(2017) Science and education, 10, 176-182. Odessa.

Valentyna Pliushch,
PhD (Candidate of Pedagogical Sciences), senior lecturer, Department of Chemistry,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1а, Shevchenka Str., Kropyvnytskyi, Ukraine,
Kateryna Stepaniuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Primary Education, Berdiansk State Pedagogical University,
4, Shmidta Str., Berdiansk, Ukraine,
Velantyna Bilan,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Special Education, Pavlo Tychyna Uman State Pedagogical University,
28-А, Sadova Str., Uman, Ukraine

PSYCHO-PEDAGOGICAL ASSESSMENT OF FUTURE TEACHERS’ ABILITY FOR PROFESSIONAL SELF-DEVELOPMENT

The paper deals with a relevant issue of psycho-pedagogical assessment of higher pedagogical institutions students’ ability for professional self-development. The basic criteria of professional self-development of students are self-actualization and self-improvement. On this basis, a methodical toolkit has been developed, which provides psychological and pedagogical assessment of the maturity of this quality in the students. This makes it possible to distinguish them according to high, medium and low levels of professional self-development with the corresponding characteristics of qualitative measurements. The study involved 204 students-future teachers. The first series of the carried out assessment procedure involved the study of the respondents’ aspiration for self-actualization. The interpretation of the self-actualization test (SAT), where students had to Педагогіка – Education Science and Education, 2017, Issue 10 182 choose from the two suggested options the one that was the most appropriate for them, was applied. The second criterion that determines the ability of students for self-development is the ability for self-improvement. In order to assess it, the first questionnaire of the “Barriers of Pedagogical Activity” method, which consists of fifteen statements, was used. Then, according to a specially designed questionnaire a survey was conducted in order to assess the students’ interest in education, pedagogical profession and, consequently, in professional self-development. As a result of the students’ performance of a series of diagnostic tasks, it has been determined that 26.9% of them have a high level of the ability for professional self-development, 65.7% have an average level, and 7.4% have a low one. According to the distinguished levels, this suggests that most students (65.3 + 7.2 = 72.5%) do not have the necessary knowledge and skills for organizing and carrying out systematic work on professional self-development, which opens the prospects for developing appropriate effective measures to improve the quality of students’ training in the field of professional self-development in the theoretical, practical and methodical aspects.

self-development, professional self-development, future teachers, psycho-pedagogical assessment, methodical tools, levels.

1. Kvas, V.M. (2015). Problema formuvannia hotovnosti maibutnikh uchyteliv do profesiinoho samovdoskonalennia [The problem of forming the readiness of future teachers for professional self-improvement]. Naukovi zapysky – Scientific notes, 141, 120-123. Kirovohrad: RVV KDPU im. V. Vynnychenka [in Ukrainian].
2. Maslow, A.G. (1982). Samoaktualizatsiyas Psihologiya lichnosti: tekstyi [Self-actualization in Psychology of personality: texts]. Moscow [in Russian].
3. Rogov, E.I. (2000). Nastolnaya kniga prakticheskogo psihologa: Ucheb. Posobie [Handbook of practical psychologist: Proc. allowance]. 2 nd ed. rev. Moscow: Gumanit. izd. tsentr VLADOS [in Russian].
4. Test samoaktualizatsii (CAT) [Self-actualization test]. Retrieved from: https://hrliga.com/index.php?module=profession&op=vie w&id=1063 [in Russian].
5. Selevko, G. K. (2000). Rukovodstvo po organizatsii vospitaniya shkolnikov [Guide to the organization of education of school children]. Moscow: Narodnoe obrazovanie [in Russian]. 

(2017) Science and education, 10, 182-187. Odessa.

