2017-10-doc

Tetiana Chopyk, Oksana Pavliuk, Yevhen Pavliuk. Model of Future Coaches-Teachers’ Professional Competence Formation in Terms of Higher Educational Institution.

(2017) Science and education, 10, 5-12. Odessa.

DOI:

Tetiana Chopyk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Physical education,
Oksana Pavliuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Physical education,
Yevhen Pavliuk,
Doctor of Pedagogy, associate professor,
Department of Physical education,
Khmelnytskyi National University,
11, Instytutska Str., Khmelnytskyi, Ukraine

MODEL OF FUTURE COACHES-TEACHERS’ PROFESSIONAL COMPETENCE
FORMATION IN TERMS OF HIGHER EDUCATIONAL INSTITUTION

SUMMARY:

The paper aims to determine, scientifically substantiate and experimentally test a number of pedagogical conditions for the development of professional competence of future coaches in the process of their professional training at a university. A research hypothesis implies that the effectiveness of the development of professional competence of future coaches is provided by a combination of the following pedagogical conditions: supplementing the content of professional disciplines with the material aimed at developing their professional competence; the use of innovative technologies in the professional training of future coaches; focusing on self-development of professional competence of future coaches studying at universities and the implementation of a model of such a process. The professional competence of future experts in the field of physical education is considered as a combination of general professional knowledge and skills formed in the process of professional training concerning the organization and planning of professional activity, reading and arranging documents, ways of solving problems, the use of new information technologies in professional activities. There has been developed and presented a technique of the development of professional competence of future coaches in the form of a program complex of professional training disciplines, based on modular-interactive means of professional training development, which includes initial data on the discipline and its author (authors), work syllabus, content of disciplines (modules), lectures, additional informational materials, practical classes with instructions, tasks for individual work, training exercises (tests), modular assessment and criteria for evaluating learning outcomes for final knowledge assessment. The conducted pedagogical experiment has proved the effectiveness of the suggested technique.

KEYWORDS:

professional competence, coach, professional training, pedagogical conditions.

FULL TEXT:

REFERENCES:

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Tetiana Klochkova, Alina Sbruieva, Liubov Pshenychna. Risk Management in The Activities of a Modern University: a Comparative Analysis of British and Ukrainian Experience.

(2017) Science and education, 10, 13-23. Odessa.

DOI:

Tetiana Klochkova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
Sumy National Agrarian University,
160, H. Kondratiieva Street, Sumy, Ukraine,
Alina Sbruieva,
Doctor of Pedagogy, professor,
Sumy State Pedagogical University named after A. S. Makarenko,
87, Romenska Street, Sumy, Ukraine,
Liubov Pshenychna,
PhD in Public Administration, associate professor,
Sumy State Pedagogical University named after A.S. Makarenko,
87, Romenska Street, Sumy, Ukraine

RISK MANAGEMENT IN THE ACTIVITIES OF A MODERN UNIVERSITY:
A COMPARATIVE ANALYSIS OF BRITISH AND UKRAINIAN EXPERIENCE

SUMMARY:

The characteristic of the regulatory, organizational and methodological basis of the implementation of risk management in the higher education of Great Britain and Ukraine at the national and institutional levels is given in the article through the application of a holistic set of theoretical and empirical methods. The regulatory framework and organizational structure of risk management in the universities of Great Britain and Ukraine are clarified; the typology of academic risks in the universities of Great Britain and Ukraine is characterized. Most of the focus is put on the identification and analysis of the high-priority risks which are incurred by modern universities in their activities, and common for all higher educational institutions in terms of the globalization, internationalization and massification of higher education. In particular, the key risks under study include the compliance risk, reputation risk, financial risk, the risks of student experience and staffing issues. The system of measures aimed at reducing the probability of occurrence of a particular risk type, or mitigating its consequences has been identified and generalized on the basis on the empirical data obtained as a result of applying the methods of analysis of the statutory and reporting documents of the British (the University of Oxford and the University of Cambridge) and Ukrainian universities (the universities of Sumy Region of Ukraine ‒ Sumy State University (SSU), Sumy National Agrarian University (SNAU), Sumy State Pedagogical University named after A. S. Makarenko (SSPU)). The effectiveness of implementing the risk management practice in the activities of the Ukrainian universities has been confirmed. The recommendations for the development of the risk management system in the Ukrainian higher education at the national and institutional levels are formulated based on the comparative analysis of the regulatory, organizational and methodological aspects of the issue under study.

KEYWORDS:

modern university, activities, risk management, risk area, mitigation measures.

FULL TEXT:

REFERENCES:

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Şenay Şahin, Ersin Şahin, Burçin Ölçücü. The Determination of Relation Among The Future Time Perspectives, Academic Delay of Gratification Preferences and Burnout Levels of Prospective Teachers.

(2017) Science and education, 10, 40-49. Odessa.

DOI:

Şenay Şahin,
Assoc. Prof. Dr, Associate Dean,
Faculty oof Sport Science, Uludag Universty, Bursa, Turkey,
This email address is being protected from spambots. You need JavaScript enabled to view it.
Ersin Şahin,
Phd. Dr., Teaching staff,
Faculty of Education Science, Uludag Universty, Bursa, Turkey,
This email address is being protected from spambots. You need JavaScript enabled to view it.
Burçin Ölçücü,
Assoc. Prof. Dr, Associate Dean
, Faculty of Sport Science, Gaziosmanpaşa Universty, Tokat, Turkey
burcin.olcucu@gop

THE DETERMINATION OF RELATION AMONG THE FUTURE
TIME PERSPECTIVES, ACADEMIC DELAY OF GRATIFICATION
PREFERENCES AND BURNOUT LEVELS OF PROSPECTIVE TEACHERS

