Educological discourse最新文献

{"title":"MODERN EUROPEAN EXPERIENCE OF PRACTICAL TEACHER TRAINING","authors":"Natalia Kosharna","doi":"10.28925/2312-5829.2021.1.10","DOIUrl":"https://doi.org/10.28925/2312-5829.2021.1.10","url":null,"abstract":"The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133831312","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":"METHODOLOGICAL APPROACHES TO STUDYING OF UKRAINIAN AS A FOREIGN LANGUAGE AT MEDICAL INSTITUTIONS OF HIGHER EDUCATION","authors":"M. Tsurkan","doi":"10.28925/2312-5829.2020.1.9","DOIUrl":"https://doi.org/10.28925/2312-5829.2020.1.9","url":null,"abstract":"Main methodological approaches to studying of Ukrainian as a foreign language of students from medical institutions of higher education have been described in the article, in particular content and peculiarities have been revealed of such approaches as system, communicative-activity, personally-oriented professionally-oriented, socially-cultural, word-centric, contextual, competency ones. It has been stated, that such structured components are singled out in methodological system of studying of Ukrainian as a foreign language as aim, content, task, approaches, principles, methods, forms, means, technologies and results of studying, which provide implementation of educational process, while interacting between each other. It has been noted, that distinguishing of presented approaches to studying of Ukrainian as a foreign language is implemented according to the aim and tasks of educational disciplines. It has been emphasized, that aim of the discipline «Ukrainian language» consists in achievement of final goals of education, which are basis for construction of its content. Practical acquirement of a language at I medium level is considered as terminal goal of the discipline at medical institutions of higher education, that is sufficient for implementation of cognitive activity in social-cultural and educational-professional spheres, that is realized with the help of complex approach to preparation of future specialists and provides interaction of communicative, educational and disciplinary goals.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129738706","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":"A STRUCTURAL-FUNCTIONAL MODEL OF THE PEDAGOGICAL SYSTEM OF FORMING OF AESTHETIC CULTURE OF FUTURE TEACHERS OF THE UKRAINIAN LANGUAGE AND LITERATURE: COMPARATIVE EXPERIENCE","authors":"Valentyna Papushina","doi":"10.28925/2312-5829.2019.3-4.330341","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.3-4.330341","url":null,"abstract":"The article is dictated by the need for changes in the educational process of higher educational establishment, the search for new forms, methods and means of forming the aesthetic culture of future teachers of Ukrainian language and literature. The author proposes the model development of the pedagogical system, tested in educational process of higher educational establishments. The author considers models of the pedagogical system which was tested in the educational process. The model is based on a systematic approach that structures the external and internal contexts of the formation of aesthetic culture of future teachers of Ukrainian language and literature and functional blocks: a target one that contains the purpose and objectives of the pedagogical system; theoretical and methodological, which includes the principles and approaches that base the process of forming the aesthetic culture of future teachers of Ukrainian language and literature; content and activity that covers the stages, components of the formation of aesthetic culture of future teachers of Ukrainian language and literature, technology of implementation of the pedagogical system, which require appropriate norms, methods, tools; a result, which defines the criteria for the formation of aesthetic culture of future teachers of Ukrainian language and literature, which, in turn, detail the indicators, and the levels of its formation.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131184630","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":"EFFICIENCY OF MEDIA TOOLS USE BY PRIMARY SCHOOL TEACHER AT THE FOREIGN LANGUAGES LESSONS: FROM AWARENESS TO READINESS","authors":"L. Petryk","doi":"10.28925/2312-5829.2019.3-4.185196","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.3-4.185196","url":null,"abstract":"The article actualizes the issue of the future primary school teacher’s training for the use of media at foreign language lessons. It is characterized as a dynamic process that confirms a certain readiness of a future specialist to use media in professional activities for the active students’ subject-subject cognitive activity. The result of this training is the future teacher’s readiness to perform the specified activity. The structural components of the future specialist’s readiness for the implementation of the specified type of activity are determined and described by the author. Motivational, cognitive, technological and reflexive components build the structure of the future primary school teacher’s readiness for the use of media at foreign languages lessons. All of them are interdependent and complementarity. The process of formation of structural components of readiness during the future primary school teacher’s professional training is analyzed in the paper. It