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Development of professional competence in the process of training future teachers of fine arts
No full text(uk) У статті здійснено узагальнення поняття фахова компетентність вчителя образотворчого мистецтва. Пролонговано основні положення та принципи розвитку фахової компетентності у процесі професійної підготовки майбутніх учителів образотворчого мистецтва.(ru) В статье обобщено понятие профессиональная компетентность учителя изобразительного искусства. Пролонгированы основные положения и принципы развития профессиональной компетентности в процессе подготовки будущих учителей изобразительного искусства.(en) The article summarizes the concept of professional competence of a teacher of art. This definition implies a profound knowledge of contemporary issues of teacher pedagogy, psychology, art history, fine art teaching methods and ability to apply this knowledge in practice. Mandatory occupational competence of a teacher is the ability to match existing knowledge to the purposes, conditions and the ways of artistic and educational activities. Basic provisions and principles of professional competence in the training of future teachers of fine arts are prolonged. The system of training and education of an artist-teacher should be solid, scientifically sound and meaningful for society; during the training course a future specialist is required to master the educational and artistic skills, the ability to form an independent artistic and creative activities in various forms and genres of fine art; the final result of future specialist training should be a high level of artistic and creative, professional and pedagogical competence. The way of implementation of these provisions is to attract future teachers of fine arts to the social artistic projects. These projects provide professional self-realization of the future teachers of fine arts on both creative and pedagogical levels. We want to emphasize that the current state of future teachers of fine arts preparation in higher education institutions requires new ways of improving their theoretical and practical training quality, capacity for their independent creative work, professional self-development, development of professional competence as an integrated capability of the personality, consisting of knowledge, experience, values and attitude which can be integrated into practice, that means providing individual experience of using acquired knowledge in the process of studying
The development of higher education in ukraine in the nineteenth and twentieth centuries
No full text(uk): У статті розглядається історія вищої школи України, її становлення й розвиток. Найбільш цікавою у зазначеній площині визначено ХІХ –ХХ століття.(ru) В статье рассматривается история высшей школы Украины, ее становление и развитие. Наиболее интересным в отмеченной плоскости обозначен период ХІХ –ХХ века. Ключевые слова: ячейки украинского образования, высшая школа, гимназия, лицей, университет, педагогические курсы.(en) Summary. At the present stage of socio-cultural changes and joining of the national education system to the world integration processes significant changes in the socio-political, socio-economic and public life of society are happening. Historical and pedagogical science has also undergone transformations: an opportunity of impartial historical and educational research appeared, scientific interest to researchers of national historical and pedagogical process increased. Study, theoretical analysis and creative use of past experience becomes of the great importance for proper understanding and solving many of today's educational problems. Appealing to the origins of educational theory and practice, the ability to understand the historical lessons nowadays allow qualitatively upgrade the national system of teacher training. On the one hand it shows the maturity of the historical and pedagogical science, on the other hand it proves that at some point any study requires careful research of its own history. The study of the history of higher education Ukraine, its formation and development has a remarkable place in this process. The most interesting in this plane are the nineteenth and the twentieth centuries. The nineteenth century in Ukraine marked the opening of the number of higher education institutions, which were destined to become the centers of Ukrainian education, science and cultural revival. Regarding the situation in higher education in the territory of the Russian Ukraine, it should be noted that since the beginning of the nineteenth century in the Russian education the concept of state education policy was put into practice, according to which the main purpose of high school was identified as training of qualified personnel for the state apparatus. Universities, along with the development of "pure science", concerned with popular education, prepared teaching staff, intellectual and national elite. As centers of school districts, universities promoted a network of high schools, colleges, high schools, schools; conducted teachers courses and congresses; formed scientific societies, bringing together a wide pedagogical public. In the early twentieth century revolutionary upheavals in Empire contributed to a certain democratization of higher education - representatives of disadvantaged social groups got more access to universities, the number of students in general had nearly doubled, there were higher education for women. In the early twentieth century pedagogy as a science was based on a broad anthropological basis, i.e. on the latest achievements of psychology and physiology. The process of building of the national high school was conducted by opening new schools. Brief history of higher education in Ukraine shows that the nineteenth and the twentieth centuries affected the active development and establishment of scientific and educational institutions at the tertiary level, which became a center of culture and science in various regions of the state, thus created a solid foundation for the new progress the field of education, science and culture
