{"title":"Model of Developmental Tutoring in Secondary Education Institutions of Foreign Countries","authors":"T. Shvets","doi":"10.12958/2227-2747-2023-1(182)-3-12","DOIUrl":"https://doi.org/10.12958/2227-2747-2023-1(182)-3-12","url":null,"abstract":"The article analyzes one of the effective pedagogical methods in the field of realization of the individualization principle – the tutoring method. It is due to the current tendency of education development, and its focus on human personality. The purpose of the article is to study and analyze the model of foreign countries developmental tutoring in secondary education institutions. The basic approaches to the concept of tutoring in English- and Polish-language sources, as well as the author’s understanding of this concept, have been defined. It has been concluded that developmental tutoring relies on the individualization principle aimed at supporting students in achieving their goals in learning, maintaining motivation, assistance in recognizing their capabilities, talents and potential development. The article presents the main stages of tutoring: indicative and diagnostic; joint definition of goals, cooperation planning; implementation of the plan; summary of cooperation. The author presents the characteristic features and advantages of the developmental tutoring implementation in secondary education institutions, as well as the types and strategies of tutor activities. It has been also emphasized that the main condition for the implementation of tutoring is the establishment of dialogical relationships between the tutor and the tutee. It has been concluded that developmental tutoring contributes to the personal growth of students and the development of their soft skills, which are necessary for a conscious and successful life.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","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":"131167343","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":"Implementation of Couching Approach in the Professional Training of Future Teacher: Aspect of Reflexogenesis","authors":"V. Zhelanova","doi":"10.12958/2227-2747-2022-2(180)-47-58","DOIUrl":"https://doi.org/10.12958/2227-2747-2022-2(180)-47-58","url":null,"abstract":"The article examines the essence and structure of the coaching approach, which contains conceptual (related to the interpretation of the «coaching» phenomenon, its types and principles) and technological (implies the introduction of coaching techniques in the process of forming reflective competence of future teacher) components. The essence and structure of the reflexive competence of future teacher, which is the meta-competence of an individual, which contains motivational-value (a set of motives, attitudes, value attitudes towards reflective activity); cognitive (reflective knowledge, concepts and ideas) and operational-activity (a set of reflective skills) components, has been revealed. The logic and directions of reflexiogenesis as the process of gradual development of the components of reflective competence in the direction of their complication and range expansion of implementation of pedagogical reflection various types (personal, intellectual, communicative, cooperative) have been analysed. It has been proved that the motivational aspects of reflective competence are transformed in the direction of: motives, needs for reflective activity, reflective attitude, value attitude towards reflection. The cognitive and operational components of reflective competence are changing in the direction of expanding knowledge and skills that reflect personal, intellectual types of reflection – knowledge and skills related to cooperative and communicative reflection.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"19 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":"134370042","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":"Scientific Substantiation of Pedagogical Conditions for the Formation of Students' Social Competence","authors":"Anton Nazmiev","doi":"10.12958/2227-2747-2023-2(183)-98-105","DOIUrl":"https://doi.org/10.12958/2227-2747-2023-2(183)-98-105","url":null,"abstract":"At the article, it was primed that it was appointed pedagogical conditions for the formation of social competence. The importance of improving the quality of professional training of students (scientific-pedagogical, practical, psycho-physiological, psychological) is evidently up to new skills in society, directed at the formation of social competence, as well as changing roles from the functions of a curator, curator and clerk from the traditional role of an expert mentor to the innovative role of a facilitator – the leader and participant in the educational process. It is described the creation in the student government of a special body that accepts the formation of the social welfare of students on the basis of the coordination of the students, the administration of the university, various social institutions, the development and implementation nominative social programs and projects included in various types of social practices. Propionated by the organization of the bodies of student government to the club «Startup» with the method of goal-directed formation of students’ social compe tence in the totality of social values, motives, knowledge, understanding, psychophysiological and psychological qualities.