Visnyk of the Lviv University. Series Pedagogics最新文献

{"title":"Modern concepts and approaches to the formation of leadership competence in the institutions of professional prehigher education","authors":"A. Zhukova","doi":"10.30970/vpe.2022.36.11554","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11554","url":null,"abstract":"The article considers modern approaches and concepts to the formation of student leadership competence in the institutions of professional pre-higher education as one of the key competencies necessary for professional development and career growth. The paper defines such basic concepts as «leader», «competence» and «student leadership competence». It is determined that the process of formation of leadership competencies in the institutions of professional prehigher education should take place during the entire period of study, as well as during educational work with students, it should be meaningful and systematic. The author of the article describes the main types of educational activities, which help to develop students’ leadership competencies, including individual and organizational learning. It is argued that the use of traditional approaches to teaching cannot ensure the effective development of student leadership competencies, and therefore non-standard, innovative and creative teaching methods should be employed. Regarding the formation of leadership competencies in educational work with students, it was concluded that educational work is an effective and efficient tool for the development of students’ personalities, leadership abilities, qualities and disclosure of their leadership potential. In view of this, the author claims that students should be actively involved in student self-government bodies, competitions, olympiads, volunteer organizations, clubs, as well as in variuos discussions and debates. After all, these types of activities are able to reveal the leadership potential of future professionals, develop their personal and leadership qualities, to form qualified leadership professionals who are able to change their society for the better. Keywords: leader, leadership competence, institutions of professional prehigher education, future specialists.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132586848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher training in the Republic of Moldova: traditions and trends","authors":"Otilia Dandara","doi":"10.30970/vpe.2022.37.11643","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11643","url":null,"abstract":"The author analyses the system of teacher training in the Republic of Moldova. Teacher training is a strategic issue for the Republic of Moldova, given that education is declared a national priority, but also because there are certain difficulties in providing the education system with qualified professionals. Teacher training and the quality of training of this professional category is a priority. Teacher training is a wide-ranging process encompassing pedagogical colleges and universities. Compared to universities, colleges put a strong emphasis on learning by doing. The priority of teacher training is stated in policy documents as well. The author describes the Normative and Policy Framework. There are different Professional Training Programs in the Republic of Moldova. The study programmes provide professional training in the specialist and pedagogical fields however, the analysis of study plans and the results of surveys show that some aspects of psycho-pedagogical training are given greater weight and others are in some way neglected. The teaching profession is not among the top jobs in the Republic of Moldova, though а programme to attract the youth to teaching careers and to keep young specialists in the education system is being implemented. Concerning the motivation, teachers mention that the amount of the salary is of little importance; rather, they enjoy the field/subject they teach; they like working with children and young people; they want to change the lives of children and young people. Today, the people in the education system of the Republic of Moldova have various levels of qualification. Given the importance of teacher training in terms of quality of education, modernising training programmes, and upgrading programmes to foster the teaching profession must be a permanent concern of the competent institutions. Keywords: vocational training; psycho-pedagogical mode; career education; professional qualification.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"209 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132342684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Organisation of independent work at Mathematics lessons in primary school","authors":"N. Sirant, Natalia Zagartovska","doi":"10.30970/vpe.2022.37.11653","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11653","url":null,"abstract":"The article is devoted to the peculiarities of the organisation of independent work with primary school students. After all, independent work in learning is the most important prerequisite for truly conscious and strong mastery of knowledge. The cognitive independence of a student in primary school is not only the purpose of education, but also a necessary means of mastering the educational material through independent work. A large portion of independent work in mathematics contributes to the development of children’s attention, the development of their ability to reason, the education of independence as a character trait. Meanwhile, the limited direct face-to-face communication between teachers and primary school students leads to the fact that their independent work loses a clear direction, and therefore is not effective enough. To save time, a teacher usually does not consider it necessary to instruct students in detail about the progress and sequence of the task. This largely explains the reproducibility of many tasks that applicants receive for independent work (to write, read, calculate, study, and repeat). Such independent tasks limit the child's independence by imitative actions that inhibit the development of their thinking. A significant disadvantage while organizing independent work in the classroom is the incorrect limit of time set to complete tasks. This finding is based either on the excessive duration of independent work in mathematics lessons, or on the discrepancy between the allotted time and the degree of complexity of the proposed task. Fuzzy statement of tasks reduces the effectiveness of independent work and is incorrect. The teacher often asks students for 10–15 minutes: “Get focused with your thoughts”, “Think about the condition of the problem”, “Prepare for oral counting” and so on. The vagueness of tasks cannot direct children’s efforts to achieve a certain result, because it distracts their attention. Such independent tasks are mostly not subject to effective teacher control, and this leads to students being inactive in mathematics lessons. Keywords: applicants, independent work, organization, degrees of complexity, efficiency, independent tasks, directions, expediency, independence.