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Journal Educological discourse

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Educological discourse; doi:10.28925/2312-5829

Tetiana Holovatenko
Educological discourse pp 241-258; doi:10.28925/2312-5829.2019.1-2.241258

Abstract:The article provides a comparative analysis of future primary school teacher training programs to working in a multilingual environment on the example of Artesis Plantijn Hogeschool Antwerpen and Borys Grinchenko Kyiv University. General tendencies in teacher training at the level of content and methodological support are highlighted and systematized. They are the duration of general pedagogical training, competency-based training, interactive learning, individualization of the professional trajectory of the future teacher, interdisciplinary integration at the level of the educational program, the study of foreign languages and teaching methodology. A significant importance before the enrollment to a Hogeschool in Flanders is given to a placement test enabling various types of further individualization of the professional training. In Ukraine individualization is applied after the institutional screening test. As evidenced by a curriculum analysis in both Flanders and Ukraine, study time of general pedagogical subjects is the same. A competency-based approach goes through the entire curriculum up to practical training which occupies a major place in the teacher training process. Teacher training to working in a multilingual environment takes place while learning foreign languages, teaching methodology, and studying socio-cultural modules/subjects. This approach is ensured through interdisciplinary integration within the curriculum. For instance, in Flanders students are offered a multilingual subject program, built as a language maintenance program type A (according to J. Cenoz) in both Dutch and French. In Ukraine students are offered an integrated course of English and teaching methodology. According to the results of our research, multilingual content of teacher training is more developed in Flanders. Therefore, further research of primary school teacher training to working in the multilingual environment in Wallonia and Brussels is needed
Alla Mihalyuk
Educological discourse pp 286-296; doi:10.28925/2312-5829.2019.1-2.286296

Abstract:The article is devoted to highlighting the cultural and educational significance of Ukrainian piano art as a means of forming the performing culture of future teachers of musical art. Ukrainian piano art belongs to the achievements of the history of world classical art and is an invaluable source of national musical culture, which has absorbed the features of important achievements of national culture. It is determined that Ukrainian piano art as a component of spiritual culture is a kind of musical and specific form of instrumental art, is a cultural and historical phenomenon, which is based on achievements and mutual influence of performing, pedagogical and creative activity. The peculiarities of the Ukrainian piano art as a cultural and historical phenomenon are expressed in the periodization of the formation and development of piano art in Ukraine, reflected in the interpretive and performing principles of the national piano school, are reflected in the educational and educational principles of playing piano playing on the basis of Ukrainian musical and educational practice. Particular attention is paid to the disclosure of the pedagogical component of Ukrainian piano art. The general tendencies in piano teaching of domestic pianist pedagogues are considered. Principles of playing the piano playing of future teachers-musicians on the basis of Ukrainian musical-educational practice are analyzed. The role of domestic educational practice of pedagogue-pianists in the process of formation of the performing culture of future teachers of musical art is substantiated. The understanding of the essence of the performing culture of the future teacher of musical art as an integrated professional-personal property, which characterizes the high level of mastering of artistic knowledge, musical-performing skills, pedagogical competencies, is expressed in the ability to artistically substantiate and pedagogically expedient interpretation of the content of a musical work and provides in conditions Performing-pedagogical activity of personal professional-creative growth.
Olga Chizhikova
Educological discourse pp 161-175; doi:10.28925/2312-5829.2019.1-2.161175

Abstract:The article reveals the essence of modern approaches to the future lawyers’ training in the process of university education, while studying humanities in particular. The problems of modern higher legal education and the direction of its modernization are highlighted. It is underlined that today the process of a future lawyer’s education is impossible without focusing on the development of students’ creative abilities. Among the problems of modern legal educational system the scientists outline: the development of the lawyer’s creative potential, preparation of law-students with a creative type of thinking, the need to develop students' creative activity in the learning process, active encouragement of independent work, formation of the bases for students’ professional activity, introduction of new forms and methods of teaching, including simulations, aimed at the preparation of a broad-minded, highly-qualified lawyer etc. Consequently, the educational process in the context of university education should be learner-centered where the law student is an active subject of learning, in which creative cooperation and interaction play a dominant role. Among key modern approaches to the development of the creative abilities of law students during professional training the following ones are analyzed: creative, competence, activity, learner-centred approaches. Procedural aspects of the future lawyer’s preparation within the framework of the given approaches are presented, future lawyer’s competences are outlined. The competences of a future lawyer include: integral general and special competences. The results of professionally oriented education comprise: social and humanitarian erudition, research skills, communication, professional self-organization, usage of information technologies, etc. Among the professional competences of law students are the following: cognitive, methodological and organizational, technological and informational; intellectual; emotional and moral-ethical ones. The structural components of lawyer’s professional activities are cognitive, communicative, organizationally - constructive, preventive activities, a creative approach to professional tasks solving. A creative approach in a productive combination with other aforementioned approaches to the greatest extent ensures the development of internal capabilities and creative skills as indicators of the effective preparation of future lawyers, in particular in the process of foreign language education, as it: stimulates the development of personal creative abilities; teaches to act creatively, develops creative thinking; prepares lawyers for further creative professional activities.
Sciprofile linkAlla Panchenko, Nataliia Kravchuk
Educological discourse pp 297-309; doi:10.28925/2312-5829.2019.1-2.297309