Tetiana Stratan-Artyshkova,
Doctor of Pedagogy, professor, Department of Musical-Theoretical and Instrumental Disciplines,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine,
NadiiaFedchyshyn,
Doctor of Pedagogy, head of the Department of Foreign Languages,
I. Horbachevsky Ternopil State Medical University, 1, Voli Square, Ternopil, Ukraine,
Valentyna Honcharuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova Str., Uman, Ukraine

FUTURE SPECIALISTS’ CREATIVE CAPACITY AS A PERSONAL AND PROFESSIONAL QUALITY

The paper deals with the issue of the formation of creative capacity as a professional and personal quality, which makes a future teacher an author/creator of his/her own life and occupation. The relevant issue of implementing creative work of the future teacher’s professional training, which is characterized by the ability of future specialists to innovate, involves the achievement by future specialists of the integral top – the formation of the creative capacity as a professionally significant personal quality. The main criteria for the formation of the creative capacity of future teachers are determined: valuemotivational (the formation of the system of values of an individual, awareness of the importance of his/her profession in the development of the spiritual and creative personality); cognitive-competence (degree of maturity of professional competencies, poly-artistic awareness, ability for integral analysis and synthesis); creative-activity (ability for self-expression in different types of creative-designing activities); creatively-presentative (ability to present, identify organizational skills, involve others in joint creativity), reflective-analytical (ability to perform self-assessment, analysis and introspection). The purpose of the research is to develop and verify the methodical system of forming the creative capacity of future teachers, which involves the implementation of technology of creative-designing activities. The designed methodical system is implemented according to the following stages: value-motivational, transformative-activity, productive, according to which the formation of components and indicators of creative capacity of the future teacher is carried out. The suggested technique has been experimentally assessed involving 500 students of Ukrainian universities, and its efficiency has been proved.

creative capacity, professional training, creative-designing activity, future teacher.

1. Bekh, I. D. (2003). Vykhovannia osobystosti [Education of a personality]. Kyiv: Lybid [in Ukrainian].
2. Dychkivska, I. M. (2004). Innovatsiini pedahohichni tekhnolohii : Navchalnyi posibnyk [Innovative Pedagogical Technologies: Tutorial]. Kyiv: Akademvydav [in Ukrainian].
3. Kosylo, N. V., Nych, O. B., Balaieva, K. S. (2017). Hotovnist vykhovateliv do zastosuvannia innovatsiinykh tekhnolohii u profesiinii diialnosti [Examining Preschool Teachers’ Skills Of Using Innovative Technologies.]. Nauka i osvita – Science and education, 6, 84-94. doi: 10.24195/2414-4665-2017-6-15 [in Ukrainian].
4. Masol, L. M. (2006). Zahalna mystetska osvita : teoriia i praktyka [General artistic education: theory and practice]. Kyiv: Promin [in Ukrainian].
5. Orlov, V. F. (2003). Profesiine stanovlennia maibutnikh vchyteliv mystetskykh dystsyplin : teoriia i tekhnolohiia: monohrafiia [Professional formation of future teachers of artistic disciplines: theory and technology: monograph]. Kyiv: Naukova dumka [in Ukrainian].
6. Rudnytska, O. P. (2005). Pedahohika zahalna ta mystetska : navch. posib. [Pedagogy is general and artistic: teach. manual]. Ternopil : Navchalna knyha – Bohdan [in Ukrainian].
7. Stratan-Artyshkova, T. B. (2014). Tvorchovykonavska pidhotovka maibutnikh uchyteliv muzychnoho mystetstva : teoriia i praktyka: monohrafiia [Creative and performing training of future teachers of musical art: theory and practice: monograph]. Kirovohrad: RVV KDPU im. V. Vynnychenka [in Ukrainian]..

(2017) Science and education, 10, 188-193. Odessa.