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128039648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":". Formation of professional competencies of future social educators/social workers in the process of educational (introductory) practice","authors":"I. Subashkevych, Vira Kornyat","doi":"10.30970/vpe.2022.37.11655","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11655","url":null,"abstract":"The article highlights the purpose, task, content and features of the organisation and conduct of the educational practice (internship) of students of the 1st year of the educational and qualification level “Bachelor” in the specialty 231 “Social Work” at the Ivan Franko National University of Lviv. Educational (introductory) practice is the initial stage of students’ acquisition of professional knowledge, the way of acquiring practical skills of socio-pedagogical activity and social work with various categories of children and youth in institutions of social assistance. Internship is mandatory for all students majoring in Social Work. Its duration is determined by the curriculum and is 2 weeks in the 2nd semester. The total duration of practice is 90 hours, which corresponds to three ECTS credits. The result of the practice is a differentiated assessment. Educational (introductory) practice is a passive internship, since students do not yet work independently, although they can be involved in performing simple assignments. It is organised according to the pilot principle, which allows covering various types of institutions and social assistance services of various organisational and legal forms in a short time. The main stages of organising and conducting the practice include preparatory, working, final ones. During their internship, students have the opportunity to form an idea of the real-life activity of social workers/social pedagogues in institutions that provide social support, the main groups of categories of persons with whom a social worker/social pedagogue works. In addition, students are able to understand the problems of clients and the ways to solve them by institutions of the social sphere, public organisations and other structures, to work on the formation of professional competences. Program competences are described as integral competence, general competences, professional competences of the specialty (FC) and program learning outcomes (PLO). Keywords: pedagogical practice, internship, professional training, social pedagogue, social worker, professional competences.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133730641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of social competences of children with Down syndrome and hearing impairments","authors":"Julia Shevchenko","doi":"10.30970/vpe.2022.37.11660","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11660","url":null,"abstract":"The article analyses the theoretical aspects of the problem of socialisation of children with Down syndrome and hearing impairments, providing them with comprehensive psychological and pedagogical assistance and developing their social competence. An important task is to analyse the problem of early manifestation, psychological support and the development of social competencies in children with Down syndrome and hearing impairment. The authors of the article state that the problem of organising medical and psychological support for children of early age with Down syndrome, monitoring their health status and psychomotor development is becoming more and more relevant, which is connected with the crucial importance of the first decades of life of a child with such a disorder for their further development and adaptation in society. The article dsells upon the concept of “social competenceˮ in children with Down syndrome and hearing impairment. Common to almost all definitions of competence is understanding it as a child's ability or readiness to cope with various social tasks, which in turn depends on the acquired knowledge, abilities and skills needed to perform a certain job. Therefore, the acquisition of knowledge, skills and abilities are not the result of acquiring knowledge, but an intermediate mandatory goal, though not the main component of the educational result. The importance of hearing development in the early stages after cochlear implantation and the corresponding remedial developmental work have been clarified. It is vitally important to stimulate the cognitive development of children with Down syndrome, especially at preschool age, because language development is the cornerstone of a child's healthy and fulfilling life, which specialists and teachers strive for, which in turn will form the child's high social competences. Thus, the identified problem is important, since the main conditions for effective psychological support and development of a child with Down syndrome and impaired hearing are early detection of hearing impairment, timely hearing prosthesis and cochlear implant adjustment, as well as the creation of an educational space conducive to successful learning and full-fledged personal development. The impact of hearing loss in children with Down syndrome has serious consequences for the further development and formation of the child's social competences. It is known that hearing loss leads to many developmental problems, including: delayed or absent speech development, impaired communication skills, problems with reading, writing and other skills, low academic performance, social isolation, etc. Keywords: children with Down syndrome, hearing impairment, cochlear implantation, remedial and developmental work, social competencies.