(2017) Science and education, 12, 176-182. Odessa.

Oksana Karabin,
PhD (Candidate of Pedagogical Sciences), associate professor,
ORCID: 0000-0001-8759-948X
Oksana Romanyshyna,
Doctor of Pedagogy, associate professor,
Department of Computer Science and Methods of Teaching,
Ternopil National Pedagogical University,
2, M. Kryvonosa Str., Ternopil, Ukraine

FUTURE DESIGNERS’ INFORMATION COMPETENCY
FORMATION IN THE PROCESS OF PROFESSIONAL TRAINING

The article deals with theoretical and experimental study of the formation of information competency of future designers in the process of professional training. During the empirical study, the levels of informational competency maturity of future designers in the process of professional training (high, sufficient, satisfactory, low) were assessed, basing on the following components of informational competency of future designers: motivational, cognitive, informational and instrumental, operational and activity. The assessment of the levels of informational competency maturity was conducted according to the following steps: motivation to master the information competency; perspective planning of information competency formation in the learning process; creation of theoretical and practical information training; mastering strategic tasks of information competency formation. On the basis of the conducted pedagogical experiment, statistically significant positive changes in the levels of future designers’ informational competency maturity in the experimental group were found. The reliability of the results of the study was confirmed by Student’s t-test for independent samples.

informatization of education, information technologies, computerization of training, information competency, components, innovative technologies.

1. Hendyna, N. Y. (1999). Informatsyonnaia kultura lichnosti: diagnostyika, tekhnologiya formirovaniya: ucheb.-metod. posob. Ch. 1 [Information culture of the person: diagnostics, technology of formation]. Kemerovo: KemHAKY [in Russian].
2. Hurevych, R. S. (2012). Informatsiini tekhnolohii navchannia: innovatsiinyi pidkhid : navchalnyi posibnyk [Information Technology Learning: An Innovative Approach: Tutorial]. Vinnytsia : TOV firma «Planer» [in Ukrainian].
3. Kademiia, M. Yu. (2010). Informatsiinotekhnolohichna kompetentnist maibutnoho vchytelia trudovoho navchannia (tekhnolohii) [Information and technological competence of the future teacher of labor education]. Zbirnyk naukovykh prats Umanskoho derzhavnoho pedahohichnoho universytetu imeni Pavla Tychyny – Collection of scientific works of Uman State Pavlo Tychyna Pedagogical University, 2, 246-252 [in Ukrainian].
4. Karabin, O. Y. (2013). Formuvannia hotovnosti maibutnikh uchyteliv humanitarnykh dystsyplin do roboty v informatsiinomu seredovyshchi [Formation of readiness of future teachers of humanities for work in the informational environment]. Candidate’s thesis. Ternopil [in Ukrainian].
5. Kizim, S. S. (2013). Formuvannia informatsiinoi kompetentnosti maibutnikh uchyteliv tekhnolohii zasobamy IKT [Formation of Information competency of Future Technology Teachers by ICT]. Zvitna naukova konferentsiia Instytutu informatsiinykh tekhnolohii i zasobiv navchannia NAPN Ukrainy – Reporting scientific conference of the Institute of Information Technologies and Training NAPN of Ukraine. Kyiv: IITZN NAPN Ukrainy [in Ukrainian].
6. Kravchenko, L. (2006). Tekhnolohii samorozvytku i samotvorennia natsionalnoho menedzhera osvity [Self-development technologies of a national education manager]. Dydaskal, 4, 105-108 [in Ukrainian].
7. Morze, N. V. Formuvannia informatsiinoi kompetentnosti vchytelia suchasnoi shkoly. [Formation of information competency of the teacher of modern school.]. Retrieved from: http://www.ua.teachit.net/materiali_programi/(offset)/10. [in Ukrainian].
8. Natsionalna doktryna rozvytku osvity Ukrainy v XXI stolitti [National Doctrine of the Development of Ukrainian Education in the XXI Century]. (2001). Kyiv: Shkilnyi svit [in Ukrainian].
9. Prusak, V. F. (2006). Orhanizatsiino-pedahohichni zasady pidhotovky maibutnikh dyzaineriv u vyshchykh navchalnykh zakladakh Ukrainy [Organizationalpedagogical bases of training of future designers in higher educational institutions of Ukraine]. Extended abstract of candidate’s thesis [in Ukrainian].
10. Spirin, O. M. (2009). Informatsiinokomunikatsiini ta informatychni kompetentnosti yak komponenty systemy profesiino-spetsializovanykh kompetentnostei vchytelia informatyky [Informationcommunication and informational competencies as components of the system of professional-specialized competencies of the teacher of informatics]. Informatsiini tekhnolohii i zasoby navchannia – Information technologies and teaching aids, 5(13). Retrieved from: http://www.ime.edu-ua.net/em.html. [in Ukrainian].
11. Yaremaka, N. S. (2016). Formuvannia informatsiinoi kompetentnosti maibutnikh menedzheriv industrii dozvillia u protsesi profesiinoi pidhotovky [Formation of information competency of future managers of the leisure industry in the process of training]. Candidate’s thesis. Poltava [in Ukrainian].
12. Chaudhuri, P. Pal (2008). Computer Organization and Design. PHI Learning. PHI Learning Pvt. Ltd. [in English].
13. Ian, H. Witten, Eibe Frank Data Mining Practical machine learning tools and techniques. Morgan Kaufmann Publishers. – San Francisco, 2011. – 664 p.
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(2017) Science and education, 12, 183-189. Odessa.

