(2016) Science and education, 10, 173-178. Odessa.

Oleksandr Pysmychenko,
lecturer, Department of Theory and Methods of Applied Decorative Arts and Graphics,
Olha Smychkovska,
lecturer, Department of Fine Arts,
Tetiana Shtykalo,
lecturer, Department of Theory and Methods of Applied Decorative Arts and Graphics,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
2/4, Staroportofrankivska Str., Odesa, Ukraine

INNOVATIVE TRENDS IN YOUNG ARTISTS’ WORKS
AS THE RESULT OF A LECTURER’S ACTIVITIES

Nowadays, young generation of artists plays a significant role in the representation and development of traditions of the national culture. Education takes an important part in the formation of students’ personalities and their professional skills. Thus, professional education is the basis for the effective and productive professional work of young artists, and competent teachers’ activity could be helpful in competence-acquiring process and its creative implementation. The article is aimed to present the peculiarities of artistic and pedagogical activity of a teacher in competence-acquiring process of students of the Faculty of Arts and Graphics, as well as innovative trends in modern art education. Fine art activity is regarded as the unity of value-oriented, cognitive, transformative, communicative and aesthetic activities that should be considered in the competence-acquiring process of students of the Faculty of Arts and Graphics. The following peculiarities of innovative technologies have been allocated: focus on the result, not on the process; the main purpose is the ability to use the obtained knowledge and skills of practical activities; the use of the activity approach for acquiring knowledge; creating conditions for the organisation of the educational environment; a teacher acts like an expert; focus on the individual development; paying attention to the peculiarities of school students’ socialisation in the process of studying and after graduating. The innovative capacity of a pedagogue’s personality involves the following parameters: creative ability to produce new ideas and use them in practice; flexibility of thinking; readiness for improving one’s activity; cultural and aesthetic development and intelligence. Teacher’s readiness for innovative activities is considered as the maturity of personal (working capacity, emotional stability, readiness for creativity) and professional qualities (knowledge of new teaching methods, the skills of developing projects, etc.).

 artistic and pedagogical activity, competence-based approach, competency, competence.

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2. Volkov, N. N. (1985). Tsvet v zhivopisi [Colour in painting]. Moscow: Izd-vo «Iskusstvo» [in Russian].
3. Gladyishev, G. M. (2000). Pedagogicheskie usloviya duhovno-tvorcheskogo potentsiala buduschego hudozhnika-pedagoga [Pedagogical conditions of spiritually-creative potential of the future of the artist-teacher] Candidate’s thesis. Orenburg [in Russian].
4. Zhogoleva, E. E. Innovatsionnyie pedagogicheskie tekhnologii [Innovative teaching methods]. Retrieved from:http://moirang.ru/publ/metodicheskie_materialy/ped agogicheskie_tekhnologii/innovacionnye_ pedagogicheskie_tekhnologii/12-1-0-28 [in Russian].
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7. Kornilova, T. I. Innovatsionnaya deyatelnost pedagoga v sovremennyih usloviyah. [Innovative teacher activity in modern conditions]. Tomskiy gosudarstvennyiy pedagogicheskiy kolledzh. (n.d.). http://www.informio.ru/ Retrieved from:http://www.informio.ru/publications/id384/Innovacion naja-dejatelnost-pedagoga-v-sovremennyh-uslovijah [in Russian].
8. Korotov, V. M. (1983). Obschaya metodika uchebno-vospitatelnogo protsessa [General methods of educational process]. Moscow: Prosveschenie [in Russian].
9. Lomov, S. P. (2013). Metodologiya khudozhestvennoy deyatelnosti [Methdology of art activity]. Innovatsionnyie proektyi i programmyi v obrazovanii – Innovative projects and programs in education, 2, 49-51 [in Russian].
10. Mikheeva, T. B (2011). «Kompetentsiya» i «kompetentnost»: k voprosu ispolzovaniya ponyatiy v sovremennom rossiyskom obrazovanii [“Competence” and “competency”: the question of the use of concepts in modern Russian education]. Uchenyie zapiski ZabGGPU. Pedagogika – Scientific notes of ZabGGPU. Pedagogy, 110-114 [in Russian].
11. Zaharchenko, V. M., Kalashnikova, S. A., Lugoviy, V. I., Stavitskiy, A. V., Rashkevich, Yu. M. & Talanova, Zh. V. (2014). Natsionalniy osvitniy glosariy: vischa osvita [National educational glossary: higher education]. V. G. Kremen (Ed.). Kyiv: TOV «Vidavnichiy dim «Pleyadi» [in Ukrainian].
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13. Ponomarev, Ya. A. (1976). Psikhologiya tvorchestva [Psychology of creativity]. Moscow: Nauka [in Russian].
14. Zaharchenko, V. M., Lugoviy, V. I., Rashkevich, Yu. M. & Talanova Zh. V. (2014). Rozroblennya osvitnih program. Metodichni rekomendatsiyi [Development of educational programs. Guidelines]. V. G. Kremen (Ed.). Kyiv: DP «NVTs «Prioriteti» [in Ukrainian].
15. Slastelin, V., Isaev, I. F. Shiyanov, E. N. (2002). Pedagogika [Pedagogy]. Moscow: Akademiya (n.d.). http://krotov.info/ Retrieved from: http://krotov.info/lib_sec/shso/71_slas5.html
16. Kharlamov, I. F. (1992). O pedagogicheskom masterstve, tvorchestve i novatorstve [About the pedagogical skills, creativity and innovation]. Pedagogika – Pedagogy, 7, 7-8 [in Russian].
17. Scherbakova, R. M. (2011). Innovatsionnyie pedagogicheskie tehnologii pri podgotovke spetsialistov vuzami [Innovative pedagogical technologies in training universities]. Sibirskiy torgovo-ekonomicheskiy zhurnal – Siberian Trade-Economic Journal, 14. (n.d.). http://cyberleninka.ru/ Retrieved from: http://cyberleninka.ru/article/n/innovatsionnyepedagogicheskie-tehnologii-pri-podgotovke-spetsialistovvuzami [in Russian].