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133177182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional training of the future teacher to work with children with special educational needs","authors":"Mariia Oliynyk","doi":"10.30970/vpe.2022.36.11560","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11560","url":null,"abstract":"The article is devoted to the study of theoretical and practical aspects of the organization of future teachers professional training to work with children with special educational needs. It is noted that the professional training of specialists in this context is studied by various specialists: psychologists and teachers, physicians and sociologists, demographers and philosophers. It is shown that children with special educational needs require an individual approach in the organization of inclusive education in general secondary education, which provides a special organization of the educational process in higher education in the context of training future professionals. Attention is focused on the problems of professional training of future primary school teachers: insufficient development of theoretical approaches to ensure the system of professional training; imperfect professional training of primary school teachers to work in inclusive education; insufficient level of competence of research and teaching staff in higher education; lack of systematic vision of the problem of inclusion and ways to solve it in different educational structures, etc. It is stated that professional training requires the mandatory formation of the readiness of future teachers to work in inclusive education. Recommendations for the formation of professional readiness are characterized, in particular: to ensure full access of higher education seekers and teachers-practitioners to innovative tools of pedagogical activity; to develop and implement educational courses of prolonged action; to involve applicants for higher pedagogical education and teachers-practitioners in conducting research on the search for and development of effective technologies and methods in the context of inclusive education; develop clear action programs for the professional development of primary school teachers, etc. Keywords: professional training; children with special educational needs; future teachers; inclusive education, professional readiness.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122025810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Alternative forms of secondary education in the USA","authors":"Yuliia Dmytriv","doi":"10.30970/vpe.2022.36.11501","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11501","url":null,"abstract":"The article examines the issue of alternative education in the United States as one of the innovative forms of education, which emerged due to a number of factors, including political, economic, social and cultural transformations constantly occurring in the world. These transformations have an effect on the educational environment by contributing to the emergence of non-traditional approaches, new educational forms, and alter parents` views on the education of their children. Changes in the organization of the society, global pandemics, and wars urge parents to seek solutions to the educational problems of their children, because they face new challenges which require immediate response and a new vision to solve them. Acquiring quality education requires an individual approach to each student. However, due to certain students’ characteristics (low level of productivity and mental activity, emotional and behavioral disorders etc.), there is a need in additional teachers and parents’ support. The search for the effective means to promote the development of a student’s personality and expand their knowledge, skills, abilities remains relevant today. Based on the analysis of foreign and domestic scientific and pedagogical literature, the essence of the alternative education is determined, the periodization of its formation and the differences between traditional and alternative education in the United States are substantiated. It is argued that the main stages of the alternative education development are: fragmentary, unified, progressive and universal, exploratory, innovational-reformist and reformist. The content of the concept “alternative school” as a form of alternative education implementation in pedagogical practice is presented in historical and contemporary contexts along with the typology of American alternative schools described by M. A. Raywid. Keywords: alternative education, periodization of alternative education development, alternative form of education, alternative schools, USA, educational transformations.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"59 22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125045136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics of school leadership in urban and rural areas","authors":"Nataliya Horuk, V. Muzyka","doi":"10.30970/vpe.2022.36.11499","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11499","url":null,"abstract":"The article reveals characteristic features of school leadership in urban and rural areas. It specifies the notions of the concepts “leadership”, “educational leadership”, “school leadership” and presents the main characteristic features of a leader-teacher in accordance with the policy of The New Ukrainian School. It is argued that school leadership is the joint activity of a large number of leaders within the secondary school which is aimed at creating comfortable and equal learning opportunities for all students. The main part of this activity is performed by a motivated lead teacher, who is an organizer and manager of colleagues, students, and their parents. Among the main characteristics of lead teachers, defined by the authors, there is the ability to motivate colleagues and students, innovativeness in teaching, skillful lesson planning and design, usage of modern technologies, partnership, openness and flexibility. In the light of educational