Neperervna profesiina osvita teoriia ta praktika最新文献

{"title":"EDUCOLOGY DIMENSION OF INNOVATIVE EDUCATION IN THE CONTEXT OF SOCIO-ECONOMIC GLOBAL CHALLENGES","authors":"O. Tadeush","doi":"10.28925/1609-8595.2023.1.2","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.2","url":null,"abstract":"The article examines the educology dimension of innovative education in the context of socio-economic global challenges based on the scientific ideas of the famous Ukrainian philosopher Viktor Ogneviuk. The expediency of using the innovative direction of integrated research in the field of education - educology - defined and substantiated by Victor Ognevyuk in the research was determined. It was determined that the educology dimension of innovative education involves the study of interdependence between the development of modern society and the integrated character of modern education, strengthening their interrelationships, which are revealed in the processes of transformation and innovation in education. Modern socio-economic global challenges affecting the development of innovative education have been identified, substantiated and classified: globalization, the COVID-19 pandemic (digitalization, digitization); military situation in Ukraine (destruction of infrastructure, loss of material and technical base by educational institutions; difficult psychological state of participants in the educational process during the war; migration of teachers and students abroad; mobilization). It is noted that the characterized socio-economic challenges of today, orientate innovative education on the transition to a qualitatively new level of development on the basis of the strategy of sustainable development of humanity, which acts as a new paradigm of socio-political, economic, moral and spiritual values and landmarks aimed at affirming the self-worth of human life in harmony with the surrounding natural and social environment.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78856923","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 DIGITAL LITERACY FOR TEACHERS IN THE SYSTEM OF POSTGRADUATE EDUCATION IN UKRAINE","authors":"закладах загальної, середньої освіти, формування цифрової, грамотності вчителя, починається з, формування цифрової, грамотності особистості, яка може починатися, з дитячого, віку. Вчителі, які народилися","doi":"10.28925/1609-8595.2023.2.7","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.2.7","url":null,"abstract":"The article discusses the problem of forming digital literacy for teachers in the system of postgraduate education in Ukraine. It is noted that digital literacy is important for teachers as it can contribute to enhancing the effectiveness of the educational process, teaching students to effectively use digital tools for educational purposes and in various areas of life. Digital literacy in the process of education implies knowledge and skills in using a wide range of digital tools, such as smartphones, tablets, computers, etc., for various educational goals. The idea of lifelong learning is one of the important directions of the educational process in Ukraine, the implementation of which is aimed at the development of society's digitalization, which requires teachers to have a high level of digital literacy. A teacher should be prepared to implement professional activities using digital technologies, utilizing the possibilities of these technologies to improve the quality of the educational process and prepare students for successful life in modern society. Digital literacy is crucial in the process of teachers' professional development, which is manifested in solving various tasks involving the use of digital technologies. Various ways of forming digital literacy can be introduced in the system of postgraduate education in Ukraine, namely: programs and courses aimed at forming digital literacy for teachers. The article presents the main directions of such programs and their content.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76393647","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 AND PSYCHOLOGICAL CLIMATE IN THE GENERAL SECONDARY EDUCATION INSTITUTIONS OF KYIV UNDER THE CONDITIONS OF THE MARTIAL LAW","authors":"Kostiantyn Lynov, Olena Merzliakova, Diana Sabol, Oksana Matviichuk","doi":"10.28925/1609-8595.2023.3.6","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.3.6","url":null,"abstract":"This article shows indicators of the socio-psychological climate in general secondary education institutions of the capital of Ukraine in the conditions of martial law in the second year of the war. The authors conducted a survey of 420 educators, the staff of thirteen schools of Kyiv. Three methods were used: the method «Analysis and evaluation of the social and psychological climate of the team» (L.M. Karamushka); a method of assessing the psychological atmosphere of the team (according to A.F. Fiedler) and a questionnaire adapted by the department staff, containing 15 questions that characterize the attitude of teachers to work. The emotional attitude of teachers to the conditions of job was analysed; psychological atmosphere in the team; command settings etc. Four factors are key to establishing a favourable climate in schools: 1) relations with the principle, 2) relations with colleagues, 3) greater trust to the teacher who strives for self-realization, 4) clear organization of management activities. The teacher needs a higher level of trust. Most of all, teachers want to be able to demonstrate their own business qualities and build a clear relationship with the manager. It is important for teachers to be able to choose the directions of their activity, the content of their work, the ability to set the sequence of work at their own discretion within the defined terms, and to choose the method and time of their execution. During martial law, educators need more support and a sense of protection of their rights.