(2016) Science and education, 12, 49-56. Odessa.

Liudmila Redkina,
Doctor of Pedagogy, professor, Head of the Department of Pedagogics and Educational Institutions Management,
Yalta Humanitarian and Pedagogical Academy (Branch) of V. I. Vernadsky, Crimean Federal University,
2 a, Sevastopolskaya Str., Yalta, Crimea
Oleksandra Gerkerova,
PhD (Candidate of Pedagogical Sciences), assistant professor,
Department of Germanic Philology and Methods of Foreign Languages Teaching,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
34, Staroportofrankivska Str., Odesa, Ukraine

DEVELOPMENT OF STUDENTS’ READINESS FOR WORKING IN THE POLYCULTURAL SOCIETY

The article deals with the issue of future teachers’ training for the personality upbringing in the polycultural society. Creative personality development is inseparably connected with the regeneration of national culture. In the process of the teacher’s personality development the emphasis is laid on two main aspects – professional and general cultural one. The condition of their implementation and the connecting factor is the ability of a future teacher to establish pedagogically viable, ethical relationship that will develop respect for the neighbours in the cultural and geographic recreation. To avoid contradictions between the logics of the activity development aimed at the students’ preparation for the knowledge generation on the cultural heritage of the nations of Ukraine, development of the positive attitude towards them and the logics of the academic subjects content in the modelling of the educational process in the university, it is necessary to:
1) develop the teacher’s professiogram for working in Ukraine (the activity model), i. e. the combination of personal and professional qualities, knowledge and skills that provide the effectiveness of the professional activity;
2) develop the structure of future teacher’s activity that will ensure the professional abilities and skills development;
3) provide the process of the intellective-spiritual, professional-and-cultural experience transmission and the social intention of personality development;
4) analyse and comprehend the specific interconnections of the main aspects of socialisation (teaching, education, upbringing) and their self-determinational analogues (self-education, self-teaching, self-cultivation);
5) work out technologies corresponding to the stages of personality development (identification, individualization, personalisation);
6) organise interdisciplinary connections of the ethnography with pedagogy, psychology, ethnopedagogy, ethnopsychology, history of pedagogy, world artistic culture. Professional training of students for the future pedagogical activity in the polycultural Ukraine should include:
- conceptual competence that allows for the theoretical basics of the future professional activity understanding, skills in analysing, synthesising and defining a problem;
- technological competence that allows for the ability for professional skills acquisition, including skills in research, study, analysis of the cultural-and-pedagogical heritage of the nations of Ukraine;
- integrative competence, including the development of the ability to connect theory and practice, understand cultural, ethniс and social contexts;
- adaptive competence based on the ability to foresee and prepare for any changes within the profession;
- interpersonal competence, contributing to the development of knowledge and skills of effective communication in the polycultural society.
Thus, students’ preparation for the pedagogical activity, including use of the ethnopedagogical heritage of the small ethnic groups in the process of polyethnic education should be based on the integrative concept of the interdisciplinary research, practical models of the educational work at school, creation of the flexible models of educational activity, adapted to the specificity of Ukraine, aimed at professional training of specialists for the educational field.

readiness for the pedagogical activity, polycultural society, national culture, ethnopedagogy, future teachers’ training.

1. Anisimov, O. S. (1991). Metodologicheskaya kultura pedagogicheskoy deyatelnosti [Methodological culture of the pedagogical activity]. Moscow: Economics [in Russian].
2. Berezhnova, L. N. (2007). Etnopedagogika [Ethnopedagogics]. Moscow: Academy [in Russian].
3. Borytko, N. M. (2007). Pedagogika [Pedagogics]. Moscow: Academy [in Russian].
4. Bushkova, V. (2003) Kreatyvnist neliniinoho myslennia u bahatomovnomu ta polikulturnomu navchalnomu prostori [Creativity of the non-linear thinking in the multilingual and polycultural space]. Vyshha osvita Ukrainy – Higher Education of Ukraine, 2, 120-125 [in Ukrainian].
5. Dorohova, V. I. (2005). Polikulturnye aspekty podgotovki uchitelya nachalnyh klassov [Polycultural aspects of primary school teachers’ training.] Rozvytok osobystosti v polikulturnomu osvitniomu prostori. – The personality development in the polycultural educational space. Proceedings of the International Congress: The Forth Slavic Pedagogical Readings (pp. 223-225). Chercasy: Publishing House ChNU named after B. Hmelnytsky [in Russian].
6. Rudenko, Yu. D. (2003). Osnovy suchasnogo ukrainskoho vyhovannia [The basics of modern Ukrainian education]. Kyiv: Publishing House O. Teligy. [in Ukrainian].
7. Slobodchikov V. I. (2008). Antropolohiia obrazovaniia. [The anthropology of education] [in Russian].

(2016) Science and education, 12, 33-37. Odessa.