SUMMARY:

The aim of this study is to determine the relation among the future time perspectives, academic delay of gratification and burnout levels of prospective teachers in different fields participating in PPSE (the Public Personnel Selection Examination in Turkey) courses and to compare them according to certain variables. 220 prospective teachers attending PPSE courses in 2012-2013 school year participated in the study. Kruskal-Wallis test was used for more than two variables which do not show normal distribution in intergroup comparisons and Mann-Whitney U test was used for variables, group number of which are two. Significance level was regarded as α=.05. A significant difference in favour of females was found in value sub-dimension of future time perspective pursuant to genders of the prospective teachers according to results of the study (p<0.01). A significant difference in favour of university graduates (p<0.05) was noticed in personal success sub-dimension of burnout according to graduation status of the prospective teachers. A significance difference was determined in favour of university graduates (p<0.01) in terms of the academic delay of gratification preferences of them. Moreover, according to the number of taking PPSE of prospective teachers, a significant difference was determined in favour of prospective teachers who took the exam once (p<0.05) with regard to the value sub-dimension of future time perspective and the academic delay of gratification preferences (p<0.05). A significant difference was noticed in favour of prospective teachers who have not any teaching experience (p<0.05) in the value sub-dimension of future time perspective according to the duration of experience. A significant difference was observed in favour of the prospective teachers who have teaching experience in terms of academic delay of gratification preferences (p<0.05).

KEYWORDS:

future time perspectives, academic delay of gratification, burnout levels, perspective teachers.

FULL TEXT:

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Педагогіка – Education
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Svitlana Bodnar. Characterization of Speech Material According to the Essence of Compressive Method of Intensive Foreign Languages Teaching.

(2017) Science and education, 10, 24-31. Odessa.

DOI:

Svitlana Bodnar,
PhD (Сandidate of Pedagogical Sciences),
Head of Foreign Languages Department, professor,
Odessa Institute of Trade and Economics,
Kyiv National University of Trade and Economics,
6, 25th Chapaev Division Str., Odessa, Ukraine

CHARACTERIZATION OF SPEECH MATERIAL ACCORDING TO THE ESSENCE
OF COMPRESSIVE METHOD OF INTENSIVE FOREIGN LANGUAGES TEACHING

SUMMARY:

The article describes the characteristics of the speech material according to the methodological essence of the compressive method of intensive foreign languages teaching. Today, knowledge of foreign languages is one of the conditions for successful contacts of Ukrainians with the representatives of foreign states at both the everyday and professional levels. And most people aspire to master foreign language skills qualitatively and as quickly as possible. That is why intensive teaching methods are in the focus of many researchers nowadays. In the article, the existing intensive teaching methods are considered, their advantages and disadvantages are determined. The compressive method of intensive teaching foreign languages, introduced by prof. R. Martynova, is described in details. The aim of this work is to analyze the specificity of the speech material in accordance with the essence of the compressive method of intensive teaching English and to substantiate the possibility of its significant expansion on the basis of the introduction of linguistic material in its compressed form. The linguistic features of the English-language speech material in the light of the requirements of the compressive method have been analyzed. The semantic, structural and language aspects have been highlighted. The examples of texts and recommendations how to work with them have been presented. The effectiveness of the formation of skills of structural variation of speech based on the analyzed speech material which increases from text to text, both in volume, and in the content has been investigated.

KEYWORDS:

intensive teaching methods, compressive method of intensive teaching foreign languages, characteristics of speech material, semantic aspect, structural aspect, linguistic aspect, assessment of language material mastering.

FULL TEXT:

REFERENCES:

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Tetiana Yeremenko, Iryna Lukyanchenko, Anastasiia Yumrukuz. Developing Master Students’ Professional Speech Competence in Pre-Service English Teacher Training: Possibilities, Problems and Recommendations.

(2017) Science and education, 10, 32-39. Odessa.

DOI:

Tetiana Yeremenko,
PhD (Candidate of Philological Sciences), professor,
Head of the Department of the Germanic Philology and Methods
of Teaching Foreign Languages,
Iryna Lukyanchenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Anastasiia Yumrukuz,
PhD (Candidate of Philological Sciences), teaching assistant,
Department of the Germanic Philology and Methods of Teaching Foreign Languages,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

DEVELOPING MASTER STUDENTS’ PROFESSIONAL
SPEECH COMPETENCE IN PRE-SERVICE ENGLISH TEACHER
TRAINING: POSSIBILITIES, PROBLEMS AND RECOMMENDATIONS

SUMMARY:

There has recently been a significant increase in the level of interest to finding new forms, methods and means of prospective foreign language teachers’ professional training optimization. The research is focused on the developing MA students’ professional speech competence as a component of their professional education. In the study the following methods were used: literature and curricula review, empirical (testing, expert assessment) methods, data mathematical processing. The aim of the article is to present the content and the aprobation results of the specialized training course for MA students “English Language Teaching Discourse: Developing Teacher Awareness”. This course is aimed at developing MA students’ professional speech competence, increasing their awareness of running interactive classes in the English language and helping them develop into aware self-critical teachers, improving their teaching styles. The content of the course covers a range of core issues with specific reference to EL use in classroom interaction and includes the following content modules: Generalities of ELT Discourse; Categories of Teachers’ Verbal Behaviour; Reflective Observation in the EL Classroom. The course focuses on students’ autonomy, with the teacher’s role being that of mediator, and implies performing highly-interactive tasks. The experiment results testify the efficacy of the course for developing MA students’ professional speech competence developing their awareness of appropriate verbal behavior in ELT classroom.

KEYWORDS:

professional speech competence, MA students, specialized training course, ELT discourse, awareness of running classes in English, experiential learning.

FULL TEXT:

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