Neperervna profesiina osvita teoriia ta praktika最新文献

{"title":"PRACTICES OF PEACEKEEPING EDUCATION IN LATVIA AND ESTONIA","authors":"O. Akilina, Alexander Panchenko","doi":"10.28925/1609-8595.2023.1.11","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.11","url":null,"abstract":"The article summarizes and critically analyses the experience of the Baltic countries in the field of peace education and outlines the best peace-making practices and peace-making trends in the light of modern Ukrainian realities. When implementing peace education, Ukraine should take into account the need to solve the following problems: recognition and respect for multiculturalism, involvement of local communities in education policy; reconciliation, struggle against injustice and the consequences of conflict. The research uses a systematic approach that allows considering the education of peace in the education system. In addition, a set of methods of scientific knowledge used in the humanities and social sciences is used, in particular, methods of analysis, synthesis, induction, deduction, analogy, and generalization. A significant part of the information base of the research was formed during the internship at the universities of Latvia and Estonia. Summarizing the results of our research, we can say that the following main events took place in the education of the Baltic countries, aimed at the implementation of effective practices in the field of peacemaking: development of training in peacekeeping skills at various educational levels; emphasis on transformational competences, social-emotional skills and paying attention to the metacognitive capabilities of education seekers; development of more effective interactive forms of training for education seekers; development of informal peace education","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75605893","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":"GAMIFICATION AS A MEANS OF IMPROVING THE EFFICIENCY OF THE LEARNING PROCESS IN SECONDARY EDUCATION","authors":"Oksana Salata, Oleksandr Trukhan","doi":"10.28925/1609-8595.2023.3.5","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.3.5","url":null,"abstract":"The article presents the essence and advantages of gamification and its implementation in the educational process; the use of game design elements by teachers in the educational environment. The purpose is to study and present the essence and benefits of gamification and its implementation in the educational process. To reveal the main functions of gamification as a method, the author used the method of induction and deduction, which made it possible to draw conclusions about the details of the gamification procedure and the possible results achieved in the game; the method of comparison, which helped to compare the results of using traditional teaching in lessons in a general education institution and lessons involving gamification techniques. Gamification as a tool that uses different types of student motivation is revealed. Gamification is shown as a complex of game methods and technologies aimed at developing skills and improving the learning process and quality of education. Gamification is revealed as a tool that helps teachers, regardless of the discipline they teach, to make learning interactive and engaging. The potential of using gamification methods to increase students’ motivation, engagement, and performance is presented, mainly by creating a comparative learning environment that affects how students learn. It is concluded that improving students’ motivation and engagement in learning activities is important for the development of skills and competencies. A teacher’s understanding of how gamification methods affect student behavior can help them choose the appropriate methods for their students.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"20 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":"135609911","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":"FOCUS ON ACHIEVING THE GOALS OF SUSTAINABLE DEVELOPMENT AS A LEADING TENDENCY IN THE PROFESSIONAL TRAINING OF CIRCULAR ECONOMY SPECIALISTS","authors":"Oleksii Sysoiev","doi":"10.28925/1609-8595.2023.1.3","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.3","url":null,"abstract":"The article examines the leading trend in the professional training of circular economy specialists in the Republic of Finland, the Republic of Poland and Ukraine - the focus on the implementation of the Sustainable Development Goals; the author concludes that the training of circular economy specialists and the implementation of the Sustainable Development Goals are interconnected and interdependent. It is shown that the training of such specialists brings each country closer to the implementation of the 17 Sustainable Development Goals, which were defined in September 2015 at the 70th session of the UN General Assembly in New York at the UN Summit on Sustainable Development, and fully meets the motivational criterion for comparing trends in professional training in different countries, which reflects the interdependence of sustainable development of society and the development of economic science and professional training of specialists in new specialties, realized at the State and scientific levels. This criterion also characterizes the degree of public awareness and motivation of citizens regarding the need to fulfill the goals of sustainable development and the threats that arise when they are neglected.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84523629","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 USE OF CALCULATION PROBLEMS IN THE TEACHING OF PHARMACEUTICAL CHEMISTRY","authors":"Galina Rizak","doi":"10.28925/1609-8595.2023.1.6","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.6","url":null,"abstract":"The training of specialists in the field of pharmacy is an urgent issue for a developed, social and legal state. Ukraine is no exception, in the educational policy of which a special place is given to pharmaceuticals. The purpose of the work concerned the definition of qualitative methods of teaching pharmaceutical chemistry, in particular, based on the use of calculation problems during practical classes. The research used the methods of analysis, synthesis, comparison and generalization. The experimental and scientific base of the research is the Uzhhorod National University. The developed provisions were tested on students pursuing higher education in the specialty «Pharmacy, industrial pharmacy» of the Faculty of Medicine. It was revealed which of the tasks should be performed by students in the course of their individual activities, for example during independent work, as well as within classroom classes. Various approaches to the organization of the educational process, namely teaching of pharmaceutical chemistry, were characterized. In addition, the content of the above-mentioned academic discipline was considered and its priority for pharmacy students was determined. Also, the main types and directions of calculation problems related to pharmaceutical chemistry were characterized. So, the influence of this type of tasks on the level of knowledge and professional training of students, as well as the possibility of implementing the latter's acquired skills in practical activities, is revealed. The obtained conclusions can be effectively used both by teachers, during preparation for classes with students of higher pharmaceutical education studying pharmacy, and directly by students for independent development.