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135609702","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 DIALOGUE AS A METHOD OF FORMATIVE ASSESSMENT OF SCHOOL STUDENTS’ LEARNING OUTCOMES","authors":"Lidia Vaschenko","doi":"10.28925/1609-8595.2023.1.9","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.9","url":null,"abstract":"The article discusses the use of educational dialogue for the organization of formative assessment and assessment discussions. We are talking about educational dialogue as a teaching method, a kind of interpersonal communication in which experience, relevant knowledge and skills are exchanged. The role of educational dialogue in the organization of formative assessment is to create an educational environment in which students develop the ability to reason and solve problems. The research conducted among teachers and students gives reason to conclude that educational dialogue is used in domestic school practice, but it is not widely used for evaluating learning results. Only a third of the interviewed biology teachers admitted that they use dialogues to evaluate the results of educational activities. Half of the teachers who took part in the study believe that they have enough knowledge and practice to organize the assessment. Educational dialogues involve students' ability to ask questions. This skill demonstrates the student's level of awareness of the educational material and is related to the search and processing of information. However, only a third of teachers agreed that they assess students' ability to formulate questions. Half of the biology teachers believe that in their pedagogical practice there is no assessment of students' ability to ask questions. Most students are also convinced that such practice does not exist at school. The results of the survey indicate a difference in the views of teachers and students on assessment during educational dialogues.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75524786","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":"INFLUENCE OF THE STUDENT SELF-GOVERNMENT ON THE DEVELOPMENT OF LEADERSHIP QUALITIES OF HIGHER EDUCATION SEEKERS: ATTITUDE OF SCIENTIFIC AND TEACHING EMPLOYEES","authors":"Olena Hulko, O. Yaroshenko","doi":"10.28925/1609-8595.2023.1.8","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.8","url":null,"abstract":"The article is devoted to the analysis of the results of the survey conducted with scientific and pedagogical workers of 23 higher education institutions which was aimed at revealing the attitude of scientific and pedagogical workers to student self-government bodies’ activity and its influence on the development of higher education students’ leadership qualities. Emphasis is placed on the relevance of the chosen research subject, determined by the significant impact of student self-government on various aspects of student life in higher education institutions. The extent to which scientific and pedagogical workers of the higher education institutions are informed about the activities of student self-government bodies and their opinion about the leadership qualities of higher education seekers on the basis of a survey of 104 respondents is revealed. The author’s questionnaire consisted of three blocks of questions. The first block made it possible to collect information about the respondents. With the help of the second block, the scientific and pedagogical workers’ awareness of the activities of student self-government bodies was revealed, and in the third, the scientific and pedagogical workers’ assessment of the influence of student self-government bodies on the development of leadership qualities of higher education students was defined. The α-Cronbach reliability coefficient was calculated in order to check the internal consistency of the questionnaire. Based on the statements of the respondents, it was proven that the representatives of the teaching community are familiar with the activities of the student self-government bodies in the higher education institutions according to their place of work and the methods of student self-government. More than half of the surveyed scientific and pedagogical workers consider the influence of student self-government bodies on the organization of the educational process in higher education institutions and the development of leadership qualities of higher education students to be significant. Constructive judgments of the respondents regarding the improvement of student self-governance activities for the successful development of leadership qualities of higher education students are given.