2017-10-doc

Mykola Pichkur, Iryna Demchenko, Volodymyr Sulym. Specialty-Identification Aspect of Assessing Future Teachers’ Skills of Working in Terms of Inclusive Education.

(2017) Science and education, 10, 90-94. Odessa.

DOI:

Mykola Pichkur,
PhD (Candidate of Pedagogical Sciences), professor, Department of Arts,
Pavlo Tychyna Uman State Pedagogical University,
28-a, Sadova Str., Uman, Ukraine,
Iryna Demchenko,
Doctor of Pedagogy, professor, Department of Special Education,
Pavlo Tychyna Uman State Pedagogical University,
28-a, Sadova Str., Uman, Ukraine,
Volodymyr Sulym,
PhD (Candidate of Philological Sciences), associate professor,
Department of Intercultural Communication and Translation,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine

SPECIALTY-IDENTIFICATION ASPECT OF ASSESSING FUTURE
TEACHERS’ SKILLS OF WORKING IN TERMS OF INCLUSIVE EDUCATION

SUMMARY:

The paper aims to reveal the results of psycho-pedagogical assessment of the profession-identification aspect of readiness of students of the pedagogical specialties for work in the field of inclusive education. The specialty-identification criterion is specified by indicators of the choice of inclusive pedagogical specialty, the adequacy of self-identification with the ideal expert in the field of inclusive education. They are the basis for the development of tools for psychological and pedagogical assessment of the investigated quality. The experiment involved 380 Bachelor-degree students studying at the Faculty of Arts, Faculty of Pre-School and Special Education and the Faculty of Primary Education of Pavlo Tychyna Uman State Pedagogical University. According to the experimental program, several procedures were applied. The first one is testing with the purpose of evaluating the expediency of choosing inclusive pedagogical specialty by the respondents. Further investigation involved evaluation of the indicator of adequacy of their self-identification with an ideal expert in the field of inclusion in the form of a questionnaire using an adapted method of self-assessment by V. Bilan. It has been found that the ideal and satisfactory levels of future teachers’ readiness for work in the field of inclusive education is characteristic of 39% of the respondents; the unsatisfactory level is peculiar for more than 21%. This fact shows the need for active search for adequate methods and means of focusing students on active internalization, internalization and identification of the values of inclusive education and deepening their interest in working in this field.

KEYWORDS:

specialty identification, skills, future teachers, inclusive education, psycho-pedagogical activities.

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REFERENCES:

1.Boichuk, Yu. D., Borodina, O. S., Mykytiuk, O. M. (2015). Inkliuzyvna kompetentnist maibutnoho vchytelia osnov zdorovia: monohr. [Inclusive competence of future healthcare teacher: monograph]. Kharkiv: Ivanchenko [in Ukrainian].
2.Butenko, V. H., Bilan, V. A. (2014). Formuvannia estetychnoho stavlennia do korektsiino-pedahohichnoi pratsi: monohr. [Forming aesthetic attitude towards correctional pedagogical work: monograph]. Kherson : Hrin D. S. [in Ukrainian].
3.Veber, M. (1990). Izbrannye proizvedeniya [Selected works]. Moscow: Prohress [in Russian].
4.Demchenko, I. I. (2014). Hotovnist uchytelia pochatkovykh klasiv do roboty v umovakh inkliuzyvnoi osvity: struktura ta diahnostyka: navch.-metod. posibn. [Primary teachers’ readiness for work in terms of inclusive education: structure and diagnostics: study guide]. Uman: Vydavets «Sochinskyi M. M.». Retrieved from: http://dspace.udpu.org.ua:8080/jspui/bitstream. [in Ukrainian].
5.Demchenko, I. I. (2015). Pidhotovka vchytelia do roboty v inkliuzyvnii pochatkovii shkoli: monohr. [Training students to work for inclusive primary school: monograph]. Uman : FOP Zhovtyi O. O. [in Ukrainian].
6.Kaminskyi, A. H. (2001). Filosofiia i estetyka : naukovi ta publitsystychni statti. Pedahohichnyi portret. Poeziia [Philosophy and aesthetics: papers. Pedagogical image. Poetry]. Ternopil : Ekonomichna dumka, [in Ukrainian].
7.Goode, W. J. (1957). Community Within a Community: The Professions. American Sociological Review, 22, 198-123 [in English].
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Viktor Kuzmin, Maria Kuzmina, Andrii Ivanchenko. Psychosocial Life Trajectories of Orphaned Individuals (Resurvey).

