Academic Notes Series Pedagogical Science

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ISSN / EISSN : 2415-7988 / 2521-1919
Total articles ≅ 482
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Nadia Kaida, Kyiv National University of Trade and Economics, Nataliia Pasyk-Kosarieva, Antonina Rozum
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-208-213

Abstract:
The article focuses on the problem of forming of the university teacher’s methodological culture. Modernization and reorganization of the national higher education system requires teachers who have deep professional and methodological knowledge, have a high level of formation of methodological culture, have an active professional position and a creative style of activity. The analysis of approaches of scientists concerning essence of methodological culture is implemented. The author's position on the interrelation and interdependence of the formed high level of teacher’s methodological culture and the teacher’s readiness to carry out it’s methodological activity at a high level is substantiated. The formation of the methodological culture of freelance teachers involves the content of professional training of future teachers on the formation of values necessary for interactive teaching and the appropriate orientation of the individual, self-improvement, self-determination, and at the same time focuses on innovative experience for successful implementation as, in particular, methodological activities. and in general the professional pedagogical activity of the teacher. In the methodical activity of the teacher of ZVO it can be reflected in real practice of professional preparation of students: new methods of teaching, new ways of diagnostics of quality of training of students, development and use in initial process of author's methodical products, etc. Also, formed at a high level methodological culture of the teacher will be reflected in pedagogical communication in the system «teacher - student (students)», for example, in finding new communication tasks, new means of activating interpersonal communication of students during classes, new forms of student communication. process of group work, pedagogical interaction of the teacher with students on the basis of co-creation and commonwealth. In the personal sphere it is shown in definition by the teacher of individual ways of the professional development, construction of the program of self-improvement. As a result, the teacher, basing his practical activity on the basis of creative thinking, creative approach to teaching, self-improvement, begins to play an active role in regulating their professional activities.
Alina Martin, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-154-158

Abstract:
The article is devoted to the organization of project activities in preschool educational institutions. The project method is presented as a way to implement the tasks of competency-oriented education, aimed not at integrating factual knowledge, but at their application and acquisition of new ones. The article reveals the essence of the introduction of project activities in the educational process of preschool education as a promising area of work that promotes the education of independent creative personality, able to make decisions, set goals, plan the activities and predict the results. The application of the project method in preschool education aims to stimulate children's interest in certain problems and solve them through activities, as well as the practical application of acquired knowledge and empowering children in self-realization. Project activity is one of the most promising components of the educational process, because it creates conditions for creative self-development and self-realization of preschoolers, forms all the necessary life competencies: multicultural, speech, informational, political and social. Independent acquisition of knowledge, their systematization, the ability to navigate in the information space, see the problem and make decisions happens through the project method. The variability and variety of content, methods and techniques of teaching and educating preschoolers requires a joint effort of teachers to radically change approaches to working with children, to reorient each employee to keep the child in the center of attention. Through innovative approaches to the content and forms of methodical work, in particular through the introduction of the project method in the work of preschool education, the actual tasks of increasing the professional skills of teachers are realized.
Olha Komar, Pavlo Tychyna Uman State Pedagogical University, Valentina Pisnyak
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-24-29

Abstract:
The article examines the signs of systemic innovation on the example of the introduction of inclusive practices in modern conditions of Russian education modernization. The purpose of this article is based on the study of scientific-theoretical sources and the analysis and synthesis of innovative practices to substantiate the traits of a systemic innovation in inclusive education. The methodology of the article are legal documents in the field of education, reference and textbooks, nonfiction materials, as well as the work of foreign and domestic scientists, the credibility and scientific reputation which are recognized by the scientific community, and the achieved in prominence high level research inclusive education. Economics and pedagogy are determined on the basis of consideration of the conceptual apparatus from the standpoint of philosophy, as well as the essential and specific characteristics of innovation. The study of the evolution of innovation and the diversity of their types and types make it possible to present the classification system of innovation influence, the strength and scale of impact on the entire education system. There were outlined the allocated spot (local), linear (horizontal plane); structure (spherical, spatial, architectural); the fundamental (base); radical (actually the system); multidimensional (versatile, global) and nadcisnienie some innovation. By deduction the thesis that the introduction of inclusive education in mainstream educational space requires a system of development tailored to the specific socio-cultural conditions and educational policy is substantiated. In the text highlights of the most important directions of innovative activity of educational institutions (the creation of an inclusive culture, develop inclusive policies and the implementation of inclusive practices) is given. In conclusion it is emphasized that solving problems in the field of inclusion makes a significant transformation in all elements of the education system and the determined image optimize, improve and stimulate the educational environment at the regional and sectoral level, as befits a true system innovation. The conclusion is justified that the introduction of inclusive education in mainstream educational practice as a fundamental, structural, radical, multi-dimensional innovation system has sufficient resources to improve the quality and increase the efficiency of education.
Zhanna Babyak, Ternopil Ivan Puluj National Technical University, Iryna Plavutska, Natalia Rybina, West Ukrainian National University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-65-70