Nataliia Aleksandrova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Larysa Sluchaina,
PhD (Candidate of Political Sciences), associate professor,
Foreign Languages and Intercultural Communication Department,
Kyiv National Economic University named after Vadym Hetman
54/1 Peremohy Avenue, Kyiv, Ukraine

ENHANCING PhD STUDENTSS’ ACADEMIC WRITING
SKILLS IN THE PROCESS OF LEARNING ENGLISH

The paper aims to substantiate the designed technique of PhD students’ academic writing skills development, which includes the stages of formation, the content and functional components, as well as the corresponding organizational forms and methods of interaction between a teacher and postgraduate students in the process of learning a foreign language. At the initial and final stages of the verification of the effectiveness of the implementation of the developed technique, specially designed diagnostic methods and questionnaires aimed at identifying value orientations and motives of studying the basics of academic writing, the initial and acquired levels of language knowledge (English) at the postgraduate level in the process of studying the discipline were applied. The evaluation of the results took place according to the following criteria: value orientations and motives, knowledge of academic vocabulary and grammatical accuracy; and indicators: motives, vocabulary, lexical knowledge, grammatical awareness, academic writing skills. As a result of the study, most of the respondents (n=50) had insufficient knowledge and skills of academic writing. As a result of the carried out experiment, the effectiveness of implementation of the designed technique has been proved.

PhD students, academic writing skills, research work, method of developing skills, enhancing academic writing skills, academic writing style.

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3. Panych, Olena. (2016). Pidhotovka naukovtsiv: praktyka i problemy [Preparing scholars: practice and problems]. Retrieved from: https://osvita.ua/vnz/reform/58758/. [in Ukrainian].
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7. Lugovyy V., Slyusarenko O., Talanova Zh. (2015). Universytety ta akademii: fundamentalni instytuty svitovoho osvitno-naukovoho prostoru [Universities and academies: fundamental institutions of world educational and research area]. Higher education of Ukraine: Theoretical and academic magazine, 3, 150-159. Kyiv [in Ukrainian].
8. Maiboroda V. (2015). Utochnennia y identyfikatsiia priorytetnykh kompetentnostei naukovopedahohichnykh pratsivnykiv [Clarify and identify priority competence research and teaching staff]. Higher education of Ukraine: Theoretical and academic journal, 3, 163-169. Kyiv [in Ukrainian].
9. Slipukhina I., Chernetskiy I. (2015). Doslidnytska diialnist studentiv u konteksti vykorystannia naukovoho y inzhenernoho metodiv [Students’ research work in the context of using scientific and engineering methods]. Higher education of Ukraine: Theoretical and academic journal, 3, 216-225. Kyiv [in Ukrainian].
10. Strelchenko L. (2015). Rozvytok informatsiinokomunikatsiinoi kompetentnosti studentiv v doslidnytskii diialnosti v universytetakh Velykoi Brytanii [Development of Information and communication competence of students in research in the UK universities]. Higher education of Ukraine: Theoretical and academic journal, 3, 225-231. Kyiv [in Ukrainian].
11. Yaroshenko O. (2015). Umovy realizatsii naukovodoslidnytskoi diialnosti sub`iektiv universytetu v oriientovanomu na doslidzhennia osvitnomu seredovyshchi [Conditions for science research activity realization of the subjects of university in educational environment oriented research]. Higher education of Ukraine: Theoretical and academic journal, 3, 286-291. Kyiv [in Ukrainian].
12. Yang, SC (2003). Reconceptualizing think-aloud methodology refining the encoding and categorizing techniques via contextualized perspectives. Computers in Human Behavior 19, 95–115 [in English].

(2017) Science and education, 12, 190-195. Odessa.