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"7 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":"121525931","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":"Social Adaptation of Children of Internally Displaced Persons in the Conditions of a New Settlement","authors":"Svitlana Sylkina","doi":"10.12958/2227-2747-2022-3(181)-69-79","DOIUrl":"https://doi.org/10.12958/2227-2747-2022-3(181)-69-79","url":null,"abstract":"The article examines the problems of social adaptation of children of internally displaced persons in the conditions of a new settlement. The meaning of concepts «refugee» and «internally displaced person» has been revealed. The main problems and difficulties faced by internally displaced children in the process of social adaptation to new conditions of study and living have been outlined. Effective communication tools of pedagogical workers with children who have experienced stress and traumatic experiences have been characterized. An algorithm for building an emotional dialogue with students from among internally displaced persons has been defined. The article also provides an overview of such tools as feedback and sharing, which are considered to enable a modern teacher to establish effective communication interaction with internally displaced children. The projective method «Feeling Monsters» has been described. The method serves as a tool for working with children’s emotions and feelings. Special attention has been focused on the importance of using group forms of work (creative workshop, quest game, fairy tale therapy, watching cartoons). The organization of such joint interaction can contribute to their active adaptation to the conditions of the new social environment. This will make it possible to improve communication between children, to establish their system of relations with teachers and students of the educational institution in the conditions of a new settlement.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"90 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":"126063063","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":"Culture of Self-presentation as an Indicator of Individual Style of Professional Activity of the Future Teacher","authors":"Irina Shama","doi":"10.12958/2227-2747-2021-3(178)-46-56","DOIUrl":"https://doi.org/10.12958/2227-2747-2021-3(178)-46-56","url":null,"abstract":"The article reveals the essential characteristics of individual style of professional activity of future teachers, modern scientific approaches to the phenomenon of self-presentation of personality in various spheres of life and theory of self-presentation (motivational, personal, situational, behavioral), psychological aspects of self-presentation. Main points of self-presentation as a result, means and activities, types, strategies, basic techniques of self-presentation (verbal and nonverbal) are characterized. The peculiarities of the teacher's self-presentation in the context of his professional image are determined. The concept of «culture of self-presentation», it’s components of modern specialists are characterized. The essence and functions of the culture of self-presentation in the context of forming an individual style of professional activity of the future teacher are specified. Modern requirements for self-presentation of a teacher in the Internet space are considered. Interactive technologies, forms and methods of forming the culture of self-presentation of the future teacher in the process of professional training (case technology, role-playing games, training sessions, etc.) are represented.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"28 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":"126066641","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 Genesis of Managerial Influence on the Formation of Extracurricular Activities during the Independence of Ukraine (end of the ХХ th – beginning of the ХХІ st century)","authors":"L. Vorona","doi":"10.12958/2227-2747-2022-3(181)-80-89","DOIUrl":"https://doi.org/10.12958/2227-2747-2022-3(181)-80-89","url":null,"abstract":"The article represents an analysis of formation and establishment of managerial influence and state educational policy during the independence of Ukraine (the late XX – early XXI centuries) regarding the out-of-school system, and emphasizes the importance of out-of-school education as an important component of the country’s national education system. It has been noted that in the context of the reform of the national education system, out-of-school education should become an important component of the educational structure of each region of the state. It has been shown that out-of-school education institutions should significantly complement school education, provide each student with the opportunity to determine preferences and realize their abilities, interests and commitment in the direction of activity. In the final result it can be the basis of student’s professional activity. The normative and legal framework that determines the direction and trends of the state’s educational policy, including out-of-school, has been highlighted. The author has singled out the stages of the formation of state policy in the field of out-of-school education, has emphasized the importance of support by the state government and local self-government bodies for the activity and development of out-of-school education institutions in the conditions of the transformation of the educational sector of Ukraine. It has been noted that an important direction of state policy and managerial influence in the field of out-of-school education is the adoption of state target programs as interconnected tasks and measures. They are aimed at solving the most important problems of the development of the state or its individual branches. An important stage in the implementation of the state educational policy is the approval and implementation of educational programs of each region. This contributes to the development of out-of-school system and the effectiveness of solving the main educational tasks in the context of reforming the national education system of Ukraine.