is considered on the basis of Bloom’s taxonomy (taxonomy of the organization of cognitive personality skills). Diagnostic tools to measure the level of formation of structural components of readiness are also offered. They are criteria, indicators and levels. A personal purposeful criterion, a knowledgeable criterion, a methodical criterion, an evaluative resultant criterion determine the formation of each separate component of the future primary school teacher’s readiness for the use of media at foreign language lessons. The formation of each component of readiness is measured according to the defined indicators that are mentioned by the author. The level of the formation of each component of the future primary school teacher’s readiness for the use of media at foreign language lessons is measured according to the reproductive, sufficient and productive levels.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"303 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115864395","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":"RESEARCH OF MOTIVATION OF FUTURE ENGINEERS OF COMPUTER PROFESSIONAL PEDAGOGES","authors":"O. Yesipova","doi":"10.28925/2312-5829.2019.3-4.121129","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.3-4.121129","url":null,"abstract":"The article analyzes the scientific literature of domestic and foreign scientists, on the basis of which the approaches to the concept of motivation (motivation as a combination of factors and motives, motivation as a process and mechanism of activity, motivation as a set of all determinants of behavior) and a motive (an internal position of the student; driving force of the student). On the basis of the analysis of leading editions and own understanding of the concept of motivation, in the context of the scientific article, the concept of motivation will be understood as a set of factors and motives.The analysis of the educational activities of future engineers-teachers of the computer profile has shown that low motivation is one of the reasons for the lack of interest of those who are taught in the educational process while studying pedagogical disciplines. On the basis of the questionnaire on the methodology «The motivation of students studying at higher educational institution», the prevailing external and pragmatic motives for future engineers-teachers of the computer profile were established.In the course of student interviewing, it has been established that the regress of motives from the domestic ones in the process of entering the institution of higher education and the actual ones arose as a result of the fact that 61% of students disappointed in choosing their future profession. According to the results of interviews, the respondents found a low level of motivation in the process of studying humanitarian disciplines, including the pedagogical cycle. The survey shows that 64% of students do not see themselves as teachers, 73% study pedagogical disciplines because they are included in the curriculum and are mandatory. On the other hand, the information society creates demand for skilled workers in the IT industry, whose training can only be provided by highly skilled engineers-teachers of the computer profile provided that they have the appropriate pedagogical training. Recommendations on formation of positive motivation of students are developed.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131651366","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":"EDUCATIONAL POTENTIAL OF VIDEO GAMES: WORLDVIEW AND METHODOLOGICAL FOUNDATIONS","authors":"Horban Olexander","doi":"10.28925/2312-5829.2019.3-4.1934","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.3-4.1934","url":null,"abstract":"The article reveals the essence of the video game as a special phenomenon of the social reality of a modern man. The idea of the need to develop a qualitatively new strategy for the development of the educational space based on the active involvement in the educational process of the latest communication technologies on video game platforms is substantiated. It has been found that human activity is intertwined with the game or includes certain game elements of the initial formation of society. The game performs a particular educational function, which simulates certain situations and provides basic practical skills. In this case, the game process teaches through entertainment, brings up with ease, which sometimes lacks a classical education. Discovered educational potential and analyzed the educational prospects of video games. Notes the use of video games in the educational process in three areas: educational games, gamification of education and learning based on the game (Game Based Learning). Educational games are games that are developed and used in training. They combine the characteristic elements of video games - multimodalism, interactivity, specific organization of the game situation, narrative and social goals. Gamification in education involves the use of a “like in-game” rule system, the experience and role of the player to shape the student’s behavior. At the core of gamification is the idea of implementing a gaming approach in order to make learning more fun. Game Based Learning (GBL) is a form of learning that is used to encourage students to learn during the game and make learning more interesting by adding fun to the learning process. Video games in this case are attracted to the classical educational process as a model, example, or element of reward. The conclusion is made about the prospects of attracting video games to the educational process as innovative methodological tools that can generate relevant educational and professional competence.