(2016) Science and education, 10, 179-182. Odessa.

Olha Trubitsyna,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Germanic Philology and Methods of Teaching Foreign Languages,
Anna Muimaster,
Master-degree student, Faculty of Foreign Languages,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
34, Staroportofrankivska Str., Odesa, Ukraine

PROJECT-BASED METHOD AS A MEANS
OF INTERACTIVE TEACHING OF ENGLISH

The article deals with the project-based method in teaching English as a foreign language in universities. Both theoretical background and practical implementation of the method are considered in the research. The origin, main concept and the advantages of the projects-based method are described.

project-based method, project-based teaching, higher educational institution.

1. Huseiev, V. V. (1995). Metod proektiv yak okremyi vypadok intehratyvnoi tekhnolohii navchannia [Project-based method as a case of integrative teaching techology]. Direktor shkoly – School Headmaster, 6, 13- 22 [in Ukrainian].
2. Novikova, T. M. (2000). Proektni tekhnolohii na urokakh ta pozaklasnii diialnosti [Project-based technologies at the lessons and in extracurricular activities]. Narodnoye obrazovaniye – Public education, 7, 23-27 [in Ukrainian].
3. Polat, Ye. S. (2000). Metod proektov na uroke angliyskogo yazyka [Project-based method at English lessons]. Inostrannye yazyki v shkole – Foreign languages at school, 3, 3-9 [in Russian].
4. Coleman, J. A. (1992). Project-based learning, transferable skills, information technology and video. Language Learning Journal, 5, 35-37 [in English].
5. Haines, S. (1992). Projects for the EFL classroom. Resource material for teachers. UK: Nelson [in English].

(2016) Science and education, 10, 183-188. Odessa.

Nataliia Primina,
English teacher, Department of Maritime Navigation,
National University “Odessa Maritime Academy”,
8, Didrikhsona Str., Odesa, Ukraine

LINGVODIDACTIC MODEL OF TEACHING FUTURE NAVIGATORS
HOW TO READ AUTHENTIC SAILING DIRECTIONS IN ENGLISH

The article deals with the issue of developing a linguodidactic model of teaching future navigators how to read authentic sailing directions in English. Due to the fact that today at the labour market there is a great demand of professionals who master a foreign language at a high level, a great attention is paid to the development of new teaching methods in the field of foreign languages. In this article, the key professional skills necessary for all specialities, including marine speciality, have been considered. These are skills in reading professionally oriented documentation, namely authentic sailing directions in English. The author describes the stages and parts of the linguodidactic model (objectives of teaching, elements of the object of study, the components of the teaching content, methods (techniques) of teaching, monitoring of the obtained results after experimental teaching). The presented step-by-step methodical activity aims at training future navigators how to read in English sailing directions on certain topics, for example, signs of sea danger, a mooring place, tides and currents. The first step is aimed at teaching how to read sailing directions about lights on sailing, the second one – about buoys, signs and lights, the third one – about the sea hazards, buoys, signs and lights, the fourth one – about the anchorages, sea hazards, buoys, signs and lights, the fifth one – about the tides and currents, anchorages, sea hazards, buoys, signs and lights, the sixth one – about navigator’s instructions, tides and currents, anchorages, sea hazards, buoys, signs and lights, the seventh one – about the port rules, tides and currents, anchorages, sea hazards, buoys, signs and lights. This sequence of pedagogical actions is worked out due to the need for increasing linguistic and production difficulties progressively and at the same time for minimising the possibilities of forgetting the previous linguistic and professional material. Training during seven steps, which are described in details, is based on the achievement of linguistic, speech and occupational purposes, the additional, eighth, step is based on acquiring the ability of self-interpretation of unfamiliar linguistic phenomena at first in the educational and later authentic sailing directions in which these phenomena are met.

reading, English sailing directions, linguodidactic model, teaching process, future navigators.