Alla Kramarenko,
Doctor of Pedagogy, professor, head of the Department of Primary education,
Berdiansk State Pedagogical University,
4, Shmidta Str., Berdiansk, Ukraine,
Olena Horbenko,
PhD (Candidate of Pedagogical Sciences), associate professor, Department of Music and Instrumental Disciplines,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine,
Ivan Syladii,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Psychology, Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education,
Kossuth square, 6, Beregszász, Transcarpathia, Ukraine

PEDAGOGY STUDENTS’ PROFESSIONAL COMPETENCE FORMATION

The paper deals with the ways of future teacher’ professional competence formation, which is of the key importance in the complex integrative structure of teaching activity. In teaching practice, the issue of forming professional competence of a future teacher is actualized as a structural component of the general educational paradigm, the main purpose of which is the formation of a future specialist’ ability for independent designing and creative solution of professional tasks under various conditions. The following basic criteria for the formation of professional competence of future teachers have been distinguished: motivational (motives, interests, values orientations, guidelines, needs); cognitiveknowledge (knowledge, intelligence, erudition); operational (skills, ways of activity, professional-significant personal qualities: tolerance, empathy, flexibility of thinking, volitional sphere); creative (planning, forecasting, designing, creative activity); reflexive (self-consciousness, assessment, self-esteem, reflection), which are interconnected. The maturity of professional competence of future specialists is distinguished according to the following levels: high (creative), sufficient (normative), average (imitative), low (indifferent). The experimental technique of future teachers’ professional competence formation is presented in the paper, whose efficiency has been proved involving 317 students.

professional competence, organizational-methodical system, pedagogical conditions, integratedintegration technology, future teacher.

1. Bekh, I. D. (2003). Vykhovannia osobystosti: u 2 kn. Kn. 2 : Osobystisno-oriientovanyi pidkhid: naukovopraktychni zasady [Education of the person: in 2 books. Kn. 2: Personality-oriented approach: scientific and practical principles]. Kyiv: Lybid [in Ukrainian].
2. Zymniaia, Y. A. (2003). Kliuchevye kompetentsyy – novaia paradyhma rezultata obrazovanyia [Key competencies are a new paradigm of educational outcomes]. Vysshee obrazovanye sehodnia – Higher education today, 5, 9-15 [in Ukrainian].
3. Ziaziun, I. A. (2000). Intelektualnotvorchyi rozvytok osobystosti v umovakh neperervnoi osvity [Intellectual development of personality in conditions of continuous education]. Neperervna profesiina osvita: problemy, poshuky, perspektyvy: monohrafiia – Continuous vocational education: problems, searches, perspectives: monograph. Kyiv: Vipol [in Ukrainian].
4. Bibik, N. M., Vashchenko, L. S., Lokshyna, O. I., Ovcharuk, O. V. et. al. (2004). Kompetentnisnyi pidkhid u suchasnii osviti: svitovyi dosvid ta ukrainski perspektyvy: biblioteka z osvitnoi polityky [Competency Approach in Modern Education: World Experience and Ukrainian]. Kyiv: K.I.S. [in Ukrainian].
5. Piekhota, O. M. (2005). Osobystisno oriientovane navchannia: pidhotovka vchytelia: monohrafiia [Personally oriented learning: teacher training: monograph]. Mykolaiv: ILION [in Ukrainian].
6. Pidlasyi, I. P. (2006). Praktychna pedahohika abo try tekhnolohii [Practical pedagogy or three technologies]. Kyiv [in Ukrainian].
7. Khoruzha, L. L. (2003). Etychna kompetentnist maibutnoho vchytelia pochatkovykh klasiv: teoriia i praktyka [The ethical competence of the future teacher of elementary school: theory and practice]. Kyiv: In-t pedahohiky APN Ukrainy [in Ukrainian].
8. Yalanska, S.P., Atamanchuk, N.M. (2017). Psykholohiia formuvannia tolerantnoho seredovyshcha v umovakh novoi ukrainskoi shkoly [Psychology of tolerant environment formation in terms of the concept “the new Ukrainian school”]. Nauka i osvita – Science and education, 1, 71-75. DOI: https://doi.org/10.24195/2414-4665- 2017-1-12 [in Ukrainian].

(2017) Science and education, 10, 1. Odessa.

Tetiana Koknova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Roman and Germanic Philology Department, Luhansk Taras Shevchenko National University,
1, Gogol square, Starobilsk, Ukraine

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