Yaroslav Haleta,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Education Management,
The Kirovohrad Volodymyr Vynnychenko State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine

ISSUES OF TRAINING MATHEMATICS TEACHERS
PRESENTED IN PSYCHOPEDAGOGICAL RESEARCH WORKS

The author has considered research works and publications on the problems of professional training of Mathemat-
ics teachers and approaches to solving them. The formation of Mathematics teacher‟s methodical and information cul-
ture has been covered. A number of contradictions characterising the level of subject-related and pedagogical training
of future Mathematics teachers have been considered.

problems of training future Mathematics teachers, subject-related and pedagogical training of Mathematics teachers, professional orientation.

1. Vilenkin, N. Ya., Mordkovich, A. G. (1986). Podgotovku uchiteley matematiki – na uroven sovremennykh trebovaniy (predlozheniya, mneniya, poisk) [Training Mathematics teachers should meet contemporary requirements (suggestions, opinions, search)]. Matematika v shkole – Mathematics at school, 6, 6-10 [in Russian]. 2. Kremen, H. (Ed.). (2008). Entsyklopediia osvity [Education encyclopedia]. Kyiv: Inkom Inter [in Ukrainian].
3. Mykhalin, H. O., & Tomashchuk, O. P. (1995). Usunennia deiakykh lohichnykh prohalyn shkilnoho kursu matematyky zasobamy matematychnoho analizu [Eliminating some logical gaps in school course of mathematics by means of mathematical analysis]. Kyiv: UDPU [in Ukrainian].
4. Novik, I. A. (2003). Formirovanie metodicheskoy kultury uchitelya matematiki v pedvuze [The formation of methodical culture of Mathematics teachers at pedagogical universities]. Minsk: BGPU [in Ukrainian].
5. Shymanskyi, I. Ye. (1955). Do pytannia pedahohizatsii vykladannia matematychnykh dystsyplin v pedahohichnykh instytutakh [On the issue of pedagogisation of teaching mathematical subjects at pedagogical universities]. Naukovi zapysky Kyivskoho pedinstytutu – Proceedings of Kyiv pedagogical Univeristy, 1, 121-127. (Vols. 17) [in Ukrainian].

(2016) Science and education, 12, 37-42. Odessa.

Alina Hadomska,
post-graduate student,
Department of Ukrainian Philology and Methods of Teaching Special Subjects,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
36, Staroportofrankivska Str., Odessa, Ukraine

FORMATION AND ENRICHMENT OF FOREIGN STUDENTS’ VOCABULARY
BY MEANS OF CREOLISED ADVERTISING TEXTS: TYPES OF EXERCISES

The article presents the description of different types of exercises used in the work with foreign students for forming and enriching their vocabulary by means of creolised advertising texts. The classroom work aimed at enriching foreign students’ vocabulary is based on the following principles: the necessity of enriching a foreign student’s vocabulary as a secondary linguistic personality and the active development of his/her associative thinking. A teacher working with foreign students faces the following tasks in his/her professional activities: forming active and passive vocabulary, providing their mastering of the environment at the sensory and intellectual levels for full mastering of the concepts which precondition the choice of the study material used for the organisation of the lexical work. In the carried out research, the pragmatic (authentic) materials, taken from native speakers’ communication practice, namely modern creolised advertising texts were used as study materials for enriching the vocabulary. Well-formed system of exercises is one of the most important factors of the successful language mastering and the basis for the organisation of the educational process. The following exercises (which are considered to be the part of the experimental technique forming speech and cultural adaptation) were used in the experimental work with the students at the formative stage of the pedagogical experiment: informational games-exercises, analytical and synthetic (analytical and classification; analytical and productive; thesaurus and contextual), associative, imitational, communicative exercises. Each of them is based on the elements of the creolised advertising text analysis, which increases students’ semantic associations. The system of exercises based on the analysis of authentic pragmatic materials contributes to the development of foreign students’associative thinking, to the formation of strong semantic bonds between the concepts and lexical units; enriching their active and passive vocabulary.

Ukrainian as a foreign language, foreign students, vocabulary, creolised advertising texts.

1. Bakum, Z. P., Karaman, S. O. (2011). Navchannia leksyky v kursi ukrainskoi movy yak inozemnoi [Teaching vocabulary in the course of Ukrainian as a foreign language]. Filolohichni studii: Naukovyi visnyk Kryvorizkoho derzhavnoho pedahohichnoho universytetu: zb. nauk. prats – Philological studies: scientific bulletin of Kryvyi Rih State Pedagogical University: collection of scientific works, 5, 690-694. Kryvyi Rih: Vydavnychyi dim [in Ukrainian].
2. Hez, N. Y. (1969). Systema uprazhneniy i posledovatelnost razvitiya rechevykh umeniy i navykov [The system of exercises and the sequence of the development of speech skills]. Inostrannye yazyki v shkole – Foreign languages at school, 6, 29-40 [in Russian].
3. Zhynkyn, N. Y. (1982). Rech kak provodnik informatsii [Speech as as information conductor]. Moscow: Nauka [in Russian].
4. Bilodid, I. K. (Ed.). (1970). Slovnyk ukrainskoi movy: v 11 tt. [The Ukrainian language dictionary]. Kyiv: Nauk. Dumka [in Ukrainian]. 

