education and community), Herbartinian (educational teaching, development of various interests), monistic (methodological principle of continuity in cognition, unity and invariance of world laws) pedagogical trends have been analyzed. It has been found that the conceptual foundation for foreign pedagogical trends was the study of personality traits of the student as “the object of pedagogical influence”, and their unifying basis was a well-developed personality of the student as well as their cognitive activity. It has been revealed that young teachers are primarily responsible for developing active, independent, creative personalities, able to change the world around. It has been determined that an important factor in developing their pedagogical mastery is the ability to analyze and use innovative ideas of representatives of the latest pedagogical trends, to master new educational technologies, methods and, of course, special skills in developing the child’s personality. It has been proved that young teachers’ career success is associated with development of their personal qualities, namely, friendliness, humanity, great love and care for children.

Influence of Western European Pedagogical Trends on Development of Young Teacher’s Pedagogical Mastery in the Late 19th – the Early 20th Centuries