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"4 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":"133701673","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":"Foreign Language Learning Environment for Cadets of Higher Military Educational Institutions: Features in Terms of Informatization","authors":"O. Romashko","doi":"10.12958/2227-2747-2023-2(183)-80-87","DOIUrl":"https://doi.org/10.12958/2227-2747-2023-2(183)-80-87","url":null,"abstract":"The article is focused on the peculiarities of creating a foreign language learning environment for cadets of higher military educational institutions in terms of informatization. It has been determined that basis for the formation of a foreign language learning environment are of strategic importance for the development of cadets’ personality, as they are aimed at interaction, communication, and cooperation. Various aspects of the organization of a foreign language learning environment in higher military educational institutions and the processes of modern education in the context of new means of acquiring knowledge, strengthening of domestic and international communication in the educational and scientific sphere, creation of new educational content and new forms of education have been characterized. On the example of the organization of the Department of Foreign Languages and Military Translation of the Hetman Petro Sahaidachnyi National Army Academy (Lviv), the organizational features of the foreign language learning environment have been simulated and the directions of cadets’ language training have been determined – Foreign Language for Professional Purposes and Military Special Language Training.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"28 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":"115053296","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 Questioning Activity of Future Teachers in the Process of Studying Pedagogical Disciplines","authors":"L. Butenko","doi":"10.12958/2227-2747-2022-3(181)-14-28","DOIUrl":"https://doi.org/10.12958/2227-2747-2022-3(181)-14-28","url":null,"abstract":"The article discloses the theoretical and methodological foundations of the development of questioning activity of future teachers. The essence of the concepts «question», «questioning», «questioning activity» is determined. The concept of «questioning activity» is defined as an integral quality of the personality, which manifests itself in the orientation of mental performance, reflects a persistent interest in studying the surrounding world in the configuration of «question – answer», a desire to problematize various spheres of human activity. The role of the question in the process of general, cultural and intellectual development of school’s and higher educational institution’s youth is characterized. The functions of questions in the process of educational and cognitive activity of higher education seekers as well as barriers of questioning activity of higher education seekers are determined. The classification of questions used in modern educational practice is presented. The directions of development of questioning activity of future teachers in the process of general pedagogical training, technology and questioning techniques are characterized («Bloom's mayweed», Q-Storming (H. Gregersen); «Five Why’s» method (S. Toyoda), creative questioning, question map, positional questioning, etc.). The stages of the development of questioning activity of future teachers in the process of studying pedagogical disciplines are given.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"17 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":"115060959","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 Psychological Qualities of Future Specialists in the Humanities in the Process of Professional Training","authors":"V. Kurylo, O. Karaman","doi":"10.12958/2227-2747-2022-1(179)-17-26","DOIUrl":"https://doi.org/10.12958/2227-2747-2022-1(179)-17-26","url":null,"abstract":"The article reveals the theoretical and experimental principles of formation of psychological qualities of future specialists in the humanities in the process of professional training. It is established that the most significant psychological qualities that a future humanitarian specialist should possess are tolerance (tolerance to other opinions, manifestations of subjects of different qualities), communicativeness (ability to establish contacts with different people, exchange information, form strategies and tactics of cooperation with people and various social institutions), reflexivity (the ability of the individual to direct their own activities to themselves, to carry out self-assessment of thoughts, actions, behavior). The content and technologies (programs of trainings and classes, games, creative tasks, exercises, etc.) of formation of psychological qualities of future specialists of humanitarian profile in the process of professional training are developed. Their effectiveness has been proven experimentally. The conclusion about the necessity of their introduction into the educational process of higher education institutions of Ukraine is made.","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"76 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120896972","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":"Ideas of Physical Education and Health in the Pedagogical Heritage of A. Makarenko","authors":"Svitlana Ivanchykova","doi":"10.12958/2227-2747-2019-1(170)-65-71","DOIUrl":"https://doi.org/10.12958/2227-2747-2019-1(170)-65-71","url":null,"abstract":"","PeriodicalId":187076,"journal":{"name":"Education and Pedagogical Sciences","volume":"24 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":"126537755","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}