(2016) Science and education, 12, 42-48. Odessa.

Tetiana Pylaieva,
PhD (Candidate of Pedagogical Sciences), assistant professor,
Department of Pedagogy and Foreign Philology of Simon Kuznets,
Kharkiv National University of Economics,
Nauki Av., 9-A, Kharkiv, Ukraine
Viktoriia Yatsenko,
PhD (Candidate of Pedagogical Sciences), seniour lecturer,
Department of Theory and Methodology of Preschool Education,
municipal institution «Kharkiv Humanitarian Pedagogical Academy» of Kharkiv Regional Council,
7, Rustaveli lane, Kharkiv, Ukraine

PHENOMENON OF OPEN UNIVERSITY IN THE MODERN WORLD

The article is aimed at reviewing open universities formation history and describing the contents and organizational framework of open universities’ activities. The article presents the evolution of distance learning universities from correspondent schools to modern distance universities. It has been revealed that the Open University of Great Britain has become a model for other open universities in the world. The article underlines the dominant role of governments in the process of open universities formation. Open universities have an astonishing experience of using innovative technologies to make higher education available to all people around the world. Students enter open universities with a wide range of study goals and previous educational and general experience. The means of distance education and the ways of the learning materials delivery to students are considered. Study materials may include a series of specially written module texts; study guides; DVDs, CDs; textbooks and special collections of articles; resource files; online learning materials and services including Virtual Learning Environment, and online computer forums and library facilities. Students’ support system consists of tutoring, educational centres and summer schools. The article also deals with the specificity of the tutor system and the main functions of the tutor’s professional activity. Tutors mark assignments, provide detailed written feedback, and offer support to students by telephone, email, or computer conferencing. The previously developed methods and approaches to students teaching at the distance were systematically transformed into an integral technology of the education system of world open universities. The Open Universities are characterized by high quality standards of education, namely the coordination of employees’ (teachers, tutors, administration) activities with the aim of helping students; possibilities of individual learning route choosing; actualization of students’ own resources in overcoming the difficulties in the educational process.

open university, means of distance education, learning materials, students’ support, tutoring.

1. Andreev, A. (1997). Vvedenie v distantsionnoe obuchenie [Introduction into distance learning]. Moscow: MESI [in Russian].
2. Belitskaya, E. V. Tyutorskaya sistema obucheniya v sovremennom obrazovanii Anglii (Tutor system in modern education in England). Extended abstract of candidate‟s thesis. Volgograd. [in Russian].
3. Ovsyannikov, V. & Gustyir, A. V. (2000). Vvedenie v distantsionnoe obrazovanie [Introduction into distance learning]. Moscow: Alfa [in Russian].
4. Pylayeva, T. V. Tendentsіi rozvitku vischoi distantsіinoi osvіty u Velikyi Britanіi (seredina XX – pochatok XXІ stolіttya) [Trends in higher distance education in Great Britain (middle of 20th – beginning of 21st century)]. Candidate‟s thesis. Yalta [in Ukrainian].
5. Pokholkov, Yu., Chuchalyn, A., Mohylnytskyy, S., Boev, B. (2004). Obespechenie i otsenka kachestva vysshego obrazovaniya [Ensuring and quality evaluation of higher education]. Vysshee obrazovanie v Rossii – Higher education in Russia, 2. Retrieved from: http://cyberleninka.ru/article/n/obespechenie-i-otsenkakachestva-vysshego-obrazovaniya [in Russian].
6. Ratner, F. L. (2008). Razrabotka elektronnykh obrazovatelnykh resursov: zarubezhnyi opyt [Development of electronic educational resources: the international experience]. Kazan: KGU [in Russian].
7. Shunevych, B. I. Rozvytok dystantsiinoho navchannia u vyshchii shkoli krain Yevropy ta Pivnichnoi Ameryky [Development of Distance Education at Higher Schools in European and Northern American Countries]. Doctor‟s thesis. Kyiv [in Ukranian].
8. Bissell, C. C. (2011). The Open University of the United Kingdom. Leadership in Science and Technology: A Reference Handbook, 2, 24-32 [in English].
9. Smith, K. Small, I. (1982). Student support: How much is enough? Learning at a Distance: A World Perspective, 189-195. Edmonton [in English].
10. Kaye Tony, Rumble Greville. (1991). Open Universities: A Comparative Approach. The planner‟s perspective. Prospects, 214-226 [in English].
11. Perry, W., Mugridge, I. (1997). The Open University Founding the Open universities. (pp. 121–126). New Delhi, Sterling Publishers [in English].
12. Daniel, J. S. (1996). The mega-universities and the knowledge media technology strategies for higher education. London: Kogan page [in English].