Реформирование педагогического образования: адаптация мирового опыта
No full text(uk): Розбудова незалежної Української держави пов’язана з формуванням нового суспільства, перетворенням усіх суспільних інститутів. Подальша трансформація суспільних відносин, їх загальна модернізація на шляху до демократизації неможлива без реформування системи освіти. Проблема узгодження національної системи освіти з визнаними світовими та європейськими нормативами має глобальний характер, оскільки її розв’язання безпосередньо впливає на формування професійних педагогічних кваліфікацій.(ru) Развитие независимого Украинского государства связано с формированием нового общества, превращением всех общественных институтов. Дальнейшая трансформация общественных отношений, их общая модернизация на пути к демократизации невозможна без реформирования системы образования. Проблема согласования национальной системы образования с признанными мировыми и европейскими нормативами имеет глобальный характер, поскольку ее решение непосредственно влияет на формирование профессиональных педагогических квалификаций. Ключевые слова: реформирование образования, система педагогического образования, профессиональная подготовка учителей, мировой опыт, интеграция, адаптация.(en) Reform of the educational sector of Ukraine is using world experience of human adaptation to life under competitive conditions of contemporary society. The integration of Ukrainian education system into European and world educational space is associated with the rethinking of national experience, finding mechanisms of adaptation of positive foreign experience to modern realities. International experience of scientific analysis of teacher training in the US in the context of studying is of particular interest. The USA has convincing pedagogical achievements and the developed system of professional preparation of teachers. Theory and practice of education in the USA is based on old multinational and historical traditions and depend on public policy in the sphere of education. New approaches need considerable strategic and procedural reforms of both the system of public higher education and the state general system that will be resulted in modernization of long-term strategies and methods that do not answer modern demands. These reforms will need collaboration of leaders of higher education, governors and public school administrators in overcoming of political barriers and support of new idea of professional preparation of teachers. Positive experience of maintaining high quality professional preparation of American teachers, which was found out during research, correlates with specific tasks of modernization of national education, exposes new sources of innovation, management and improvement of pre-service and post-graduate pedagogical education in Ukraine
Modern informational and technological support of ukrainian language learning (according to professional training)
No full text(uk): Стаття присвячується питанню інформаційно-технологічної підтримці в навчанні української мови (за професійним спрямуванням) студентів вищих навчальних закладів. З огляду на сучасні тенденції інформатизації навчально-виховного процесу такі засоби полегшують сприйняття інформації, урізноманітнюють форми роботи, зацікавлюють технічними можливостями, ефективно і позитивно сприяють подальшому розвитку пізнавальної мотивації студентів.(ru) Статья посвящается вопросу информационно-технологической поддержки в обучении украинскому языку (профессиональное направление) студентов высших учебных заведений. Учитывая современные тенденции информатизации учебно-воспитательного процесса такие средства призваны облегчить восприятие информации, разнообразить формы работы, заинтересовать техническими возможностями, эффективно и положительно содействовать дальнейшему развитию познавательной мотивации студентов.(en) The article is dedicated to the question informatively-technological support in studies Ukrainian (after professional aspiration) for higher educational establishments. Taking into account the modern tendencies of informatization of educational-educator process such means are called to facilitate perception of information, diversify the forms of work, interest economic feasibilities, effectively and positively will assist to further development of cognitive motivation of students. In the nearest future of students’ independent educational activity by means of new information technologies the course «Ukrainian language (for professional direction)» will inevitably entail changes in the content and methods of linguistic study at the University. The current implementation of information technologies has significantly changed and enriched traditional forms and methods of educational work, especially in independent work. E-learning allows to individualize training process in accordance with psychological and intellectual capabilities of students and creates a mode is available for the absorption of any language teaching material, which is especially necessary in the conditions of students’ distance work. Training in combination with electronic control-studying testing allows the student to see his mistakes, to correct them and to continue building the capacity of his knowledge in his individual mode. Innovative directions in methodology of teaching the Ukrainian language (for professional direction) extend and perfect traditional teaching methods and lead the learning process to higher and more qualitative level of teaching skills, the methodological concept of learning is formed. In the future, the formation of the system of computer training creates the prerequisites for its integration in the international education system, thereby expanding the opportunities of cross-cultural and professionally-oriented communication between students of Universities of Ukraine
