Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky

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ISSN / EISSN : 2414-5076 / 2617-6688
Total articles ≅ 180
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Yuri Nesin
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 55-60; doi:10.24195/2617-6688-2021-1-7

Abstract:
Relevance of the study is substantiated by the need for the optimisation of foreign languages education in non-linguistic higher education establishments at economic faculties that are particularly influential on the process related to the acquisition and memorising of linguistic material. The purpose of the study is to analyse the English textbook «Enterprise 4» issued by the Publishing house «Express Publishing» as an effective means of communication. Special attention is paid to the correspondence of the content of the textbook to its aim, expediency of using the mentioned textbook at practical sessions at higher educational institutions at economic faculties by the students majoring in Hotel and Restaurant Business. The methods used are as follows: the methodological aspect of the textbook is stressed; the author emphasises a positive role of the data obtained and the introduction, underlining the aim of lessons for seekers of higher education. The scholar examines the usage of the most spread types of tests: asking-answering questions, translating, matching, completing, gap-filling, information transferring, recording, correcting, paragraphing, multiple choice, finding differences (similarities) and so on. Results: the article underlines the importance of the textbook’s functions, the necessity to include into the educational process such creative tasks as working out portfolios, group work, making notes, making up dialogues, organisation of discussions, presentations, role-playing. Unquestionable advantages of the “Enterprise 4” textbook are as follows: complete compatibility to the requirements of the teaching programs, prominent clarity of the material structuring, availability of technical support for the textbook users, visible scientific correctness in the contents and completeness in the revealing of the main issues, the use of up-to-date and generally accepted scientific terms. The lexical and grammar material is practice-oriented, its interactions with life is obvious. The textbook shows the ways to the differential approach to teaching new material; its content correlates with age characteristics of higher school students. The language of the mentioned material is clear and simple. One can trace comparative studies in the textbook (American English – British English reference book). Motivation of the youth’s learning activities, development of their interest to the subject by using the methods proposed in the textbook show the presence of problematic and searching tasks. The didactic adequacy of the tasks system given in the textbook, its capacity to facilitate students’ independent activities alongside the logic of the illustrative material layout and use are considerable advantages of the textbook as both a stand-alone and an additional information source. Conclusions: this article accents on further development of the four language activities at the English lessons – listening, speaking, reading and writing, as well as on four competences –linguistic, speaking, social-cultural and strategic (general learning) ones.
Yuliia Rudenko
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 75-81; doi:10.24195/2617-6688-2021-1-10

Abstract:
The article considers the specifics of teaching the discipline "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education" in terms of distant and blended learning. The educational and methodological complex of the course is elaborated in accordance with the syllabi; program learning outcomes; a list of general and profession-related competences that are expected to be formed while studying the discipline; lectures, seminars, practical, laboratory classes; tasks for independent work; individual educational research tasks; evaluation criteria for different types of work for all types of control, etc. At the initial stage of teaching the discipline, a special seminar was held for students – future educators on the topic "Organisation of distance learning using Microsoft Teams software». During a specialised seminar, the future educators were acquainted with: the features of the online content of Microsoft Teams; registration procedure on the platform; obtaining an access password and e-mail address to participate in the work of virtual classes and commands; organisation of the educational process, remote dialogic communication using Microsoft Teams resources; creation of a library of learning materials (lecture notes, video lectures, presentations on the content of lectures, assignments for seminars, practical classes, etc.); possibilities of placing practical materials (tasks for practical classes, independent work, individual educational research tasks, etc.) with the help of OneDrive. The specialised seminar helped to increase the level of digital, information-related, information-digital competence of future educators of preschool educational institutions, which was a prerequisite for success in mastering profession-related disciplines. The article provides instructions for organising practical classes and lectures on the course "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education", prescribes the procedure for testing (current (modular) and final testing). The testing of the programme outcomes using Microsoft Teams and Office 365 software allowed us to optimise the teaching of the course within blended and distance learning.
Nataliia Shylina
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 16-23; doi:10.24195/2617-6688-2021-1-2