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80494552","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 DEVELOPMENT OF A FOREIGN LANGUAGE TEACHER AT UNIVERSITY: COMPETENCE AND CREATIVITY ASPECTS","authors":"A. Durdas","doi":"10.28925/1609-8595.2022.4.4","DOIUrl":"https://doi.org/10.28925/1609-8595.2022.4.4","url":null,"abstract":"The article deals with the issues of development of foreign language teachers’ competences and creativity at university. The necessity to constantly develop professional competences of a foreign language teacher has been substantiated; the lack of research on a foreign language teacher’s creativity in scientific literature has been stressed. The connection of creative teaching with emotions has been revealed. Emotions at foreign language lessons have been specified as a factor affecting students’ academic outcomes, interest, commitment and personality development. The ability of emotions to affect the social atmosphere of a classroom and learning environments has been admitted. Teachers’ creativity and teaching effectiveness have been defined as two essential elements of teaching. The article says that foreign language teachers’ professional competences can be developed both in a formal way – through participation in improvement proposals offered by various institutions, and in an informal way: reading specialized literature or meetings with other teachers of a given training discipline for exchanging professional experience. A STRIDE technique has been suggested for leading a teacher through a process of reflection using a six-step focused analysis, which helps teachers to understand both their strengths and the problem areas as well as to make them notice potential ways of reaching their goals.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83102616","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":"PROSPECTS FOR THE DEVELOPMENT OF MODERN SCIENCE: EDUCOLOGICAL ASPECTS","authors":"O. Melnychenko","doi":"10.28925/1609-8595.2023.1.1","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.1","url":null,"abstract":"The article is devoted to the analysis of futurological research as a scientific method of forecasting the future development of society in general and the educational sphere in particular. The author provides a general description of futurology, reveals the specifics of future research and singles out the methods and technologies used by futurology. The fact is emphasized that unlike astrology or utopian concepts, futurology relies in its forecasts on a set of methods borrowed from other scientific fields. The article emphasizes the importance of analyzing past and present events, developing alternative options for the future development of society in general and education in particular. The author emphasizes the interdisciplinarity and transdisciplinarity of futurological research and draws a parallel between futurology and educology as scientific directions that aim to predict future social development, determine its trends and specifics. The author pays special attention to the characteristics of the complex of research methods of futurology, as borrowed from the natural sciences, in particular mathematics, physics, cybernetics, etc. The article highlights the trends and directions of education development, which will be the main guidelines for the quality of education in the future. Futurology is a branch of social knowledge that deals with the analysis and development of concepts of the future by extrapolation of existing technological, economic or social trends, as well as substantiating the forecast of the development of future trends. Extrapolation is just one of the methods used by futurists when studying the future. When developing futurology, scientists aimed to create a new science, a kind of «philosophy of the future», which would focus on scientific and theoretical exploration and oppose utopian concepts. Today, futurology is considered as a science that is free from any ideological and socio-utopian doctrines, as a branch of social science, the task of which is to develop concepts of the future of humanity, prospects for the development of social processes. The main problems that modern futurology is interested in: 1) definition and evaluation of future development trends, in particular in the educational sphere. To do this, first, some current development trends are singled out and an attempt is made to characterize them in a certain way, to determine their possible influence on each other, and to describe their possible interaction under various scenarios; 2) identification of regularities among a variety of specific single determinants; 3) coverage of the analysis of the entire system (for example, the educational sphere), based on the identified trends and components of development; 4) forecasting the development of the system in the short-term and long-term perspective, including its development during the century under various possible circumstances; 5) using a combination of instincts and logic during research, and not just","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78962100","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":"MECHANISMS FOR IMPLEMENTING UNIVERSITIES’ SOCIAL RESPONSIBILITY IN THE CONDITIONS OF UNIVERSITY AUTONOMY: THE EUROPEAN EXPERIENCE","authors":"O. Bulvinska","doi":"10.28925/1609-8595.2023.2.10","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.2.10","url":null,"abstract":"The article is dedicated to the analysis of the universities’ social responsibility in the conditions of university autonomy. It has been emphasized that social mission of higher education demands from universities the strengthening of their social responsibility before the state, society and the community for the quality of higher education provided, for promoting the country’s innovative progress thanks to scientific research, for solving environmental and social problems, for forming values and developing human capital. University autonomy in organizational, financial, personnel and academic dimensions enables each higher education institution to choose a mechanism