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116560647","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":"METHODOLOGICAL GROUNDING OF ACME STRATEGY AND ACME TECHNOLOGY FOR THE SPECIALIST’S PRODUCTIVE ACTIVITIES IN SOCIONOMIC PROFILE","authors":"V. Gladkova, Ding Yujing","doi":"10.28925/2312-5829.2019.3-4.280293","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.3-4.280293","url":null,"abstract":"The article expounds the results of the acme strategy methodological foundation’s theoretical analysis and acme technology of productive activity’s theoretical analysis for socionomic specialists. It is noted that the most developed approach today is the functional role approach and personality-activity approach. Now scientists suggest subject-acmeological and acme synergetic approaches for analyzing the activities of socionomic specialists The methodological principles of the creative personality development for the socionomic specialist are closely interconnected and form a system: intentional dynamism; invariance; individualization - collective identity; anthropological; studying the general in separate and through the separate; simultaneous study of person and his activities; the need to study person in a chain: individual – personality – subject of labor – individuality; systemic structural principle; historicism; humanism; development; unity of psyche and activity; reflection – of the subject; determinism – self-determinism. The considered methodological principles determine the methodological space of research, its specificity and orientation. They make possible the acme synergetic specificity of the socionomic specialist as a person who develops and improves the subjective nature of such development and self-improvement, which is aimed at the full disclosure of his or her inner potential, reaching the highest level. Relative to an individual person as a member of acme strategy society is a lifesupport system for acme values and the needs of self-development, self-actualization of individual, achievement of acme goal in the productive activity. The implementation of the result of acme strategies and its new environment entrance, in accord with the general acmeological law of development’s productive competence for specialist, manifests itself in the feedback process at the tactical, operational and strategic levels. The process of acme strategy’s development and implementation is designed to solve the problems of the formation and further improvement in professional structures as the foundation for building productive author's activity system and achieving productive competence for specialist in it. Implementation of acme strategies in the professional activities for socionomic specialist is carried out using acme technologies. The distinctive feature of acme technology is the goal-setting process. In acme technology, the central problem is viewed from the position of the desired embodiment’s result which is in the spiritual product and properties of activity’s subjects and satisfies the requirements in advance. Acmeological technologies consider the multi-level interaction, relationships and interrelations. Important elements of acmetechnology are theoretical models of activity.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132687918","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":"FUTURE TEACHERS’ TRAINING FOR IMPLEMENTATION OF INDIVUDUAL APPROACH TO STUDENTS ON THE LESSONS OF LABOUR TRAINING AND TECHNOLOGIES","authors":"Yurii Turanov, Andrii Uruskyi","doi":"10.28925/2312-5829.2019.3-4.240252","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.3-4.240252","url":null,"abstract":"Relevancy of training future teachers of labor training and technologies for implementation of individual approach to students’ learning has been substantiated. Complex of actions to be taken into account for the successful execution of individual approach to the students' learning has been determined: identification of the basic individual peculiarities of students, which are manifested while studying particular subject; considering age features, defining students’ individual characteristics in order to take them into account in the process of learning, grouping students, developing differentiated tasks for students of different groups. Training of future teachers of labor training and technologies for individual approach implementation in accordance with stages and with gradual complication of tasks has been suggested. Notional stages of students’ training for the implementation of individual approach have been determined: initial understanding of the role of individual approach to students; learning of the essence of individualization and differentiation of training, creation of differentiated tasks; development of creative tasks taking into account individual and age features; formation of professional competencies in future teachers and consolidation of the existing knowledge and skills in implementing individual approach to students; improving the readiness of students to implementation of individual approach. A list of theoretical questions for students in order to understand the essence and peculiarities of implementation of individual approach to teaching students has been suggested. Requirements to the tasks on training future teachers for implementation of individual approach in teaching students in accordance with each stage have been developed.