Abstract:
The article is devoted to the problem of distance education, namely, education and upbringing under pandemic conditions. The relevance of the use of new computer and information learning technologies has been demonstrated. The connection of information technologies with the “Z” generation has been outlined as the main education idea of the person of the future. The issue of the coronavirus epidemic, which forced the urgent restructuring of all spheres of people’s social life around the world, is addressed in the article. As a result, the problem of the global transition to distance learning under severe quarantine is becoming urgent. The author analyses domestic and foreign pedagogical experience of distance education. Among domestic authors, this problem was studied by O. Kuznetsova, E. Naumenko, O. Onishchenko. Actually, O. Kuznetsova highlights the advantages and disadvantages of distance learning. Foreign researches highlight the technical problems of online education, as well as the problems that lie beyond the purview of technology. These are the problems as follows: student’s ability to communicate and play is limited by the environment within the Internet. These elements are critical to students' ability to develop their emotional and social intelligence. Teachers try to deliver personalised instruction to students in a virtual setting, and the responsibility, instead, falls to parents who may not be up to the task. Many students’ dormitories do not promote learning. The purpose of our study was to analyse the conditions of distance learning according to the following criteria: organisational and methodological support, technical support, psychological difficulties in accordance with the example of Odessa National O. S. Popov Academy of Telecommunications (ONAT). Thus, the availability of normative documents and provision of remote content has been analysed. 80 teachers and 150 students used the survey method and revealed that firstly, which online resources teachers most often use during distance education and secondly, what technical and psychological difficulties the participants of the educational process face. The data were analysed and fixed in the table.
Liudmyla Berezovska
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 61-68; doi:10.24195/2617-6688-2021-1-8

Abstract:
The article deals with the influence of the COVID-19 pandemic on family relationships. It is noted that any family has been in a difficult position for more than a year, which has adversely affected all areas of its livelihoods and led to an increase in the number of divorces, and, as a result, of incomplete families. Therefore, it is not surprising that family problems, family relationships, attract scientists’ particular attention. Taking into account the importance and relevance of the outlined problems, we have analysed the factors of interpersonal interaction which negatively affect family well-being; they are: conflict relations between spouses, increased emotional tension, lack of communication, the authority of one of spouses, misunderstanding and imposing of inadequate social roles, low level of culture in family relationships. To determine the impact of quarantine on family relationships, a questionnaire was developed on the on-line platform of Google-Forms. 84 married couples were involved into a survey. The analysis of the results testified that in a third of the polled families who took part in the study, significant problems associated with the organisation of family life under conditions of the quarantine arose. This is the evidence that members of the family are not able to spend time together, they lack joint topics and interests, lacking respect and mutual understanding or tolerance towards each other. Working with various types of families (prosperous, non-social, those with low-income, large families), it is necessary for a social worker to take into account the peculiarities of working with different families and, on this basis, to use adequate forms and methods of work. In order to prevent destructive consequences caused by the COVID-19 pandemic, social workers need to strengthen advisory work in on-line and offline formats for the importance of communication within interpersonal relationships, demonstrating openness and trust in relations, adequate behavioural models in conflict situations. Socio-pedagogical work with the family within a quarantine should be aimed at restoring lost trust, harmonisation of married couples’ relationships, creating a favourable microclimate in the family. An important step in raising the culture-related level of family relationships is the creation of innovative complexes of programs by social service centres intended for families, children and youth on the on-line platforms.
Anna Boiarska-Khomenko, Svitlana Zolotukhina, Olena Druganova
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 24-32; doi:10.24195/2617-6688-2021-1-3

Abstract:
In the article, the concept of readiness for professional career growth of postgraduate students majoring in 011 Educational, Pedagogical Sciences has been defined. The principles of training postgraduate students of the third (educational and scientific) level of higher education have been revealed. They are: "flexibility"; the relationship between labour and vocational training; the unity of professional competences, interest and practical orientation; the integrity of education. A typical career trajectory was presented in three variants. The article proved that the analysis of motives for professional growth begins at the stage of admission to postgraduate courses. An appropriate place in the content of postgraduates’ training is given to the disciplines ensuring the development of universal basic skills (soft skills): "Academically and professionally oriented communication (“English / German / French / Ukrainian / Russian)", "Grant and Project Activities", "World Development and Domestic Pedagogical Thought". The development of universal skills of the researcher is provided by disciplines of applicants’ free choice ("Theoretical Foundations of Didactic Research", "Current Issues of Comparative Research", "History of Pedagogy as a Science and Direction of Pedagogical Research", etc.). The training for further career growth is closely related to the introduction of innovative technologies within general, active and interactive teaching methods (modelling of professional situations, role-playing games, storytelling, case study method, elements of cooperative learning) (group practical tasks), discussion, master class, etc.). A proper place in the educational process is given to research and teaching (pedagogical) practice. The university is working to form a "feedback" system with graduates and leading employers in the field of higher education. In particular, the Association of Alumni, a network of clubs alongside creative and sports teams were created. The membership in the Council of Young Scientists, which operates at the university, is an incentive for career growth in scientific activity.
Olena Yakovenko
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 41-47; doi:10.24195/2617-6688-2021-1-5

