(2017) Science and education, 12, 42-52. Odessa.

Oleksandr Mikheienko,
Doctor of Pedagogy, associate professor,
Natalia Kuksa,
PhD (Candidate of Pedagogical Sciences), associate professor,
Mykhailo Liannoi,
PhD (Candidate of Pedagogical Sciences), associate professor,
Sumy State Pedagogical University named after A.S. Makarenko,
87, Romenska Str., Sumy, Ukraine

FORMATION OF HEALTH CULTURE OF STUDENTS IN TERMS OF HIGHER EDUCATION

In the conditions of aggravation of health and demographic problems of the modern society there is an urgent need to form a culture of health as a basis for observance of rules and norms of a healthy lifestyle, preservation and strengthening of health. The purpose of the article is to substantiate and experimentally verify the effectiveness of pedagogical conditions and means of forming the health culture of students. Methods of research: theoretical: analysis, synthesis, comparison, modeling; empirical: pedagogical observation, questioning, interviewing, testing, methods of mathematical statistics. It has been found that the process of students’ health culture formation is connected with the implementation of pedagogical conditions, namely: improvement of the cognitive component and the acquisition of knowledge of valeological content; involvement of students in health activities; creation of the appropriate professional-pedagogical educational environment. The verification of the suggested conditions has been conducted on a sample of 112 university students. The diagnosis of the level of maturity of students’ health culture involved the evaluation of its components: culture of nutrition, physical culture, culture of endoecology, culture of psychoemotional activity, physiological culture, intellectual, social and communicative, culture of morality and spirituality. The procedure for assessing the maturity of the components of health culture involves evaluating them according to two criteria: the possession of theoretical knowledge and practical skills. According to the results of the pedagogical experiment it has been proved that the offered pedagogical conditions do contribute to the formation of young people’s health culture.

health culture, students, pedagogical conditions, criteria and indicators, diagnostics.

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13. Mikheyenko, O.I. (2017). Zmist profesiynoyi pidghotovky maybutnikh fakhivciv zi zdorov'ya lyudyny yak strateghichnyy chynnyk zabezpechennya zdorov'ya naselennya Ukrayiny [Contents of the training of future specialists in human health as a strategic factor in ensuring the health of the population of Ukraine]. A.A. Sbruyeva (Ed.). Pedaghoghichni nauky: teoriya, istoriya, innovaciyni tekhnologhiyi – Pedagogical sciences: theory, history, innovative technologies, issue 5(69), (pp. 292-306). Sumy : SumDPU im. A.S. Makarenka. doi:10.24139/2312- 5993/2017.05/292-306. [in Ukrainian].
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26. Smida, L., Novotna, B., Marko, M., Bendikova, E. (2017). Lifestyle and health status of adolescents from the secondary school medicine in Banska Bystrica. Journal of Physical Education and Sport, 5, 2228-2234. DOI:10.7752/ypes.2017.s5234. [in English].
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(2017) Science and education, 12, 53-58. Odessa.

Svitlana Romaniuk,
Doctor of Pedagogy, associate professor, Yuriy Fedkovych Chernivtsi National University,
2 Kotsiubynskyi Str., Chernivtsi, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

EVOLUTION OF ORGANIZATIONAL FORMS OF TEACHING UKRAINIAN LANGUAGE IN WESTERN DIASPORA

The necessity of preservation and development of the native language (through the example of the Ukrainian language) as the main characteristic of the nation regardless of the place of residence of its native speakers has been grounded in the article. It is proved that the efficiency of this process depends on many factors. The most important of them in the Diaspora is the availability of training facilities, qualified teaching staff, motivation for learning the Ukrainian language of the pupils in their native schools and courses of Ukrainian studies, effective forms of organization of the educational process. Ukrainian teachers, organizing educational process of teaching the mother tongue in a multilingual environment of the countries of residence of Ukrainians resorted to various forms of its implementation in their native schools, schools of Ukrainian studies and Ukrainian studies courses. Quite often their choice depended on the number of classrooms in the school, availability of teachers, pupils with the same level of proficiency of language mastering in the specific class, didactic resources, etc. It is argued that the teachers of schools and courses of Ukrainian studies, native schools, pre-school institutions, children's front rooms and kindergartens in the United States, Canada, Australia and Great Britain, in addition to traditional lessons as a basic form of mastering the native language, used the lessons of thinking in nature, trips to nature, observation, created the atmosphere of care about the beautiful, developing in this way the language and thinking of children, their individual creative abilities, constantly concerned about how to make educational institutions the school of search and discovery for the young generation of Diaspora Ukrainians.

native schools, types of schools, educational process, Ukrainian language, lesson, lecture, western Diaspora.

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(2017) Science and education, 12, 59-65. Odessa.