Abstract:
The article considers the issues of continuity in foreign language teaching in the process of continuing professional education in the system «school» – «university». The essence of continuity as a didactic principle is clarified and its components have been determined. The task of continuity in the content of teaching a foreign (English) language to students of non-language specialties of universities and the factors that complicate its implementation are outlined. The importance of adhering to this principle for optimizing the educational process at all levels and stages of learning is emphasized. The importance of adhering to the principle of continuity in the transition from school to university education system is emphasized. It is shown that continuity in foreign language learning covers all components of the learning process and is complex. Some technologies for ensuring the continuity of foreign language learning are proposed, which helps to improve the quality of language training for future professionals. The authors state that the concept of continuity is actively used in the national educational space as a designation of one of the prerequisites for optimizing the study of English at the stage of transition from the school stage to the system of higher education. The essence of continuity as a pedagogical principle is that at each higher stage of education in determining the content of education takes into account everything that was learned at earlier stages. It is stated that one of the technologies to ensure the implementation of the principle of continuity directly in the educational process is the use of a leveling course, the possibilities of which to improve the knowledge of freshmen and eliminate the possible gap between the starting level of English and the requirements of the university program were demonstrated.
Olha Lilik, T.Н. Shevchenko National University «Chernihiv Colehium»
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-33-37

Abstract:
The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.
Serhii Dаnylov, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-199-204

Abstract:
For constructive communication, it is important not only to know and take into account the individual characteristics of students and one’s own, but also to have methods of constructing optimal strategies of pedagogical influences. To do this, future teacher of foreign languages ​​must focus on the formation of self and students' communicative qualities, the ability to adequately assess interpersonal relationships. The specificity of pedagogical activity determines the special significance of socio-professional qualities that contribute to interpersonal and role interaction of teachers and students. These include reflexivity, flexibility, empathy, communication, ability to cooperate, emotional curiosity. Pedagogical reflection is the use of all characteristics (thinking, aimed at understanding and comprehension of their own forms and prerequisites; substantive consideration of knowledge, critical analysis of its content and methods of cognition; self-knowledge, revealing the internal structure and specifics of the spiritual world), which allows teachers to see their work from the position of another person. Pedagogical reflection determines the teacher's attitude to oneself as a subject of professional activity. The ability to contrast, compare self-awareness with the assessments of other participants in the interaction helps the teacher to understand how one is perceived and evaluated by other people – students, colleagues, parents. The formation of a culture of professional and pedagogical communication involves the meaningful assimilation of the norms of the future teacher of foreign languages with students, parents, colleagues. Guided by these norms, the teacher adjusts one’s emotional perceptions, will, personal manifestations of character. The culture of communication of the future teacher of pedagogy presupposes the emergence of a dialogue in which each participants’ expression is meaningful to all. During dialogic communication, the subject moves not only from the outside to the inside, i.e. internalization, but also from the inside to the outside, thus creating equality of interlocutors. This understanding of pedagogical communication is based on a respectful attitude to the student as an equal participant in the dialogue with the teacher, the subject of communication. Constructive communication with students largely depends on how emotionally the teacher perceives what is there behind on the available facts. The main thing is to understand the state of the student, their mood and adjust oneself to the perception of emotions. It is necessary to be able to let the student know that adults see, hear, understand them. The main product of communication on the basis of such a skill is understanding that includes the ability to predict the logic of actions and behavior according to a certain position, the ability to accept messages, highlighting the main and secondary facts, arguments. The ability of an individual to empathize (the level of its formation may be different) is characterized by such parameters as the peculiarities of its directivity, breadth, stability, effectiveness of manifestations.
Alona Petrova, Kryvyi Rih State Pedagogical University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-218-221

Abstract:
The popularity of sports tourism among other types of leisure is growing every year as a result of promoting a healthy and active lifestyle, finding ways to motivate, self-development and challenge yourself to overcome internal fears and physical obstacles. Today there are no generally accepted common interpretations of the concepts of sports and sports and health tourism, which is the relevance of our study. There were active discussions among scientists around the world on the formation of the concept of sports tourism. Currently, sports tourism is considered in three aspects. Active sports tourism is a trip for the purpose of direct participation of tourists in sports competitions, and the tourist component plays a secondary role as an additional service. Event (passive) sports tourism is the passive participation of tourists in sports competitions as fans or observers. Cognitive sports tourism, the purpose of which is to visit excursions to sports museums, stadiums, thematic accommodation and catering establishments. Ukrainian and Russian scientists, in particular I. Zorin, V. Kvartalnov, O. Kolotukha, A. Konokh, propagate the idea that sports tourism is a separate sport, which is based on competitions on tourist routes laid in the natural environment and includes overcoming various natural obstacles with the use of special techniques and equipment. However, in the process of internationalization and globalization of tourism education it is very important to find a common ground on the educational component of training specialists in sports tourism and to form an optimal definition in three dimensions: sport, tourism and academic discipline. During our research it was found out that the training of specialists should be carried out in one of three areas: training of specialists (instructors) in sports tourism; training of sports and tourism guides; training of organizers of sports events in the context of event tourism. Currently, the direction of training specialists in the organization of sports events in the format of event tourism remains insufficiently studied in our country. Sports tourism is an integral part of global tourism and now there are two different interpretations of this concept, which are actively discussed in the scientific world: 1) sports tourism as a tourist trip to the destination to participate in sports competitions in any sport; 2) sports tourism as a separate kind of sport. In the perspective of research, the following unresolved issues still remain: the introduction of integration educational processes between the sports event industry and the ability to form tourism products in the relevant field.
Sergii Galetskyi, National University «Ostroh Academy»
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-84-88