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83253561","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":"TEACHING FOREIGN LANGUAGES BY DISTANCE EDUCATION: SOME PECULIARITIES Authors","authors":"P. Pokotylo","doi":"10.28925/1609-8595.2023.2.5","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.2.5","url":null,"abstract":"The aim of the review is it to highlight some of basic key points of online educational tools. Name some of possible problems and their solutions that teacher can deal with during educational flow. Provide basic features of tools designed for online education considering certain positions we outline. The article is to describe some of most useful functions, their possible integration into curriculum and practical peculiarities of their use. Make some predictions of problems and conflicts that might occur during online education with stated tools limit use. The author gives a suggestion that it is relevant to use learner-centered, approach. Feedback should be fast, provide the teacher with the details and have a system. It is a key to the success. The way to the student heart and mind and therefore better comprehension though a modern technology makes learning more successful. This is possible with the use of the modern technologies. Modern technologies are attention grabbing, user friendly and flexible. With use of modern technologies better results in understanding, team work as well as getting students interested in the study and attract their attention. The author claims that flexibility is the basic point for online learning correlation and functional establishment.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88766981","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":"CLASSIFICATION OF EDUCATIONAL INSTITUTION MANAGEMENT TECHNOLOGIES","authors":"Nataliia Krokhmal, Serhii Myroshnychenko","doi":"10.28925/1609-8595.2023.1.4","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.4","url":null,"abstract":"In this article, based on system analysis, classification and systematization methods, we offer classification of technologies of managing educational institutions on the basis of five groups of functional processes, inherent to every organization, such as: production; marketing; finance; human resources (HR) management; accounting and analysis of business activities. It is noted that classification of technologies of managing the educational institutions should take into account the current state, conditions and processes occurring in external environment and affect the functioning of the internal environment of the educational institution. Every technology of managing the educational institution included into classification, has been characterized: functional processes of production and their management (strategic planning, scenario planning, balanced scorecard of D. Norton and R. Kaplan (BSC), process oriented management, outsourcing, business engineering/ engineering, reengineering); marketing management (educational marketing, market segmentation, client relationships management system (CRM), brand-strategy, «public relations» technologies, benchmarking); financial management (budgeting, benchmarking, financial control, balanced scorecard of D. Norton and R. Kaplan (BSC), fund rising); human resource (HR) management (knowledge management, couching); management of accounting and analysis of business activities (budgeting, key competences); it also takes into account technologies for management of inter-organizational processes that permeate all groups of technologies listed in the classification, such as innovative, informational and SMART-technologies.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78382791","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":"TRAINING OF SOCIAL EDUCATORS FOR PROJECT ACTIVITIES IN POST-GRADUATE EDUCATION: PEDAGOGICAL CONDITIONS","authors":"Nataliia Kucher","doi":"10.28925/1609-8595.2023.3.4","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.3.4","url":null,"abstract":"The article is devoted to the analysis of pedagogical conditions for the training of social pedagogues for project activities in postgraduate education. The purpose of the work is the theoretical substantiation of the requirements for the teacher's profession and his personality. Pedagogical conditions for the training of social pedagogues for project activities are determined as factors, circumstances, necessary and sufficient for the organization and conduct of such training in postgraduate education. The main pedagogical conditions are singled out: updating the content of advanced training courses with innovative modules which provide a cognitive basis for the readiness of social pedagogues for project activities; motivation of social pedagogues to implement project activities in social-pedagogical work; using of innovative technologies in the process of socio-pedagogical work; increasing the effectiveness of methodical support for the training of social pedagogues in postgraduate education. The specified pedagogical conditions ensure the effective development of the professional competence of social teachers and direct them to further professional growth. The results of a survey of social pedagogues regarding their attitude to project activities are presented. It was established that more than half of the respondents at advanced training courses were introduced to the elements of project activity, a small part of social pedagogues received information about the specifics of project activity during informal education: webinars, master classes. It has been proven that the implementation of the specified pedagogical conditions requires the updating of educational and professional programs for the training of social pedagogues in the institutions of higher and postgraduate education, the using of innovative pedagogical technologies in the training process, the introduction of new formations into the traditional system of training social pedagogues in advanced training courses.