1. Kozak, S. V. (2001). Formuvannya inomovnoi komunikatyvnoi kompetentsii maybutnikh fakhivtsiv morskoho flout [Formation of communicative competence of future Navy professionals]. Extended abstract of candidate’s thesis. Odessa: PNPU [in Ukrainian].
2. Kulakova, M. V. (2006). Formuvannya hotovnosti do profesiynoi dialnosti v maybutnikh fakhivtsiv u vyshchykh morskykh navchalnykh zakladakh [Formation of readiness for professional activity in the future professionals of higher maritime education]. Extended abstract of candidate’s thesis. Odessa: PNPU [in Ukrainian].
3. Litikova, O. I. (2009). Komunikatyvnyy pidkhid do navchannya anhliyskoyi movy u vuzi morskoho spryamuvannya [The communicative approach to teaching English at a higher maritime university]. Pedahohichni nauky – Pedagogical Sciences, LII, 315-318 [in Ukrainian].
4. Lyashenko, V. I. (2016). Pedahohichni umovy maybutnikh sudnovykh mekhanikiv u protsesi vyvchennya profesiyno-oriyentovanykh dystsyplin [Pedagogical conditions of preparing future marine engineers in the process of studying professionally-oriented disciplines]. Extended abstract of candidate’s thesis. Kherson: Kherson State University [in Ukrainian].
5. Shyshlo, M. Z. (2002). Obuchenye budushchykh sudovodyteley audyrovanyyu v professyonalnom radyoobmene po UKV na more (anhlyyskyy yazyk) [Training future navigators vocational radio traffic on VHF at sea (English language). Extended abstract of candidate’s thesis. Pyatigorsk: Pyatigorsk State Pedagogical University [in Russian].

(2016) Science and education, 10, 189-194. Odessa.

Valentyna Frytsiuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Professional Education,
Mykhailo Kotsiubynsky State Pedagogical University of Vinnytsya,
32, Ostrozkoho Str., Vinnytsia, Ukraine

ASSESSMENT OF FUTURE TEACHERS’ PREPAREDNESS FOR PROFESSIONAL SELF-DEVELOPMENT

The article presents the results of the assessment of the following components of future teachers’ preparedness for professional self-development: motivational and axiological, informational and cognitive, organisational and activity, emotional and emotional and volitional, reflexive and evaluation. In order to assess the level of future teachers’ preparedness for professional self-development the following methods were used: “Methods for assessing creative activity” by M. Rozhkov, Yu. Tiunnikov, B. Alishev, L. Volovich; “Test for assessing the level of sociability” by V. Riakhovskyi; “Self-confidence” by V. Romek; “Selfassessment of one’s self-confidence” by S. Yemelianov; “Self-actualisation test”, “Method of assessing volitional self-regulation” by A. Zverkov, Ye. Slidman; “Technique of self-evaluation and self-regulation” by S. Vershlovskyi; test “To what extent are you disciplined?” by L. Matsko, M. Pryschak, T. Pervunina; “Ability to self-management” by N. Peisakhov, etc. Some components were assessed by means of observation and expert evaluation. It has been found that before the experiment 6.19% of students from the experimental group (according to 3 criteria) had critical level of readiness for continuous professional self-development; 28% of the surveyed had adaptive level; 50% of the respondents has the basic level; 13.81% has the optimal one and 2,78 of the students had the creative level of preparedness. In the control group, 60.1% of the surveyed had critical level of preparedness for professional self-development; 25.96% - adaptive; 51.44% - basic; 14.42% - optimal and 2.16% - creative level of preparedness. Having considered the results of the experiment it has been concluded that it is reasonable to create conditions which would prepare students for professional self-development. Preparedness for professional self-development cannot be formed by means of direct pedagogical impact, because this ability cannot be transferred from a teacher to a student. However, a teacher can create the necessary conditions contributing the formation of the examined quality in students-future pedagogues.

 professional self-development, preparedness, readiness, future teachers, assessment, components.

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