2015-6-doc

Antonina Minenok. Substantiation of Content-Related and Procedural Component of Model of Future Primary School Teachers’ Professional Self-Development .

(2015) Science and education, 6, 69-74. Odessa.

DOI:

Antonina Minenok,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Preschool and Primary Education,
Chernihiv National Pedagogical University named after Taras Shevchenko,
53, Hetmana Polubotka Str., Chernihiv, Ukraine

SUBSTANTIATION OF CONTENT-RELATED AND PROCEDURAL COMPONENT OF MODEL OF FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL SELF-DEVELOPMENT

SUMMARY:

The demand for continuous personal and professional development is one of the most important for the job of a teacher. It is the teacher who introduces the latest achievements of culture, science and technology, the uppermost ideals and standards to children, their parents and society. Solving this problem is impossible without teacher’s professional self-development. The peculiarities of designing the model of professional self-development of future primary school teachers are discussed; the essence, objectives and components of the professional self-development are examined; the contents of the model blocks are represented in the article. The developed model of future primary school teacher’s professional self-development under conditions of a higher educational institution includes purposeful, organizational and content-related, functional, reflexive and resultative components. The proposed model allows to perform examination of the properties of the organized professional and dynamic system of teacher’s self-development based on the represented conceptual framework in the form of content-related and procedural model of future primary school teachers’ professional self-development. In order to represent the peculiarities of designing the model of future primary school teachers’ professional self-development, the components of professional selfdevelopment are substantiated and content-related blocks of the model are presented. When designing and developing the model of professional self-development of future teachers we proceed from the scientific basis of modelling of educational process as a special form of scientific research based on analogues of investigated objects (visual and figurative, didactic models) that allows to realize the examination of properties of the organized professional and dynamic system for selfdevelopment of a teacher relying on the reasoned conceptual aspects. The presented model of the dynamic system for professional self-development of future primary school teachers operates successfully under conditions of totality, cooperation, complementarity and interpenetration of all selected influence factors in the model and under internal conditions, psychological mechanisms, pedagogical and psychological preconditions which are filled with unity of purpose, content, forms, methods and means, technology of psychological and pedagogical support, monitoring technologies, professional reflection and regulation for providing continuous personal and professional self-development of a primary school teacher.

KEYWORDS:

professional self-development, future primary school teacher, content of education, higher education, model.

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REFERENCES:

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7. Minenok, A. O. (2014). Osobystisno-profesiynyi samorozvytok maibutnoho vchytelia yak umova vdoskonalennia yakosti navchannia i vykhovannia [Personal and professional self-development of future teacher as condition of improving quality of teaching and education]. Vyshcha osvita Ukrainy u konteksti intehratsii do yevropeiskoho osvitnoho prostoru: Humanitarnyi visnyk DVNZ «Pereiaslav-Khmelnytskyi derzhavnyi pedahohichnyi universytet imeni Hryhoriia Skovorody» - Higher education in Ukraine in terms of integration into European education: Humanitarian bulletin of State higher educational institution “Pereiaslav-Khmelnytsky state pedagogical university named after H. Skovoroda”. (Vols.5). (pp. 318–324). Kyiv: Hnozys [in Ukrainian].
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9. Radul, V. V., Krasnoshchok, I. P., Lebedyk, I. V. (2009). Doslidzhennya osoblyvostey samorealizatsii osobystosti [Studying features of personality selfrealization]. Kyiv: Imeks-LTD [in Ukrainian].
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Natalia Nahorna. Interactive Technologies as Method of Future Psychologist’s Pedagogical Competence Formation.

(2015) Science and education, 6, 90-95. Odessa.

DOI:

Natalia Nahorna,
PhD (Candidate of Pedagogical Sciences), senior teacher,
Department of Pedagogy,
Odessa National I. I. Mechnikov University,
24/26, French boulevard, Odesa, Ukraine

INTERACTIVE TECHNOLOGIES AS METHOD OF FUTURE PSYCHOLOGIST’S PEDAGOGICAL COMPETENCE FORMATION

SUMMARY:

Different types of interactive technologies as a method of future psychologists’ pedagogical competence formation are analyzed in the article. The usage of interactive technologies is the basis for the formation of the main components of future psychologists’ pedagogical competence. The participation in different interactive situations in the educational process helps future psychologists to reveal new fields of professionally essential pedagogical knowledge, master theoretical foundations of their future career as teachers of Psychology. Preparation of future psychologists for their professional activity includes the formation of their pedagogical competence in the field of studying human individual and social nature, as well as peculiarities of different social groups and individuals in specific situations of social life, mastering methods of influence, determining professional opportunities in interpersonal communication, providing the direct assistance to a specific person or a group of people in solving specific problems. Interactive forms and methods of teaching future psychologists are realized by teaching basic courses “Psychology of Higher Education”, “Methods of teaching psychology”, “Higher Education in Ukraine and the Bologna Process” to students. The curricula of these courses have been completed by professionally-oriented topics, which are important for the pedagogical competence formation. As a result, future psychologists have made a conclusion that interactive technologies are able to activate interest in new pedagogical knowledge, which form pedagogical competence and success of their own innovative pedagogical activity helps to uphold innovative approaches. Subsequently, the creation of the above mentioned situations of cooperation in the process of intellectually-linguistic and general interaction and creative collaboration with a teacher helped future psychologists to master the theoretical foundations of their future profession – a teacher of Psychology, able to work in terms of globalization and European integration.

KEYWORDS:

future psychologists’ pedagogical competence, teaching of future psychologists, interactive technologies, interactive teaching methods.

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REFERENCES:

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Andrii Osiptsov. Phenomenology of Human Values of Personality in Modern Science.

(2015) Science and education, 6, 95-101. Odessa.

DOI:

Andrii Osiptsov,
PhD (Candidate of Pedagogical Sciences), associate professor,
Head of the Department of Physical Education, Sports and Human Health,
Mariupol State Univerity,
129, prospekt Budivelnykiv, Mariupol, Ukraine

PHENOMENOLOGY OF HUMAN VALUES OF PERSONALITY IN MODERN SCIENCE

SUMMARY:

In modern society the study of the problem of choosing social values, education of human values in pupils and students is not only of philosophical and theoretical, but also of axiological, praxiological, educative and social interest. The review of modern theoretical and methodological bases of educating human values in higher education of Ukraine as well as social and pedagogical observations were the reason for highlighting different science-based points of view on the phenomenology of human values. The aim of the article is to review the phenomenology of human values of a personality in philosophical, psychological, educational, social and cultural aspects of modern science. Some scientists noted that the concept of “human values” involves value orientations of the society, in which a person lives and acts. Value orientations are considered as a personal attitude to material and spiritual values that are reflected in individual’s consciousness and his/her behavior, the way of individual selection of objects of different origin according to their significance. Moreover, value orientations are determined as the evaluation of objects based on their value for a particular individual, meaningful orientation of a personality, the basis of its interaction with various objects; as a structuring of evaluation of subjects in human consciousness on the basis of which there is a conscious impulse to certain activities and satisfying personal and social needs; as social values, achievements. Human values are defined as those which are perceived by people in different cultures, according to their age and social and life experience; as systems of values that theoretically exist in the sphere of morality, ethics, spirituality, culture of a person and the society; as supreme social value, which facilitates the emergence of other values; as a phenomenon of culture of a person and the society. The phenomenology of human values of a personality, methodological grounds of education determinants, the principles and laws of educating human values in students of classical universities help identify the processes of axiologically structured personality formation and study further various theoretical assumptions of psychological and pedagogical patterns of forming human values in the modern phase of classical universities functioning in Ukraine.

KEYWORDS:

phenomenology, values, human values, classical university, educational process, professional training, students.

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REFERENCES:

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Nataliia Oskina. Topicality of Integrated Approach to Intensive Foreign Language Teaching

(2015) Science and education, 6, 101-103. Odessa.

DOI:

Nataliia Oskina,

PhD (Candidate of Pedagogical Sciences), associate professor,

Department of Western and Eastern Languages and Methods of their Teaching,

South Ukrainian National Pedagogical University named after K.D. Ushynsky,

34, Staroportofrankivska Str., Odesa, Ukraine

TOPICALITY OF INTEGRATED APPROACH TO INTENSIVE FOREIGN LANGUAGE TEACHING

SUMMARY:

The research substantiates topicality of applying integrated approach to intensive foreign language teaching. Methodological principles of intensive foreign language teaching and their relationship with methodological principles of integrated approach to learning have been found. It is concluded that the vision of intensive foreign languages teaching through the prism of integrated approach to educational process can provide accelerated mastering of foreign languages and their applications in various fields of learning, can combine lecture knowledge and practical experience.