Iryna Sopivnyk,
Doctor of Pedagogy, associate professor,
Department of Social Pedagogy and Informational Technologies in Education,
National University of Health and Environmental Sciences of Ukraine,
15, Heroiv Oborony Str., Kyiv, Ukraine,
Tetiana Duka,
PhD (Candidate of Pedagogical Sciences),
senior lecturer, Department of Psychology and Pedagogy of Child Development,
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova Str., Uman, Ukraine,
Iryna Pidlypniak,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Psychology and Pedagogy of Child Development,
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova Str., Uman, Ukraine

ASSESSMENT OF PEDAGOGICAL STUDENTS’ PROFESSIONAL QUALIFICATION

The study aims to reveal the results of approbation of the developed diagnostic technique of assessing the level of maturity of professional qualification of pedagogical students – future teachers of various specialties. The empirical study involved 240 students of Pavlo Tychyna Uman State Pedagogical University who were divided into 2 groups: experimental (EG) and control (CG). When forming a set of diagnostic techniques, special emphasis was placed on selfevaluation as it makes it possible take into account one’s own priorities of personal and professional self-development, self-regulation, self-examination and self-motivation. The following criteria of professional qualification have been distinguished: cognitive, motivational, and operational. Each of them includes a group of qualitative indicators that reveal the content and describe the achievements of students in the correspondent type of activity. Besides, there has been designed a questionnaire based on the one by V. Yadov and A. Zdravomyslova, which involves the principles used by the international company SHL during the interviews with university graduates to evaluate their professional competences. When using the interview method, the students were encouraged to analyze examples of their activities (basing on their teaching internship experience and learning activities) that could give an idea of the development of relevant competencies. In the framework of the cognitive criterion the degree of awareness of the professional techniques was evaluated. The students performed a set of tasks developed at two levels of complexity: the first level is reproductive, and the second one is research and creative. The motivational criterion involved the examination of motives of the students’ professional choice. There have been distinguished high, medium and low levels of professional qualification. The research outcomes have shown that the high level was found in 73% of the EG students and 67% of the CG ones; the medium one – EG students – 18%, CG – 20%, and the low one – EG students – 10%, CG – 14%.

diagnostics, students' preparedness, future teacher, educational process, institution of higher education, formation of future pedagogical specialists.

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5. Ishchenko, L. V. (2014). Diahnostyka pidhotovlenosti maibutnikh vykhovateliv do formuvannia tvorchoi indyvidualnosti starshykh doshkilnykiv [Assessing future preschool teachers skills of creativity formation in senior preschoolers]. Problemy pidhotovky suchasnoho vchytelia : zb. nauk. prats Umanskoho derzh. ped. un-tu im. P. Tychyny – Problems of future teachers’ training: collection of scientific works, 10, 130-137. Uman: FOP Zhovtyi O. O. [in Ukrainian].
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11. Sikura, A. Y., Plisko, V. I., Baliuk, A. S. (2017). Ways of selecting talented master-degree students for research work. Science and Education, 8, 127-133. DOI: https://doi.org/10.24195/2414-4665-2017-8-19
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(2017) Science and education, 12, 66-70. Odessa.

Stanisław Kunikowski,
profesor, Rector of Cuiavian University in Włocławek,
1, Pl. Wolności Włocławek, Poland,
Mykola Pichkur,
PhD (Candidate of Pedagogical Sciences),
professor, Department of Arts, Pavlo Tychyna Uman State Pedagogical University,
28-a, Sadova Str., Uman, Ukraine,
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,

FUTURE TEACHERS’ PSYCHOLOGICAL READINESS FOR INCLUSIVE TEACHING: COPING-STRATEGIES

The paper deals with the issue of psychological readiness of future teachers to work under conditions of inclusive education. The indicators of behavioral adaptability, stress reactions and decisiveness in overcoming difficulties in inclusive educational activities, indicating the coping-strategic aspect of psychological readiness, are determined. They were the basis for the development of diagnostic materials (inventories and questionnaires), whose application in the course of an experiment made it possible to obtain appropriate empirical data for a clear quantitative and qualitative differentiation of students in terms of (perfect, satisfactory, unsatisfactory) psychological readiness for inclusive educational activities. The research outcomes show the urgent need to find effective ways of disclosing coping-strategic reserves of future teachers, which in properly established conditions of higher education open up a broad perspective to increase the level of psychological readiness for inclusive teaching.

coping strategy, state of readiness, psychological readiness, future teacher, inclusive and educational activity, psychological and pedagogical diagnostics.

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3. Demchenko, I. I. (2014). Ghotovnist uchytelja pochatkovykh klasiv do roboty v umovakh inkljuzyvnoji osvity : struktura ta diaghnostyka : navch.-metod. posibn. [Readiness of the elementary school teacher to work in inclusive education: structure and diagnostics: teaching method. manual]. Retrieved from. [in Ukrainian].
4. Demchenko, I. I. (2015). Pidghotovka vchytelja do roboty v inkljuzyvnij pochatkovij shkoli : monoghr Педагогіка – Education Science and Education, 2017, Issue 12 69 [Preparation of a teacher for work in inclusive elementary school: monograph]. Uman: FOP Zhovtyy O. O. [in Ukrainian].
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6. Miniiarov, V. M. (2015). Formirovanie kopingstrategii pedagogov v sostoianii emotsionalnogo vygoraniia [Formation of coping strategies of teachers in the state of emotional burnout]. Proceedings of the Samara Scientific Center of the Russian Academy of Sciences, 1 (2), 388-393. [in Russian].
7. Mitina, L. M. (2000). Kontseptsiia professionalnogo razvitiia i sokhraneniia zdorovia uchitelia kak osnova obrazovatelnoi politiki [The concept of professional development and preservation of the teacher's health as the basis of educational policy]. School of Health, 2, 43-50. [in Russian].
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9. Dziuba, T. (2017). Impact of intensive daily stress on teacher’s occupational health. Science and education, 3, 18-22. https://doi.org/10.24195/2414-4665- 2017-3-3 [in English].
10. Lazarus, R. S. (1993). Coping theory and research : past, present and future. Psycyosomatik Medicine, 55, 237-247. [in English].
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