Abstract:
The article revises the issue of studying foreign experience in improving the professional development of teaching staff. Remarks are made on the need to modernise the system of advanced training of pedagogical and research-pedagogical staff. Updating the system of advanced training, the creation of new structures is one of the priority directions of state policy in any country; it is aimed at ensuring the professional growth of a specialist. The achievement of a new quality of education is associated with the reorientation of education for preparing people for life, for solving the issues related to guaranteed employment, for the requirements of a fleeting society and technological changes. Education is viewed as a lifelong process that needs not only to be corrected, but also changed and transformed. The main features of advanced training have been analysed; the peculiarities of advanced training intended for research-pedagogical staff in such foreign countries as the USA, Great Britain and Germany have been investigated. The author emphasises that postgraduate pedagogical education in these countries is distinguished by a structural diversity, a variety of content, forms and methods of education, which is grounded by the specific features of the countries’ historical development, national traditions and priorities of educational needs of research-pedagogical staff (RPS). At the same time, external factors significantly influence the systems that have formed in modern Ukraine: the processes of globalisation of society, the internationalisation of education, the activities of international organisations that accumulate progressive pedagogical ideas and put forward urgent requirements for its improvement. As the author notes, in Ukraine, the work to improve the system of advanced training of domestic RPS, as well as in other countries, is carried out in all directions, using modern forms and methods. However, the author singles out two problems: 1) unsatisfactory technical support; 2) some resistance to innovation due to the human factor. The author sees the further development of the subject in expanding the range of studied countries, studying the content of advanced training courses and in analysing advanced training programs intended for research-pedagogical staff.
Oleksiy Kozachenko
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 69-74; doi:10.24195/10.24195/2617-6688-2021-1-9

Abstract:
The article provides a theoretical analysis of psychological, pedagogical and methodological principles of teaching dialogic speaking. The relevance of the study is related to the need for scientific development and implementation of a model related to teaching dialogic speaking, which will effectively develop quality skills and relevant competencies. The methodological basis for teaching dialogic speaking is the systemic dynamic unity of interconnected and interdependent situational semantic and linguistic characteristics of this form of speaking realised in the model. The article pays attention to the main provisions of the theory of verbal communication which are a real basis for building a system of situational teaching / learning of dialogic speaking within a single complex “situation – meaning – language”. The gradual approximating of educational situations to natural dialogue is based on a number of well-known didactic principles, the observance of which is considered by the author as an important component of the teaching / learning system. Theoretical analysis of the problem regarding classification of exercises for teaching dialogic speaking as the main element of the educational process has been carried out. Basing on the analysis, it has been determined that an exercise should comprise situational, semantic (meaning-centred) and linguistic characteristics of dialogic speech; whereas their systematic application, while being trained, should be aimed at mastering stylistically marked units alongside syntactic and lexical-syntactic phenomena typical for conversational style of dialogic speaking, as well as at practicing a set of operations of semantic order and operations related to the memory peculiarities. Taking into account all these aspects will allow building an effective model of teaching / learning, namely to clearly formulate the requirements to the main component of the education system, to select the most effective ones, as well as to integrate them into an overall model aimed at developing skills and abilities of dialogic foreign language speaking.
Yemelyanova Yemelyanova, Tadeush Tadeush, Anna Gamarnyk, Mykhailo Yatsura,
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 82-89; doi:10.24195/10.24195/2617-6688-2021-1-11

Abstract:
At the moment, the creation of methodological support for academic disciplines is an urgent problem of organizing the educational process in higher education institutions. As you know, the methodological support for the study of an academic discipline consists of four independent methodological documents: the program of the academic discipline, the working program of the academic discipline, the syllabus and the electronic educational and methodological complex of the discipline. The purpose of the study is a comparative analysis of these documents to determine their role in the organization of the educational process. The program of the academic discipline is the main normative document that determines the place and significance of the discipline in the implementation of the educational and professional training of the student, its content, the amount of knowledge, skills and abilities determined by the relevant competencies, as well as the sequence and organizational forms of studying the academic discipline. It is developed by one of the highly educated teachers of the department, discussed at a meeting of the department and approved by it, after which it becomes a working methodological document of the department. Based on a comparative analysis of the structure and content of the program, work program, syllabus and educational-methodological complex of the discipline, which are the main components of educational and methodological support for the study of the discipline, it has been established that all components of the work program in one form or another are repeated in the syllabus and educational-methodological complex discipline. At the same time, in contrast to the work program of the discipline, in the last two methodological components, these components have a large semantic content that is necessary in the educational work of students. In addition, the information contained in the syllabus and the educational-methodical complex of the discipline, the student can use at any time, since these documents are contained in electronic form on the websites of libraries of higher educational institutions and departments, which own the discipline, and the work program of the discipline is stored in paper form at the department and students' access to it is limited. The conducted comparative analysis leads to the conclusion that the work program of the academic discipline is not a necessary link in the methodological support of the discipline study.
Alla Bogush
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 7-15; doi:10.24195/2617-6688-2021-1-1