(2017) Science and education, 10, 95-100. Odessa.

DOI:

Viktor Kuzmin,
PhD in Sociology, associate professor, academic secretary,
Maria Kuzmina,
post-graduate student,
Department of Social Work,
Andrii Ivanchenko,
PhD in Public Administration, associate professor, Department of Personnel
Management and Labor Economics,
Zaporizhzhia National Technical University,
64, Zhukovskoho Str., Zaporizhzhia, Ukraine

PSYCHOSOCIAL LIFE TRAJECTORIES
OF ORPHANED INDIVIDUALS (RESURVEY)

SUMMARY:

The article is dedicated to the peculiarities of psychosocial trajectories of life of orphaned people or those who were deprived of parental care, in particular, the results of several experiments carried out at higher educational institutions of Zaporizhzhia are analyzed. The peculiarities of the legal and regulatory framework for the implementation of psychosocial support of such people are analyzed. Besides, the approaches of domestic and foreign scientists concerning psychosocial support of people who were orphans or deprived of parental care are investigated. The comparative analysis of the results of empirical research of life trajectories of orphaned people, who graduated from higher education institutions of Zaporizhzhia during 2001-2017, is presented. Some recommendations concerning the improvement of communication skills and socialization process of this category of people are suggested.

KEYWORDS:

life strategy, psychosocial life trajectories, orphaned youth, youth deprived of parental care, psychological support.

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REFERENCES:

1. Zakon Ukrainy Pro zabezpechennia orhanizatsiino-pravovykh umov sotsialnoho zakhystu ditei-syrit ta ditei, pozbavlenykh batkivskoho pikluvannia pryiniatyi 16 kvitnia 2009 roku № 1276-VI [Law of Ukraine on ensuring the organizational and legal conditions for social protection of orphans and children deprived of parental care adopted from April 16 2009, № 1276-VI], (2005). Vidomosti Verkhovnoi Rady Ukrainy - Bulletin of the Verkhovna Rada of Ukraine 6, 136-150 [in Ukrainian].
2. Kuzmin V.V. (2015) Kariera ta molod iz riznykh spetsyfichnykh sotsialnykh spilnostei pry vstupi u dorosle zhyttia na materialakh empirychnoho doslidzhennia provedenoho u Zaporizkii oblasti [Career and youth from different specific social communities when entering adulthood on materials of empirical research conducted in Zaporozhye region]. Naukovi pratsi. Seriia: «Sotsiolohiia» - Scientific works “Social studies”, 258, 132-140 [in Ukrainian].
3. Kuzmin V.V. (2012) Sotsiolohichna kharakterystyka studentiv-syrit, yak okremoi sotsialnoi hrupy u VNZ [Kuzmin V.V. Sociological characteristic of orphan students as a separate social group in higher educational institutions]. Hrani: naukovo-teoretychnyi i hromadskopolitychnyi almanakh – Grani: scientific socio-political journal, 2 (82), 113-118 [in Ukrainian].
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Oleksii Chebykin. System-Activity Conception of Teachers Training: Competence and Organizational Aspects.

(2017) Science and education, 10, 101-106. Odessa.

DOI:

Oleksii Chebykin,
Doctor of Psychology,
professor, rector,
Department of Theory and Methods of Practical Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

SYSTEM-ACTIVITY CONCEPTION OF TEACHERS TRAINING:
COMPETENCE AND ORGANIZATIONAL ASPECTS

SUMMARY:

The paper deals with the uniquely designed model of training modern teachers presented in schemas with further comments. The main idea comes down to three basic competences of a teacher. It is his/her ability to be a developer of educational activities, to implement innovative techniques in the educational process and to design his/her own ones; an organizer of students’ joint activities; as well as an expert having theoretical and creative pedagogical thinking. The mechanisms of achieving the desired goals by means of integrating disciplines having their specificity are presented. Besides, the author’s ideas of the organizational conditions concerning the optimization of teachers training modernization at vocational schools and universities are described.

KEYWORDS:

teacher, professional training, system-activity conception, innovative technologies, Master’s degree, Bachelor’s degree, pedagogical university.