Розвиток технологій аудиторної діяльності: нові технологічні й психологічні труднощі
No full text(uk) Стаття присвячена психологічним аспектам розвитку видів навчальної діяльності. Увага звертається на нові можливості та виклики, з якими стикається викладач та студент у процесі викладання та вивчення іноземної мови. У статті наголошується важливість правильного створення та підтримки діяльності персоніфікованого електронного навчального середовища у процесі вивчення іноземної мови.(ru) Статья посвящена психологическим аспектам развития видов образовательной деятельности. Внимание акцентируется на новые возможности и вызовы, с которыми встречается преподаватель и студент в процессе преподавания та изучения иностранного языка. В статье отмечается важность правильного создания и поддержки деятельности персонифицированной электронной обучаемой среде в процессе изучения иностранного языка.(en) The article highlights the psychological management aspects of technology classroom activities. The attention is paid to new opportunities and challenges that teacher and learners come across while teaching and learning a foreign language. The work suggests. The article emphasizes the role of personalized e-learning environment organizing and supporting in the process of learning a foreign language. One of the main distinctive features of today’s education is the problem of developing new technologies of classroom activities. This process is usually accompanied with a series of obstacles that do not leave the teaching and learning process unmarked. Technology classroom activities differ greatly from the traditional ones. The teacher should take into account various methodological, psychological, linguistic and physical aspects that impact the process of learning of foreign language. By using the Internet the teacher will present the students powerful and interesting opportunities for communication, interaction and collaboration. Students should be encouraged to communicate not just with their group mates in the classroom but with those who are physically and geographically apart. Doing this, new ways for practicing language are opening. ICT provide appropriate basis for the development of main language skills – speaking, listening, writing and reading. Supporting the integration tendencies of cognition, the process of education informatisation actualizes the design and development of approaches to the potential use of information technologies in order to develop the personality of a student, his alternative thinking, imagination, attention, abilities
Участь у суспільно-корисній діяльності: умова ефективної професійної підготовки майбутнього вчителя іноземних мов
No full text(ru) Данное исследование было проведено с целью определения и апробации основных типов общественно-полезной деятельности студентов на первых курсах обучения на факультетах иностранных языков высших учебных заведений и является важным этапом подготовки диссертационного исследования. В частности, был проведен подробный теоретический и обширный практический анализ различных видов исследуемой деятельности студентов в процессе профессиональной подготовки.(en) This study has been conducted with the aim of identifying and testing of the main types of socially beneficial activity of students during the first year of studying at the Faculty of Foreign Languages of higher educational institutions, and is an important step in the preparation of our doctoral dissertation research. The author has investigated and analyzed the impact of the organization of socially beneficial activities in University for the individualization of professional training of foreign language teachers (the need for social self-realization, individual and collective work for the good of the group, University, society). In particular, it has been noted the importance of implementation in the process of training of future foreign language teachers of the following types of public beneficial activities: extracurricular activities of students, research activity, out-of-class activities, the use of the Internet in extracurricular activities, co-creative design and implementation, volunteering. It has been noted in the article that extracurricular activities is the work of subject groups with linguistic, pedagogical disciplines, clubs of oratory art. The most common forms of research activities are subject groups which objective is the familiarization with certain issues of science, deeper study of specific issues of this science. The out-of-class activities can be divided into the following forms of work in a foreign language studying according to the content: 1) competitive, 2) mass media, 3) cultural-mass, 4) political-mass. If co-creative design activity is organized pedagogically correctly, it unites students and teaching staff. During the use of all service possibilities of the Internet (the WIKI, MOODLE), the author describes the communicative exercises that are used in professional activities. Volunteering is a practice of a foreign language mastery and self-development; it is a great way to overcome the language barrier, to practice foreign language(s), to see the country, its traditions especially from the inside
Research activity in basic professional training of future teachers
