(2017) Science and education, 2, 9-15. Odessa.

Yuliia Medvid,
researcher of Scientific Organization Department,
National Academy of the National Guard of Ukraine,
3, Zakhysnykiv Ukrainy square, Kharkiv, Ukraine

IMPROVING THE PROCESS OF TRAINING RESERVE
OFFICERS IN UKRAINE AS A PEDAGOGICAL ISSUE

The research studies devoted to the issue of military training of Ukrainian citizens according to the reserve officers training programme do not consider the following factors: changing the way of military units manning (transition from conscription to a contract form); implementation of some standards by NATO in the military sphere; the experience of fighting in the east of Ukraine, as well as the increasing of social anxiety because military training is not paid by the state but by people going to defend the motherland. The paper is aimed at revealing the aspects of improving the process of military training of Ukrainian citizens according to the training programme for reserve officers. The following contradictions in the field of military education in Ukraine have been revealed: between the need for transition to the contract military service and the absence of the educational programmes for its provision; between the need of accepting NATO standards and the absence of the conditions for their implementation in the military educational system of Ukraine; between the need for revising the system of military training according to the programme of training reserve officers and the absence of the defined list of necessary competences which should be developed in officers; between the need of the state for training competent military staff and the absence of necessary money in the government budget for the training. For the successful improvement of the process of training reserve officers in Ukraine the following tasks should be performed: review NATO standards concerning the military training of citizens and create conditions for their implementation in the national military educational system; study the citizens’ motivation for entering military educational institutions; determine the list of future reserve officers’ competences; theoretically substantiate and experimentally prove a set of pedagogical conditions for the formation of these competences in future reserve officers; define criteria, indices and levels of military training of Ukrainian citizens according to the reserve officers programme; develop and experimentally verify the model of military training of Ukrainian citizens according to the reserve officers programme. The further research is aimed at performing the above mentioned tasks.

military education, military training, reserve officers training programme.

1. Pro zatverdzhennya Instruktsiyi pro orhanizatsiyu viyskovoyi pidhotovky hromadyan Ukrayiny za prohramoyu pidhotovky ofitseriv zapasu, nakaz Minoborony Ukrayiny, Ministersva osvity i nauky Ukrayiny vid 14.12.2015 № 719/1289 [On approval of the Instruction about the citizens of Ukraine military training program for reserve officers, ordered Defense Ministry of Ukraine, Ministry of Education and Science of Ukraine of 14.12.2015 № 719/1289]. Retrieved from: http://zakon4.rada.gov.ua/laws/show/z1678-15/page [in Ukrainian].

2. Baryshnikov, V. V. & Neymyrok, O. K. (2015). Deyaki pohlyady na pidvyshchennya efektyvnosti i yakosti navchalnoho protsesu na fakulteti pidhotovky ofitseriv zapasu za kontraktom KHUPS imeni Ivana Kozheduba [Some views on improving the efficiency and quality of the educational process at the faculty training reserve officers on contract KUAF named after Ivan Kozhedub]. Zbirnyk naukovykh prats Kharkivskoho universytetu Povitrianykh Syl –Proceedings of Kharkiv Air Force University, 3, 149-151 [in Ukrainian].

3. Baryshnikov, V. V. & Neymyrok, O. K. (2015). Shlyakhy vdoskonalennya pidhotovky ofitseriv zapasu v Ukrayini [Ways of improving the training of reserve officers in Ukraine]. Systemy obrobky informatsii – Information processing systems, 8, 158-161 [in Ukrainian].

4. Beznosyuk, O. O. (2013). Istorychni aspekty protsesu pidhotovky ofitseriv zapasu [Historical aspects of training reserve officers]. Zbirnyk naukovykh prats Viiskovoho instytutu Kyivskoho natsionalnoho universytetu imeni Tarasa Shevchenka – Proceedings of the Military Institute of Kyiv National University named by Taras Shevchenko, 39, 274-278 [in Ukrainian].

5. Beznosyuk, O. O. (2001). Systema modulnoreitynhovoho kontroliu uspishnosti studentiv (na materialakh pidhotovky ofitseriv zapasu u vyshchykh navchalnykh zakladakh) [System of module-rating control of students’ achievements (based on training of reserve officers in higher education)]. Extended abstract of candi-date’s thesis. Kyiv: Center. in-st postdiplom. ped. education APN Ukraine [in Ukrainian].