for implementing social responsibility in accordance with its mission, values and the model – either research or entrepreneurial. The article analyzes the experience of the University of Tartu and the University of Luxembourg. It has been found out that the mechanisms for implementing social responsibility differ depending on the model of the university. The research University of Luxembourg collaborates with private companies, municipalities, the public sector by introducing professorships based on scholarships funded by an external partner and carrying out research commissioned by an external stakeholder. The entrepreneurial University of Tartu realizes social responsibility by maximally commercializing the results of scientific research and startups of teachers, scientists and students. In such cooperation, universities use the possibilities of institutional autonomy: the opportunity to create structural divisions for cooperation with business and the community, for conducting scientific research; to use financial contributions from various donors, to receive income from the transfer of intellectual property rights; to choose areas of scientific research, to determine independently the content of educational programs and individual educational modules, etc.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88024492","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":"FEATURES OF THE IMPLEMENTATION OF ACADEMIC CAREER SUPPORT AND GRADUATES’ EMPLOYMENT IN THE USA","authors":"H. Chornoivan","doi":"10.28925/1609-8595.2023.2.9","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.2.9","url":null,"abstract":"The article is devoted to the peculiarities of professional development, employment and academic career in the USA. It is emphasized that for the successful development of an academic career, it is necessary to apply a systematic approach, in particular, to take into account personal development, continuous learning and career management. The practice of the American National Association for Career Development is considered, the prerequisites and resources for career growth are determined. Presented are practical tools for self-assessment and diagnosis of career paths, an opportunity for researchers at various career stages to participate in a mentoring program for leadership development, sharing experiences, planning and achieving goals, supporting continuous career growth and lifelong learning. The article analyzes the experience of organizing professional development and of support for career of employees in leading USA universities: Harvard University, Stanford University, and the Massachusetts Institute of Technology. Attention is focused on the joint mission of the institutions, which consists in the value for human capital development through the comprehensive realization of the potential of each individual, the creation of favourable conditions for life and professional growth, decent financial support and career growth prospects. It is noted that the main trends in the development of the academic career and employment of graduates of the mentioned institutions in the USA include internal mobility, professional development, continuous training and professional development, organization and activity of professional networks, career coaching, mentoring program.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85328171","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":"ENSURING THE EDUCATIONAL ACTIVITIES EFFECIENCY IN THE CONTEXT OF INTERNATIONALIZATION: EUROPEAN HIGHER EDUCATION AREA COUNTRIES","authors":"M. Debych","doi":"10.28925/1609-8595.2023.1.10","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.10","url":null,"abstract":"The goal of the study is the analysis of national documents on the topic of the study, the main actors who shape the policy of internationalization at the national levels and the identification of the mechanisms used to ensure the efficiency of educational activities in universities in the context of internationalization in countries that are leaders in the number of international students. To achieve the above goal, several methods have been used, including an internet search, analysis, systematization of evident information. It was found that Ministries of education provide the regulatory framework for higher education and cooperate with other national ministries and organizations to develop international opportunities for higher education. Policies and programs to promote incoming/outgoing student mobility aimed at «degree mobility» or «credit mobility» include: grants and scholarships; simplification of visa policy; preferential admission; «Study in» marketing campaigns. The main goals of national organizations are: to maintain the visibility of higher education on the international market of educational services; attract international students to study in the country; promote language learning; join forces to solve global problems. The impact of national internationalization policies on the efficiency of educational activities is largely measured by the following quantitative indicators: number of foreign students, number of educational programs in foreign languages, and number of double degree programs. Based on the results of the analysis of European internationalization strategies, recommendations have been formulated to increase the effectiveness of educational activities in the context of internationalization.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82475371","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}