Abstract:The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs. The significance of the implemented all-Ukrainian experimental program "Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions. An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.
Oksana Bulvinska
Educological discourse pp 83-103; doi:10.28925/2312-5829.2019.1-2.83103

Abstract:The article describes theoretical foundations of research-based teaching and learning, their role in shaping a research competence of students, their critical and creative thinking. It has been pointed out that research-based teaching and learning is one of the main trends of modern European education, enshrined in the European Higher Education Area (EHEA) strategic and analytical documents. The model of scientific researches integration in the educational process of a university is considered, which is constructed using 2 criterias: a degree of students perception of scientific problems and a degree of students involvement in a scientific research work. The experience of research-based teaching and learning, from universities of different countries (Japan, UK, Australia, New Zealand, USA, Canada) is analyzed and classified according to the methods of educating. It is noted that the most effective methods for a development of the students’ researches competence are active methods, which stimulate active mental and practical performance during an acquisition of educational material. Students participate in a process of cognition; they exchange information, analyze it, consider alternative thoughts, participate in a discussion, model situations, evaluate the actions of others and their own behavior, make thoughtful decisions, that is, collectively solve educational and scientific problems, plunging into a real atmosphere of scientific cooperation. Specific attention is paid to such active learning and educating methods as project method, case method, discussions, research method, game techniques, communication with leading scientists, specialty practical activity as well as an introduction of scientific research results into production.
Olena Tymchyk
Educological discourse pp 310-320; doi:10.28925/2312-5829.2019.1-2.310320

Abstract:Modern educational institutions require qualified teachers who can provide the educational services of proper level. The problem of providing educational institutions with pedagogical staff has been relevant for a long time, till nowadays. It can be solved by a consecutive marketing program, elements of which can be found on the school websites. The author carried out a general analysis of the websites of Ukrainian schools (both public and private ones) and concluded that there is a solid lack of information, which should be aimed specifically for young graduates. The author believes that during the process of development of marketing program, the governance of schools ought to orientate it not only based on necessities of consumers of educational services, but also made it suitable for teachers who in future can apply for work in these institutions. According to the author, the pages of websites devoted to the personnel policy of schools should also contain the requirements to the possible candidates for vacant places in these institutions. It is also important to place the information about working conditions - material and technical support of the educational institution. This will allow young specialists to make conclusions about the possibility of realizing their knowledge and practical skills. The author believes that young specialists are interested in the information concerning the projects in which an educational institution is involved. Such information indicates the level of development of the institution and possible perspectives for its employees. The author suggests the use of the "reverse" orientation of the marketing activities of the school regarding employees, which will encourage its attractiveness for young professionals, and will also help the educational sphere in its competition for highly skilled workers.
Svitlana Gvozdii, Olga Ustianska
Educological discourse pp 141-160; doi:10.28925/2312-5829.2019.1-2.141160

Abstract:The article discusses the features of professional roles of a higher education teacher in the training of future specialists (using the example of a teacher of biology and human health). The features of the individual work of a teacher-tutor with a student are given; the functions of the moderator and the facilitator in the group work; working with future specialists of the teacher-curator during extracurricular time. Types of tutoring and structural elements of tutor support, moderation, facilitation, and curator functions are proposed. It is emphasized that the teacher-tutor is responsible for the level of knowledge of the student, and for the formation of his personality. The teacher-moderator carries out the process of managing the interaction in a group of students, combines the solution of issues of development of the educational group as a team, and organizes the interaction and cooperation of all participants. The teacher-facilitator stimulates the independence and responsibility of students when choosing courses, goals, and ways to achieve them when evaluating the results of their work. The teacher-curator creates external conditions and accompanies the actualization of the student’s internal reserves for full-fledged creative self-realization in all spheres of life. For the effective work of the curator it is proposed to combine the informative, organizational, communicative, administrative, creative functions. The survey data on the effectiveness of the use of new professional roles by a teacher among future specialists is indicated.
Natalia Baranenkova, Natalia Lashuk
Educological discourse pp 104-114; doi:10.28925/2312-5829.2019.1-2.104114

Abstract:The article deals with the issue of the effectiveness of using dictogloss as a way of enhancing communicative speech activity, critical thinking and creative potential of students of non-language higher educational institutions in ESP classes. The key stages of the traditional dictogloss are considered: 1) preparation; 2) dictation; 3) reproduction; 4) analysis and reflection, comparing texts created by subgroups with the original or with texts of other subgroups. The main principles (such as the principle of cooperation training and the use of interactive technologies, the principle of the curriculum and the educational process connection, the principle of diversification, the principle of the development of mental, mnemic and perceptual processes, the principle of emotionality, the principle of systematicity and consistency) aimed at ensuring the outcomes and effectiveness of innovation dictations and the ways of their implementation are outlined. The main modified versions of the dictogloss are analyzed and recommendations for their preparation in ESP classes are provided: dictogloss-negotiations, «student-control» dictogloss, student-student mode, «Summary» dictogloss, «Express your own opinion», «Reodering dictogloss», «Add details», «Picture» dictogloss. Dictogloss is determined to be an effective activity for teaching ESP, since it can be applied to different levels of foreign language proficiency and adapted for any specialism. The advantages of the dictogloss are emphasized: it can be used to represent a new topic, to revise and practice vocabulary or grammar material; it does not require more time for preparation than other types of activity; the teacher can change the forms of dictations, adding a competitive element or element of the gamification; it can become a source of motivation for learning a foreign language and a way of diversifying pedagogical techniques and technologies.
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