Tetiana Koycheva,
Doctor of Pedagogy, professor, Vice Rector for Scientific Work,
Iryna Kniazheva,
Doctor of Pedagogy, professor, Department of Preschool Education,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

TECHNIQUE FOR DIDACTIC MULTIDIMENTIONAL
TOOLS APPLICATION IN FUTURE TEACHERS TRAINING

An active search for opportunities to increase the efficiency and quality of professional training of university teachers as highly skilled specialists actualizes the need to use modern teaching technologies, in particular multidimensional ones. Their didactic toolkit helps to process large volumes of information effectively. In the paper, the following concepts are considered: splitting – unification of elements into the system, coordination and polydialogue of the external and internal planes of activity; multidimensionality as a universal characteristic of the investigated objects and models, which presupposes such representation of information, which simultaneously involves hierarchical, visual, spatial, systematic organization of its constituent elements and features of the technology of using multidimensional didactic tools in the future teachers training in terms of master’s degree programme at modern higher pedagogical educational institutions. The basic idea of this technology is the ability to present information in a visual, specially transformed, logically represented, concentrated form with the help of special didactic multidimensional tools that perform regulatory, mnemonic and illustrative functions. The role of didactic multidimensional tools is performed by special cognitive logic-semantic models, which are both a means and a result of teaching. They make it possible to accumulate educational material as a sum of keywords logically organized with the help of special solar graphics as an important graphical feature of displaying numerous characters and symbols. The possibility of application of not only auditory but also visual channels in classrooms helps to coordinate the work of both signaling systems. Creating visual models of knowledge leads to a more holistic and profound perception of information, which contributes to improving the quality of the training of future teachers for higher educational institutions.

didactic multidimensional tools, technology, future teachers, professional training, higher education.

1. Vyshcha osvita Ukrayiny – yevropeyskyy vymir: stan, problemy, perspektyvy [Higher education in Ukraine – European dimension: state, problems, perspectives] (2008). Vyshcha shkola – Higher education, 6, 92–125 [in Ukrainian].
2. Knyazheva I. A. (2014). Teoretykometodolohichni zasady rozvytku metodychnoyi kultury maybutnikh vykladachiv pedahohichnykh dystsyplin v umovakh mahistratury: monohrafiya [Theoreticalmethodological grounds of methodical culture evolution of future teachers majoring in pedagogy under conditions of Master Degree Progra: monograph]. Odesa: FOP Bondarenko M. O. [in Ukrainian].
3. Shteinberg V. E. (2002). Didakticheskie mnogomernye instrumenty. Teoriia, metodika, praktika [Didactic multidimensional tools. Theory, methods, practice]. Moscow: Narodnoe obrazovanie [in Russian].
4. Shteinberg V. E. (2007) Instrumentalnaia didaktika – didakticheskii dizain [Instrumental didactics – didactic design]. Pedagogicheskii zhurnal – Pedagogical journal, 1(8), 76–88 [in Russian].

(2017) Science and education, 12, 196-201. Odessa.

Olha Halitsan,
PhD (Candidate of Pedagogical Sciences), associate professor, Department of Pedagogy,
Olena Foksha,
degree-seeking student, Department of Pedagogy,
Anna Baliuk,
post-graduate student, Department of Pedagogy, head of Information and Publishing Centre,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

EXPERIMENTAL PROGRAMME OF FUTURE TEACHERS’
PEDAGOGICAL FACILITATION IN TERMS OF HIGHER EDUCATION

The paper deals with pedagogical facilitation phenomenon and its potential in using by a modern teacher within the framework of teaching at school. The following indicators of the pedagogical facilitation maturity in future students have been distinguished: empathy, emotional intelligence, motivation for teaching, pedagogical thinking; awareness of the specifics of pedagogical communication, the need for communication, the ability for self-management in communication, perceptually interactive competence, non-verbal competence, communication attitude, reflexive pedagogical skills, self-esteem, professional self-awareness. An experimental programme for the formation of future teachers’ pedagogical facilitation has been designed and implemented into the educational process. The programme envisaged the enrichment of the material of normative disciplines (such as Pedagogy, Psychology, Methodology of Educational Work) with information on phenomenological signs of facilitation in the work of a teacher, providing students with knowledge of modern roles of a teacher as a facilitator, adviser, and tutor. The practical aspect of work with students involved the development of mechanisms of pedagogical facilitation – pedagogical support for the personal growth of students and pedagogical support of their educational achievements. The effectiveness of the designed programme has been verified by analyzing the dynamics of the manifestation of each indicator at the initial and final stages of the experiment.

facilitation, pedagogical facilitation, teacher-facilitator, formation, future teachers, pedagogical university.

1. Avdieieva, I. M. Innovatsiini komunikatyvni tekhnolohii v roboti kuratora akademhrupy: navchalnyi posibnyk [Innovative communicative technologies in the work of academic group curator: tutorial]. Kyiv Profesional [in Ukrainian].
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9. Fetiskin, N. P. (2002). Sotsialnopsikhologicheskaia diagnostika razvitiia lichnosti i malykh grupp [Social psychological diagnostics of personality development and small groups]. Moscow: Izd-vo Instituta Psikhoterapii [in Russian].
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12. Halitsan, O. (2017). Role positions of a modern teacher of high school: tutor, mentor, facilitator, edvisor. 8th International Conference Modern Tendencies in the pedagogical science of Ukraine and Israel: the way to integration (September, 11-14) [in English].
13. Rogers, C.R. (1976). The interpersonal relationship in the facilitation of learning. Educational Forum, 4, 136-154 [in English].