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127210289","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 FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTICS HIGHER EDUCATIONAL INSTITUTIONS BY THE METHOD OF INNOVATIVE DICTATIONS","authors":"N. Baranenkova, N. Lashuk","doi":"10.28925/2312-5829.2019.1-2.104114","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.1-2.104114","url":null,"abstract":"The article deals with the issue of the effectiveness of using dictogloss as a way of enhancing communicative speech activity, critical thinking and creative potential of students of non-language higher educational institutions in ESP classes. The key stages of the traditional dictogloss are considered: 1) preparation; 2) dictation; 3) reproduction; 4) analysis and reflection, comparing texts created by subgroups with the original or with texts of other subgroups. The main principles (such as the principle of cooperation training and the use of interactive technologies, the principle of the curriculum and the educational process connection, the principle of diversification, the principle of the development of mental, mnemic and perceptual processes, the principle of emotionality, the principle of systematicity and consistency) aimed at ensuring the outcomes and effectiveness of innovation dictations and the ways of their implementation are outlined. The main modified versions of the dictogloss are analyzed and recommendations for their preparation in ESP classes are provided: dictogloss-negotiations, «student-control» dictogloss, student-student mode, «Summary» dictogloss, «Express your own opinion», «Reodering dictogloss», «Add details», «Picture» dictogloss. Dictogloss is determined to be an effective activity for teaching ESP, since it can be applied to different levels of foreign language proficiency and adapted for any specialism. The advantages of the dictogloss are emphasized: it can be used to represent a new topic, to revise and practice vocabulary or grammar material; it does not require more time for preparation than other types of activity; the teacher can change the forms of dictations, adding a competitive element or element of the gamification; it can become a source of motivation for learning a foreign language and a way of diversifying pedagogical techniques and technologies.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129631045","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":"MANAGEMENT OF GENERAL SECONDARY EDUCATIONAL INSTITUTION WITH INCLUSIVE LEARNING UNDER CONDITIONS OF NEW UKRAINIAN SCHOOL","authors":"Alla Panchenko, N. Kravchuk","doi":"10.28925/2312-5829.2019.1-2.297309","DOIUrl":"https://doi.org/10.28925/2312-5829.2019.1-2.297309","url":null,"abstract":"The article outlines obstacles to the implementation of inclusive learning into the education system of Ukraine at different levels of management: macro, meso, and micro levels. It has been noted that the inclusive learning is being introduced with regard to the experience of Germany, Finland, Austria, Sweden, etc. Social policy in relation to people with special educational needs based on the principles of equality and tolerance has been identified as a prominent feature. The article highlights the peculiarities functioning and management of the general secondary education institution with inclusive education in the context of the Ukrainian school reform regarding the observance of values, principles of the UN Convention on the Rights of the Child, and the regulatory base of Ukraine. It has been mentioned that the introduction of inclusive education in the education system has been the purpose of meeting the requirements of society concertning socialization of children with special educational needs.\u0000\u0000The significance of the implemented all-Ukrainian experimental program \"Social Adaptation and Integration into the Society of Children That Require Correction of Physical and / or Mental Development by Introducing Inclusive Education\" at school I-III. No. 168 Obolonsky district of the city of Kyiv. The article presentd the stages of its implementation; and it is suggested that they should be followed by managers of educational institutions.\u0000\u0000An integral model of balanced child development under the conditions of inclusive learning has been developed. The external and internal conditions are determined for the purpose of creating a safe educational environment for the development of the personality of children with special educational needs. The proposed components of psychological and pedagogical support and management in the general secondary education institution with inclusive learning contribute to the formation of value references and standards of behavior of concerned parties.","PeriodicalId":289326,"journal":{"name":"Educological discourse","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127821791","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}