Abstract:
The preschool education institution is the first educational link in the continuous education system of Ukraine. The future of our state depends on the level of education of the youngest citizens. The current stage of society development requires the traditional forms and methods in the work of teaching staff rethinking. Also it includes the training of creative teachers at preschool education institutions, who are able to combine professional knowledge, skills and abilities acquired in the education process with advanced innovative technologies of education and upbringing of the youngest citizens of Ukraine. And on top of it easily to design a new modern educational models at preschool education institutions. The primary role in the modernization vector of modern preschool education institutions functioning consists in searching of new interactive methods of educational work with children, as well as with the teaching staff and parents belongs primarily to preschool education institutions authorities. The pedagogical staff of preschool education institution is headed by the director and the teacher-methodologist. The last is the responsible for quality of educational work with children. She is a highly educated, professionally competent, pedagogical specialist who supervises the pedagogical work of teachers at preschool education institution: provides methodological assistance to teachers, summarizes and implements the advanced pedagogical experience, promotes the career enhancement of teachers, organizes the cooperation with parents, public organizations, school, plans educational work of at preschool education institution - with children and teaching staff. One of the modern interactive directions of teacher-methodologist’s activity is project- language behavior. The article reveals the categorical apparatus of research and positioned the professionally oriented glossary, such as: "project" and derivatives of this concept: project method, project techniques, project technologies, project activities, project and implementation activities, pedagogical project. There is defined the phenomena of " Project- language behavior of teacher-methodologist of preschool education institution” and different types are characterized: the project subject of project- language behavior. We understand the project in language behavior as purposeful perspective planning of innovative, interactive forms, methods, technologies of native language teaching for children, united by one theme, aimed at achieving a positive result in the cooperation of children and teacher, under her guidance and control in various language behaviors. We consider the of project- language behavior of the project- language behavior of preschool education institution as a multifunctional, multidimensional, constructive-planning language behavior aimed at providing the educational- language behavior process in different age groups of preschool education institution with the latest innovative technologies and interactive methods of language improvement and native language teaching to children in early age, carrying out intermediate control and assistance in their implementation, which will objectively assess the results obtained at the final stage. The principles of language behavior organization of the teacher-methodologist and types language behavior are characterized.
Yulia Romanyshyn
Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky, Volume 2021, pp 33-40; doi:10.24195/2617-6688-2021-1-4

Abstract:
The presented study considers the current problem of the pedagogical process of higher education institution – knowledge transfer and exchange in the form of knowledge-based communications in the teaching / learning process of higher school based on ICT tools. It is highlighted that information tools for providing the learning process should be structured according to the importance of synchronous and asynchronous tools, where synchronous tools should be given a secondary role. The feedback they provide is an important contribution to the task related to the evaluation of the pedagogical influence on the audience in traditional or online modes. The importance of such subordination is typical both of lectures, seminars, laboratory and practical classes. Among the characterised modern information tools of the organisation of e-learning in institutions of higher education, discussion forums are singled out. Initially, discussion forums were used as a form of online entertainment. With the development of the Internet industry, their main purpose is shifted to the area of the tasks dealing with building relationships with customers (participants of the learning process, i.e. students). It`s worth emphasising that discussion forums have been performed very well in terms of their application in online learning. This allows transferring all possible spontaneous or purposeful discussions that can arise within a real audience in a separate type of time-related and spatially mediated web-based communication. Such a communication will be effectively continued within the framework outlined by the external moderator (i.e. a teacher). Using the peculiarities of discussion forums allows implementing them as an information and learning tool with all the necessary settings in accordance with the information needs of specific users, their groups and moderation levels. Thus, discussion forums are a kind of network-based means of knowledge transfer in the information and learning environment of higher school. Learning discussion forums are a type of information exchange, which is provided by relevant communication means and information instruments. It is their use that enables the organisation of the teaching / learning process for virtual communities and training profession-based communication in the web environment of the information space of higher education institutions.
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