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REFERENCES:

1. Chebykin, O. Ya. (1989). O spetsificheskikh emotsiyakh determiniruyushchikh poznavatelnuyu aktivnost [Specific emotions determining cognitive activity]. Psykholohycheskyi zhurnal – Psychological journal, 4, 135-142 [in Russian].
2. Chebykin, O. Ya. (1989). Uchitel i emotsionalnaya regulyatsiya uchebno-poznavatelnoy deyatelnosti shkolnikov [Teacher and emotional regulation of school students’ cognitive activities]. Voprosy psykhologii – Issues of Psychology, 6, 42-49 [in Russian].
3. Chebykin, O. Ya. (1999). Teoriia i metodyka emotsiinoi rehuliatsii navchalnoi diialnosti (navchalnyi posibnyk) [Theory and methods of emotional regulation of educational activities: tutorial]. Odesa: Vydavnytstvo «Astroprynt» [in Ukrainian].
4. Chebykin, O. Ya., Yablonska, N. V. Et. al. (2005). Realizatsiia kontseptualnykh polozhen systemnodiialnisnoi teorii pidhotovky vchytelia, vykhodiachy z vymoh kredytno-modulnoi systemy [Realization of conceptual approaches of system-activity theory of teachers training based on the requirements of credit and modular system]. Nauka i osvita – Science and education, 7-8, 78- 81 [in Ukrainian].
5. Chebykin, O. Ya., Kurliand, Z. N, et. al. (2006). Systemno-diialnisnyi pidkhid do pidhotovky maibutnoho vchytelia [System-activity approach to teachers training]. Odesa [in Ukrainian].
6. Chebykin O.Ya., Bidnyi, H. et. al. (2013). O systeme podhotovky sovremennoho uchytelia [The system of modern teachers’ training]. Misiia vchytelia v suchasnomu sviti. Materialy II Mizhnarodnoho sympoziumu – Mission of a teacher in modern world. Proceedings of international conference, pp. 30-36. Odesa [in Russian].

Tetiana Molnar, Mariia Lavrenova, Liubov Fenchak. Pedagogical Factors of Gifted Children’s Adaptation to the Educational Environment of Primary School.

(2017) Science and education, 10, 106-111. Odessa.

DOI:

Tetiana Molnar,
PhD (Candidate of Pedagogical Sciences), associate professor,
Mariia Lavrenova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Liubov Fenchak,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Theory and Methods of Primary Education,
Mukachevo State University,
26, Uzhhorodska Str., Mukachevo, Ukraine

PEDAGOGICAL FACTORS OF GIFTED CHILDREN’S ADAPTATION
TO THE EDUCATIONAL ENVIRONMENT OF PRIMARY SCHOOL

SUMMARY:

The paper deals with the issue of gifted children’s adaptation to the educational environment of primary school. There have been distinguished 22 gifted children out of 430 according to the following signs of giftedness: cognitive activity and educational motivation, intelligence, creativity. The following types of giftedness have been identified: intellectual, academic (mathematical), artistic (musical, graphic, poetic) and psychomotor (dancing, sports). It has been found that a democratic style of communication contributes to the gifted children’s adaptation, a combination of democratic and authoritative styles leads to the lack of adaptation of children, and the authoritarian style of pedagogical communication causes maladaptation in gifted children. There is a necessity of psycho-pedagogical support of gifted children because the efficient development of adaptation processes in junior school age plays an important role for the formation of creative personality able to interact with the society.

KEYWORDS:

gifted children, school adaptation, non-adaptation, educational environment, primary school.

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REFERENCES:

1. Antonova, O. Ye. (2007). Problema spivvidnoshennia zdibnostei i obdarovanosti [The iaaue of the correlation of abilities and talent]. Visnyk Zhytom. derzh. un-ta imeni Ivana Franka – Bulletin of Ivan Franko Zhytomyr State University, 31, 24-27. Zhytomyr [in Ukrainian].
2. Bohoiavlenskaia, D. B. (2004). Rabochaya kontseptsiya odarennosty [A conception of giftedness]. Voprosy obrazovaniya – Issues of education, 4, 46-48 [in Ukrainian].
3. Hilbukh, Yu. Z. (1992). Rozumovo obdarovana dytyna. Psykholohiia, diahnostyka, pedahohika [Mentally gifted child]. Kyiv: VIPOL [in Ukrainian].
4. Lavrenova, M. (2016). Teoretychni zasady navchannia obdarovanykh ditei molodshoho shkilnoho viku v konteksti reformuvannia osvity [Theoretical foundations of teaching gifted junior schools children under conditions of education reforming]. Pedahohichni innovatsii: idei, realii, perspektyvy – Pedagogica innovations: ideas, realities, prospects, 2, 31-37 [in Ukrainian].
5. Molnar, T. I. (2017). Formuvannia obdarovanoi osobystosti molodshoho shkoliara v umovakh rozvyvalnoho osvitnoho seredovyshcha [Formation of gifted personality of junior schoolboy in conditions of developing educational environment]. Materialy Mizhnarodnoi naukovo-praktychnoi konferentsii «Obdarovani dity – intelektualnyi potentsial derzhavy» – Proceedings of international conference “Gifted children as a state’s intellectual potential”. Kyiv: Instytut obdarovanoi dytyny [in Ukrainian].
6. Panenkova, V. Yu. (2014). Psykholohopedahohichni chynnyky adaptatsii obdarovanykh ditei do umov pochatkovoi shkoly [Psycho-pedagogical factors of gifted children’s adaptation to the conditions of primary school]. Candidate’s thesis. Ostroh [in Ukrainian].
7. Furman, A. V. (2000). Psykhodiahnostyka osobystisnoi adaptovanosti [Psychodiagnostics of personal giftedness]. Ternopil: Ekonomichna dumka [in Ukrainian].
8. Yanshyna, T. (2012.). Trudnoshchi diahnostyky obdarovanykh ditei [Difficulties of assessing child’s giftedness]. Navchannia i vykhovannia obdarovanoi dytyny: teoriia i praktyka: zb. nauk. prats – Education of a gifted child: theory and practice: collection of works, 8, 351- 356. Kyiv: Instytut obdarovanoi dytyny [in Ukrainian].
9. Pfeiffer, S. I., Blei, S. (2008). Gifted identification beyond the IQ test: rating scales and other assessment procedures. Handbook of giftedness in children. New York [in English].
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Olha Soroka. Art-Therapeutic Technologies: are Future Primary School Teachers Ready to Use Them in Practice?

(2017) Science and education, 10, 111-117. Odessa.

DOI:

Olha Soroka,
Doctor of Pedagogy, associate professor,
Department of Social Pedagogy and Social Work,
Ternopil Volodymyr Hnatyuk National Pedagogical University,
10, Vynnychenka Str., Ternopil, Ukraine

ART-THERAPEUTIC TECHNOLOGIES: ARE FUTURE PRIMARY
SCHOOL TEACHERS READY TO USE THEM IN PRACTICE?

SUMMARY:

The article is dedicated to the analysis of practical aspects of teaching future primary school teachers to use arttherapeutic technologies. It aims to demonstrate the results of an empirical research focused on the evaluation of future primary school teachers’ skills of using art-therapeutic technologies. The structure of the future primary school teachers’ skills of using of art-therapeutic technologies presented by motivational-valuable, contextual, processual and creative components and, accordingly, motivational, cognitive, operational and creative criteria has been developed. The procedural component of future primary school teachers’ readiness to use the art-therapeutic technologies in educational process is supposed to be the major. Its content is based on the acquisition of complex of art-therapeutic skills that will optimize the educational process in primary school. Future primary school teachers can demonstrate the creative, adequate, reproductive, low and initial levels of the procedural component maturity. Self-evaluation, expert evaluation and analysis of the results of students’ individual research tasks were used to evaluate the level of characterized component formation. Research results show that most students demonstrate elementary, low and reproductive levels of the diagnostic component. Two special courses have been developed aimed at the improvement of the students’ relevant skills.

KEYWORDS:

art-therapeutic technologies, art-therapeutic technologies using; future primary school teachers’ readiness; procedural component of readiness; operational readiness criterion.

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REFERENCES:

1. Abdullina, O. A. (1990). Obshchepedagogicheskaya podgotovka uchitelya v sisteme vysshego pedagogicheskogo obrazovaniya [General pedagogical training of the teacher in the system of higher pedagogical education: a manual]. Moscow: Prosveshchenie [in Russian].
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