KEYWORDS:

intensive teaching, integrated approach, methodological principles, topicality.

FULL TEXT:

REFERENCES:

1. Abramova, Yu. Kh. (2011). Vykorystannya mizhpredmetnykh zviazkiv pry vykladanni nimetskoyi movy u vyshchykh navchalnykh zakladakh: literaturoznavchyy aspekt [Using interdisciplinary connections in teaching the German language in higher education: literary aspect]. Luhansk [in Ukrainian].

2. Ivanchuk, M. H. (2000). Osnovy tekhnolohii intehrovanoho navchannia v pochatkovii shkoli [Technology Basics of integrated education in primary school]. Chernivtsi [in Ukrainian].

3. Kotkovets, A. L. (2015). Intehrovanyy pidkhid do navchannya anhliyskoi movy kursantiv viiskovykh vuziv [Integrated approach to teaching English to students of military schools]. Retrieved from: http://confesp.fl.kpi.ua/ru/node/1159 [in Ukrainian].

4. Lyseyko, Yu. B., Blyznyuk, M. I. (2011). Intensyfikatsiya navchannya ta metod aktyvatsiyi navchannya yak sposoby zaokhochennya do znan [Intensification of teaching and learning as a method of activation methods to encourage knowledge]. Retrieved from:http://www.confcontact.com/20110225/fl4_lisejko.p hp [in Ukrainian].

5. Mazur, T. S. (2010), Pryntsypy intensyvnoho navchannia inozemniy movi [Principles of intensive foreign language training]. Retrieved from: http://www.rusnauka.com/30_NNM_2010/Pedagogica/73 012.doc.htm [in Ukrainian].

Svitlana Pevna. Student as Subject of Education: Essence and Peculiarities

(2015) Science and education, 6, 106-110. Odessa.

DOI:

Svitlana Pevna,

PhD (Candidate of Pedagogical Sciences), lecturer of the Department of English Philology,

Luhansk Taras Shevchenko National University,

1, Gogol Square, Starobilsk, Ukraine

STUDENT AS SUBJECT OF EDUCATION: ESSENCE AND PECULIARITIES

SUMMARY:

In the modern period of civilization development natural is the increase of human factor role, significance of personality subject qualities, first of all responsibility for the personal development and self-realization. In this context actualization of human subject potential becomes the major factor of personality development and of the society evolution in general. The contemporary situation which integrates conditions of autonomy with stability of objective requirements to an individual, changes his/her position in all spheres of life, particularly in education. Education mission involves creating conditions for forming student’s personal meanings, personal development, values and goals. Actual outcome of education within this framework is self-realization of a student-future professional, developing the ability to feel the view of the changing world and oneself as a part of it, readiness and ability to react adequately to unpredictable real-life and professional situations and to form efficiently a relevant model of activity, behaviour with reference to them. Conditions of higher education in professional training for projecting and realization of professional activity are of particular academic interest in the modern situation of human and social development. Development trends of the present-day higher school give grounds for interpreting the phenomenon of personality subjectivity as one of the key factors of personal and professional formation. Consequently, the objectives of subject position disclosure in the teaching and learning activities of the higher educational institution and specification of peculiarities inherent to a category of subject in education appear to be currently important. The article is focused on finding solutions to the problems mentioned above. The review of learned treatises concerning person-centered pedagogy allows to conclude that student-centered learning theory is leading in foreign education and pertinent in higher school pedagogy of Ukraine. Within the framework of modern educational paradigm the attitude of a pedagogue towards students is changing, he/she loses the properties of knowledge translator and leader in relationship with students. Cooperation in education and bringing-up process obtains the qualities of partnership and the pedagogue’s role involves assistance, coordination, consulting, organization of conditions for each personality development.

KEYWORDS:

educational process of higher educational institution, student’s subject activity, student’s professional formation, educational processes humanization, essence of student’s personality subject position, category of subject peculiarities in education, student’s personal development and self-realization.

FULL TEXT:

http://scienceandeducation.pdpu.edu.ua/doc/2015/JRN_6/22.pdf

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