No full text(uk): Дослідницька діяльність є одним з основних чинників фундаментальної професійної підготовки майбутніх учителів (студентів, магістрантів), котра, у свою чергу, передбачає розуміння ними фундаментальних основ педагогіки і психології, зокрема таких фундаментальних понять як діяльність, учіння, процес, дослідницька ситуація, дослідницька дія, операція, розвиток особистості. У статті досліджується природа, суть, зміст дослідницької діяльності та її основного елементу – дослідницької дії. Розглядаються місце і роль дослідницької діяльності у фундаментальній професійній підготовці та розвитку особистості майбутніх учителів.(ru) Исследовательская деятельность является одним из основных факторов фундаментальной профессиональной подготовки будущих учителей (студентов, магистрантов), которая, в свою очередь, предполагает понимание ими фундаментальных основ педагогики и психологии, в частности таких фундаментальных понятий как деятельность, учение, процесс, исследовательская ситуация, исследовательское действие, операция, развитие личности. В статье исследуется природа, сущность и содержание исследовательской деятельности и его основного элемента – исследовательского действия. Рассматриваются место и роль исследовательской деятельности в фундаментальной профессиональной подготовке и развитии личности будущих учителей.(en) The research activity is a major factor in basic training of future teachers (students, undergraduates), which, in turn, involves understanding of the fundamentals of pedagogy and psychology, including such fundamental concepts as activity, learning, process, research situation, research performance, operation, development of personality. The article examines the nature, essence, content of the research activity and its basic elements - research actions. The article considers the place and role in fundamental research and in professional training of future teachers. In the process of research activities the whole emotional sphere is involved: from frustration, disbelief in one’s own strength, insecurity to the joy of success, of catharsis. At the same time the researcher’s will develops, strong-willed efforts are increasingly becoming the norm for the researcher and the losses and gains are perceived as a natural part of the research process (negative result of the study – the same result), their presence contributes to the personal development of future teachers. The research process requires the development of modern ICT as a means of research, introduces the research subject in the information world, the information society. Knowledge of modern ICT can significantly change the whole procedure (model) of the study, its process. There is a «strange situation»: research tools (ICTs) can significantly change all of the studies, in particular to adjust the research topic. ICT can change the very formulation of the research problem, to identify those aspects of research that without ICTs was not even defined. Research activity as a whole unity greatly expands the students' or undergraduates’ understanding on the future professional activity of the teacher, develops, discovers scientific view of the educational process, extends the vision of the organization of pedagogical process on a scientific basis, prepares future teachers for the organization of search and research activity of students
Система высшего образования в Канаде
No full text(uk): Стаття присвячена особливостям системи вищої освіти у Канаді. Вища освіта у Канаді оптимально відповідає вимогам сучасного динамічного розвиненого світу. Вона переслідує дві головні цілі: дати людям можливість розвинути свої здібності і забезпечити суспільство знаннями і уміннями, які повинні слугувати його інтересам. Канада, як одна з найбільш розвинених країн світу, постійно піклується про вдосконалення системи вищої освіти, яка представлена різними видами коледжів, університетів.(ru) Статья посвящена особенностям системы высшего образования в Канаде. Высшее образование в Канаде оптимально соответствует требованиям современного динамичного развивающегося мира. Она преследует две главные цели: дать людям возможность развить свои умения и обеспечить общество знаниями и умениями, которые должны служить его интересам. Канада, как одна из наиболее развитых стран мира, постоянно беспокоится об улучшении системы высшего образования, которая представлена разными видами колледжей, университетов.(en) This paper will reflect on some of the historical origins of higher education in Canada and highlight some of the contemporary challenges facing the system. It focuses on the reasons why Canada needs to develop a higher education system that is democratic, open, and accessible to all who are qualified and willing to participate, regardless of background. There are approximately 163 public and private universities in Canada though this figure is based on an inclusive definition that includes private theological institutions that offer degrees in theology. By the 1970s Canadian universities were generally characterized as public, secular institutions and governments viewed university degree granting as a public monopoly. The number of universities was tightly controlled by government. While provinces still tightly control the number of universities, several provinces have allowed for the emergence of a limited number of private universities. Most of these private universities are quite small and are associated with a religious denomination (such as the Canadian Mennonite University in Manitoba) or offer programs within an institutional environment that supports the beliefs and values of a religious faith (such as Trinity Western University in British Columbia). There are approximately 183 public colleges and institutes in Canada. As noted much earlier in this