reform The New Ukrainian School, the responsibilities of lead teachers include planning, mentoring, communicating with parents, evaluating, and actively participating in school governance. On the basis of empirical research conducted in urban and rural schools the authors were able to analyze the nature of modern school leadership, to define the barriers to leadership in schools, to reveal the problems that affect the development of leadership skills such as insufficient funding, lack of material and technical equipment, low school governance. It is found that the majority of rural educators do not call themselves “leaders”, although in their activity they use the methods and principles inherent in leaders. Their answers also indicate the need for additional training in educational leadership, community development, and school governance, as they understand school leadership mainly as an activity of the administration. Teachers in both urban and rural schools are equally interested in partnership pedagogy, development of students’ critical thinking and mandatory implementation of agreements. At the same time, the answers revealed the insufficient level of teacher mentoring, mutual support and evaluation, which are the important components of school leadership. Keywords: leader, leadership, school leadership, leader-teachers, urban and rural secondary educational institution, NUS, partnership pedagogy.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130943420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The structure of the primary school teacher’s readiness for professional activity: theoretical analysis","authors":"O. Rybak","doi":"10.30970/vpe.2022.36.11561","DOIUrl":"https://doi.org/10.30970/vpe.2022.36.11561","url":null,"abstract":"The article substantiates the essence of the concept of “the future teacher’s readinessˮ on the basis of theoretical indicators: knowledge, skills and abilities through the indicator of the educational employee’s professionalism in professional activity. It presents the role of the teacherʼs work in the society, which is considered through the prism of basic values: scientific, cultural, and traditional as a great responsibility to the society for the quality education of primary school children. The professionalism of a new type of teachers in the new Ukrainian school which is based on the harmonious development of the junior school student is revealed. It is argued that the readiness of primary school teachers to work with younger students in primary education is of great importance. The opinion is highlighted that the main goal of education is a comprehensively developed personality in the aspect of moving from traditional to innovative learning. Various approaches (competence, personality-oriented, dialogical, criterion, synergetic) are used to develop the future primary school teachers’ readiness. The importance of these approaches is presented in the form of a structured system of the teacher’s readiness based on a disordered flow of information. Emphasis is placed on the readiness of the future primary school teachers through individual characteristics. It is stated that the readiness of the primary school teachers contributes to the modernization of the education system of the primary school children. Keywords: future teacher’s readiness, dialogical approach, competence approach, criterion approach, personality-oriented approach, primary school, teacher professionalism, professional activity, synergetic approach, structured system.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131052159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Makarenko studies at Lviv University","authors":"Khrystyna Kalagurka","doi":"10.30970/vpe.2022.37.11646","DOIUrl":"https://doi.org/10.30970/vpe.2022.37.11646","url":null,"abstract":"The article highlights the main directions of Makarenko studies at Lviv University, namely the theoretical study of A. Makarenko's heritage, publishing activities, international cooperation, scientific and educational events, support of educational community in establishing the museums. Based on the analysis of the scientific collections \"A. S. Makarenko\", the author of the article summarizes the achievements and interests in the field of Makarenko studies of famous Lviv scholars H. Paperna, O. Nernovia, V. Savynets, and M. Hodyna. It was found that many articles on Makarenko’s achievements were published by Ye. Syavavko, A. Kukhta, I. Baiik, and a Lviv teacher Yu. Lvova, who for many years worked closely with the Department of Pedagogy and Psychology of Lviv University. It is investigated that H. Paperna's contribution was the study of the preconditions for the formation of A. Makarenko's worldview, his personal traits, which influenced the formation of non-standard approaches to working with pupils. In the field of her scholarly interests there was also the study of Makarenko's collective team, in particular the effectiveness of its functioning. V. Savynets and M. Hodyna were the first initiators of Makarenko studies in Western Ukraine. It was found that V. Savynets revealed the pedagogical value of Makarenko's innovations, argued the universality of his methods in working with children in the family, at school, and in special penitentiary institutions. M. Hodyna studied the psychology of A. Makarenko's activity and behavior. O. Nerovnia became one of the first who studied the issue of self-education of the pupils in correctional facilities or special boarding schools and singled out the requirements for the organization of their self-education. Yu. Lvova carried out the approbation of A.Makarenko’s ideas about the activity of youth groups (education of the leaders, the system of assignment, formation of traditions in the team). Thus, they enriched the historical and pedagogical science with new facts and conclusions, and most importantly, practically implemented the basic ideas and approaches of the famous pedagogue. Keywords: Lviv University, Makarenko studies, F. Naumenko, H. Paperna, O. Nerovnia, M. Hodyna, Yu. Lvova.","PeriodicalId":121413,"journal":{"name":"Visnyk of the Lviv University. Series Pedagogics","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114349504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}