Abstract:
The evolution of E-learning has been investigated in this article. In all historical epochs, education played an important role in a society. In the conditions of dynamic and ambitious socio-economic transformation of Ukrainian society education becomes the object of new growing requirements of the individual, society and state. These requirements are a major factor of the driving force behind the development of the education system. In this article we outlined new challenges to the qualification of the working force in information society and E-learning, among which are: the need for dynamic adaptation to rapidly changing knowledge and technologies, the acquisition of new skills. The last two decades have been marked by a significant increase in the emphasis on teaching on the basis of information and computer technology. A withdrawal from traditional training was based on the rapid development of the Internet and Covid-19 pandemic. The use of information and communication technologies in education makes it possible to increase its efficiency and accessibility. In addition, some aspects of the implementation of E-learning in the university have been reviwed. Many universities are actively developing a range of technologies, including mixed learning, with the aim of implementing E-learning at the university. Main features of E-learning, as a method for increasing motivation and self-study skills and as a way to improve an access to education, were investigated in the article. It is pointed out that in the structure of E-learning in educational establishments it is necessary to have such elements as: 1) E-learning system environment with the necessary means for communication of participants of E-learning; 2) electronic database of educational material; 3) virtual laboratory; 4) E-learning participants (teachers, students) and technicians (programmers, system administrators, web designers, animators). E-Learning supports self-directed types of learning. High motivation and self-study skills are prerequisites and must be complemented by an appropriately structured didactic learning environment. Self-organization and self-responsibility are important skills within flexible working and learning cultures. An important condition for E-learning: in the E- learning system can learn only highly motivated, focused and organized persons.
Alina Mekheda, Centralukrainian national technical University
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-158-162

Abstract:
The article reviews the main reasons for the growth of the role of a «foreign language» discipline within the framework of non-linguistic specialties as part of the process of gradual reformation of the higher education system in Ukraine. The author addresses the search for effective concepts for the integration of professional training and teaching foreign languages for future highly qualified specialists in non-linguistic universities, which are reflected in strategic government documents. The main innovative methods of teaching a foreign language, conditions for their effective application in the educational process of higher educational institutions along with their teaching and educational potential are analyzed. Amongst the innovative methods of teaching students a foreign language, the author highlighted the following: training modules that ensure the development of the fluency of students' speech, as well as their confident communication in a foreign language; case technologies that make it possible to use practical life situations for learning; binary classes allowing the integration of subjects, interest and students` motivation. Educators and students have the opportunity to use the Internet and computer technology to increase the efficiency of the process of learning foreign languages in university courses. A great tool for learning foreign languages are mobile applications and Internet platforms that use authentic materials. Students and teachers have access to audio and video materials created by native speakers who are also teachers. Mobile applications allow you to independently create test tasks, surveys and a variety of games and involve a large number of students.
Dolores Zavitrenko, Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Iryna Zhyhora
Academic Notes Series Pedagogical Science, Volume 1; https://doi.org/10.36550/2415-7988-2021-1-194-116-120

Abstract:
The article identifies the main problems and difficulties in the behavior and actions of parents. The problems of the readiness of teachers and specialists of educational organizations to interact with the parents of children with special educational needs are identified. Based on the generalization of the peculiarities of working with parents of children with disabilities, the main directions and content of such work, a questionnaire was prepared and a study was conducted. The research data are presented, which testifies to the readiness of teachers to interact with the parents of children with special educational needs. The professional difficulties, the main problems in the behavior and actions of parents, which hinder a more productive educational movement of a child with disabilities, and the construction of constructive relations with teachers of educational organizations, have been identified. In inclusive education process increases the importance of cooperation between teachers, specialists in special education and parents of children with special educational needs. The most popular paradigm of cooperation with parents is the triad «understanding - support - joint action». The results of the study showed that both parties to the interaction (parents and teachers) are not ready for its implementation. The psychology of parents of children with special educational needs has its own specifics, which reveals many difficulties for teachers of support. Given the answers of teachers, we can conclude that today it is necessary to intensify the professional reflection of teachers and professionals in developing the content of work on interaction with parents and the organization of such work; assistance in understanding significant aspects of this interaction; changing attitudes towards the role and participation of parents of children with special educational needs in the inclusive process; mastering by teachers of organizational and technological support of this interaction. At the same time, there is a need for internal activity of parents of children with special educational needs, their interest in education and upbringing, choice of educational conditions and educational trajectory for their «special» child, as well as participation with professionals in its implementation. These are psychotherapeutic strategies that help reduce anxiety, greater acceptance of oneself and others, resulting in increased personal responsibility and the ability to productively, creatively solve life's problems.
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