essay, there are significant differences in the mission and role of institutions that fall under this broad category. Canada’s colleges and universities have a strong sense of internationalization, whether in the establishment of institutions or hiring teachers, the research subjects, students’ enrollment and employment, they can consider from the international point of view . For example, the recruited 3,200 international students of the University of York are from 50 countries; the enrolled 3,000 students in Seneca College are from 75 countries. They truly believe that the idea of internationalization is to allow students have access to international culture, so they require students to learn foreign languages and cultures. Canada’s international education includes the following six aspects: first, encouraging their students to learn a second language. Such as the University of York in recent years has increased the variety of European language courses, adding Chinese, Japanese, Korean, Arabic and so on. Second, integrating the foreign language and courses. The third is the implementation of the cooperation with foreign institutions. The fourth is to send students abroad for short-term internships. The fifth is to attract international students to study in Canada. The sixth is to carry out scientific research cooperation with foreign colleges and universities. As in most industrialized, developed nations, Canadian society, and participation in the public sphere, is increasingly predicated on a high skills-high wage economic strategy. Although the extent to which educational attainment can facilitate upward social mobility is constrained by stratification at the societal level, education remains the primary mechanism by which low-income and disadvantaged groups can transcend the socioeconomic position of their families. While ‘education for citizenship’ has long been meant something important to many educators, perhaps a reinvigorated call for ‘education for economic competitiveness’ will appeal to those who possess the influence to make the changes that are necessary to make higher education universally accessible to all Canadians who would like to have an opportunity to participate
Методика изучения грамматического материала английского языка для учеников средних и старших классов общеобразовательных школ учитывая коммуникативный подход
No full text(uk) В статті ми пропонуємо граматичні вправи, завдання, тести з англійської мови, які допоможуть учням вивчити мову швидше, отримати вищу освіту на Батьківщині чи закордоном. Вправи засновані на комунікативному підході. Граматичні теми, які розглядаються у статті, наприклад: «Теперішній Тривалий Час», «Теперішній Неозначений Час», «Артикль».(ru) В статье мы предлагаем грамматические упражнения, задания, тесты, которые помогут ученикам быстрее выучить язык, получить высшее образование на Родине или заграницей. Упражнения основаны на коммуникативном подходе. Грамматические темы, которые рассматриваются в статье, например: «Настоящее длительное время», «Настоящее неопределенное время», «Артикль».(en) Our article contains the information about English grammar. We chose several grammar themes and worked out several types of exercises. Communicative approach was the basis of our elaboration. We took such grammar themes as: «Present Simple», «Present Perfect», «Article», «Modal Verbs» and others. For example, when we took the theme «Article», we suggested the dialogue, which contains the information about grammar rules. The pupils learn this dialogue and learn grammar rules at the same time. The theme «Present Perfect» is taken also. We offered the pupils to write the letter and use «Present Perfect». Modal Verbs are represented in the exercise, where pupils should put questions using modal verbs
Виявлення підтекстових смислів художнього твору та їх інтерпретація
No full text(uk) Стаття висвітлює такі важливі питання мет одології свідомо твореного підтексту, як способи генерування прихованих смислів, типи підтекстів, а також «поліфонічність» імпліцитних планів твору та підтекстові інтертекстуальні зв ’язки. Ц икл творів Дж. Д. Селінджера «Дев ’ять оповідань» є ідеальним матеріалом для подібного дослідження, адже письменник використовує цілу низку традиційних художніх засобів, відповідальних за творення прихованих смислів, котрі працюють разом, підсилюючи один одного. Аналізується вплив давньосхідної поетики на підтекстовий стиль письма Селінджера, здійснюється трактування інтертекстуальних з в ’язків підтекстів оповідань письменника, досліджуються міжтекстові емоційні, психологічні та філософські приховані мотиви, які дозволяють повніше зрозуміти задум автора.(en) The given article highlights the problem s of literary consideration and interpretation of the cycle of works by D.J. Salinger “Nine S to ries”. The significant methodological questions of the consciously created subtext, such as ways of hidden sense generation, subtext types as well as implicit text “p o lyp h o n y” and subtext intertextual connections, are being considered. The interpretation of intertextual links of subtexts of the w riter’s works is being carried out, intertextual emotional, psychological a nd philosophical hidden motives which give the better understanding of the a u th o r’s message are being investigated, the influence of the ancient Indian poetics on the subtextual S a lin g er’s style is being analysed. The article concentrates on the systemic complex investigation of all the aspects of subtext reception and interpretation, on which condition only the rea d er’s receptive approximation to the author's message is possible; by these means exclusively one can look into the “depth of se n se”, which can be generated only by the highly artistic literary text