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"8 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":"135609701","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 RESEARCH PRACTICE IN EDUCATIONAL PROGRAMS FOR THE TRAINING OF MASTERS OF PHILOLOGY","authors":"I. Prozhohina","doi":"10.28925/1609-8595.2022.4.3","DOIUrl":"https://doi.org/10.28925/1609-8595.2022.4.3","url":null,"abstract":"Research practice as a component of the educational programs of the specialty «Philology» at the master's degree in higher education is analyzed, namely its place in the system of specialists' research skills formation. Descriptions of 80 educational programs for the preparation of masters in philology, introduced in 2019-2022 in six universities of Ukraine, were analyzed, particularly the presence of practice(s), which correlates with the defined purpose of these programs from the point of view of the masters' scientific and research skills formation. It was found that some educational programs don't include this kind of practice. The existing practices have various names not only in different universities but also in the same one; some of the names do not reflect the essence of this practice as scientific and research (production, pre-diploma, etc.). It has been proved that research practice should be a compulsory component of the master's educational programs in philology. The purpose of such practice should be subordinated to the broader task of forming the research competence of the philologist, taking into account the professional suitability of the future specialist, which is not limited to teaching philological disciplines in secondary or higher education. The content of the philological master's practice should be consistent both with the standard of higher education in philology for obtaining the master's degree and with the description of a specific educational program. The volume in ECTS credits (in some programs also the duration) of practice(s) has been clarified. It is suggested to conduct this practice in the middle of the curriculum – for educational and scientific programs at the end of the second semester or after it; so that the practice becomes a connecting link between the studied theoretical courses and future independent research, especially a master's thesis.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85690219","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 DIGITALIZATION IN THE PROCESS OF PROFESSIONAL TRAINING OF SPECIALISTS IN THE TOURISM INDUSTRY","authors":"K. Binytska","doi":"10.28925/1609-8595.2023.2.6","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.2.6","url":null,"abstract":"The article analyzes the features of digitization in the process of professional training of future specialists in the tourism industry in higher education institutions. It is summarized that digitization in higher education is important for teaching and studying the features of the functioning of the tourism industry, which will ensure the competitiveness of graduates for the tourism industry. It is found out that the forms of teaching used in the process of professional training of future specialists in the tourism industry in institutions of higher education should be integrated with the needs of tourism organizations and aimed at generating innovative digital ideas, where any person in the organization can propose new production methods for implementation processes or apply new technologies so that the business creates additional material values and services that will allow to obtain profits, as well as to have a favorable competitive position in the market. Emphasis is placed on the fact that one of the forms of training specialists of the specialty tourism in higher education institutions is the use of non-formal education opportunities, including online tourism courses, internships, practical courses in hotels, and educational (excursion) trips. Real-time hands-on research and learning have been found to help students better understand «real-life» tourism situations and issues. In the article, we have summarized the ways of digitalization of professional training of future specialists in the tourism industry, which can be used by higher education institutions today. Digitalization in the process of professional training of future specialists in the field of tourism is due to the development of scientific and technical progress and active digitalization of the field of tourism. Active digitization of the educational process allows the use of digital technologies and at the same time the use of blended learning, which is a challenge for teachers and students. Therefore, taking into account the increased requirements for specialists in the field of tourism, in the educational process of professional training in higher education institutions, digital competences should be formed.","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":"83421619","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":"EXAMINING CHEMISTRY TECAHRS’ REFLECTIVE JOURNALS DURING MENTORING PRACTİCES","authors":"","doi":"10.28925/1609-8595.2023.1.7","DOIUrl":"https://doi.org/10.28925/1609-8595.2023.1.7","url":null,"abstract":"The aim of this study is to determine the impact of mentorship program on professional development of the mentees. This study is guided by case study. The case, in this study, is each of four chemistry teachers who took part in mentorship program as mentees in order to better understand the mentorship program. The data collection tool employed in this study is the reflective journals kept by the mentees throughout the mentorship practice (for eight weeks). Participants filled out reflective journals for evaluation after they completed the lessons (material, lesson plan, etc.) they prepared in the group mentoring sessions held every week. These forms have five questions that might lead mentees to reflect on their implementation of the plans and their professional development in the course of the mentorship program. The data obtained suggest that the mentees had qualified reflections on their current practices as well as future practices. The mentors frequently noted in their weekly reflective journals form that the mentorship program has a positive impact on their teaching methods competencies while implementing the co-designed lessons plans. On the other hand, the most important problem that the mentees uttered is the need for extra time as they could not complete the activities within the planned time frame. In light of the findings, it can be deduced that the mentorship program has improved the professional practices of the mentees.","PeriodicalId":33834,"journal":{"name":"Neperervna profesiina osvita teoriia ta praktika","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81406756","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}