6. Voloshenko, A. V. (2014). Zastosuvannya aktyvnykh metodiv navchannya pid chas provedennya hrupovykh zanyat na kafedrakh pidhotovky ofitseriv zapasu [Application of active teaching methods during group sessions in the departments of reserve officers]. Naukovi zapysky Natsionalnoho pedahohichnoho universytetu im. M. P. Drahomanova. Ser.: Pedahohichni ta istorychni nauky – Scientific notes of National Dragomanov pedagogical university. Ser.: Pedagogical and historical science, 12, 24-30 [in Ukrainian].

7. Derevyanchuk, A. Y. & Suprun, O. F. (2014). Motyvatsiya i stymulyuvannya studentiv kafedr viyskovoi pidhotovky v umovakh obmezhenykh chasom i ozbroyennyam [Motivating and encouraging students of the department of military training under the conditions of limited time and weaponry]. Imidzh suchasnoho pedahoha – The image of a modern teacher, 7, 24-27 [in Ukrainian].

8. Zholobov, O. V. (2012). Dosvid zastosuvannya reitynhovoyi systemy otsinyuvannya znan studentiv fakultetu pidhotovky ofitseriv zapasu [Experience of using rating system of evaluation of students’ knowledge studying at the faculty reserve officers training]. Naukovi zapysky Natsionalnoho pedahohichnoho universytetu im. M. P. Drahomanova. Ser.: Pedahohichni ta istorychni nauky – Scientific notes of National Dragomanov pedagogical university. Ser.: Pedagogical and historical sciences, 107, 54-59 [in Ukrainian].

9. Zoriy, Y. B. (2005). Viyskovo-patriotychna pidhotovka maybutnikh ofitseriv zapasu v umovakh navchalnoho protsesu vyshchoho navchalnoho zakladu [Militarypatriotic training of future reserve officers in the conditions of the educational process of higher education]. Extended abstract of candidate’s thesis. Vinnytsia [in Ukrainian].

10. Chabanenko, V. P. & Zoriy, Y. B. (2011). Formuvannya orhanizatsiino-metodychnoi samostiinosti studentiv kafedr viyskovoi pidhotovky v umovakh modernizatsii vyshchoi osvity [Forming the organizational and methodological independence of students of the department of military training in the modernization of higher education]. Naukovyi chasopys NPU imeni M. P. Drahomanova. Seriia 16 : Tvorcha osobystist uchytelia: problemy teorii i praktyky – Scientific Journal of National Pedagogical Dragomanov University . Series 16: The creative personality of the teacher: problems of theory and practice, 14, 287-291 [in Ukrainian].

11. Makeyev, V. I., Petrenko, V. M. & Raskoshnyy, A. F. (2013). Vykorystannya elementiv dystantsiinoho navchannya pid chas pidhotovky ofitseriv zapasu [Use of distance learning in the training reserve officers]. Viiskova osvita – Military education, 1, 131-138 [in Ukrainian].

12. Morozov, S. M. (2013). Pedahohichni zasady profesiinoi pidhotovky ofitseriv zapasu u vyshchykh navchalnykh zakladakh [Pedagogical principles of training reserve officers in higher educational institutions of military type]. Zbirnyk naukovykh prats Natsionalnoi akademii Derzhavnoi prykordonnoi sluzhby Ukrainy. Seriia: Pedahohichni ta psykholohichni nauky – Proceedings of the National Academy of State Border Service of Ukraine. Series: Pedagogical and psychological sciences, 1, 127- 137 [in Ukrainian].

13. Senyuk, O. V. (2014). Istorychni etapy formuvannya ta rozvytku viyskovoi pidhotovky studentiv u vyshchykh viiskovykh navchalnykh zakladakh, viiskovykh navchalnykh pidrozdilakh vyshchykh navchalnykh zakladiv Ukrainy [Historical stages of formation and development of military training of students in higher military education, military training units of higher educational institutions of Ukraine]. Chasopys Natsionalnoho universytetu «Ostrozka akademiia». Ser.: Pravo – Journal of National University «Ostroh Academy». Ser.: Law, 1. Retrieved from: http://nbuv.gov.ua/UJRN/Choasp_ 2014_1_16 [in Ukrainian].

14. Senyuk, O. V. (2014). Osoblyvosti systemy viyskovoi pidhotovky studentiv u vyshchykh viiskovykh navchalnykh zakladakh i viiskovykh navchalnykh pidrozdilakh vyshchykh navchalnykh zakladiv Ukrainy: administratyvno-pravovyi aspect [Features of the system of military training of students of higher military educational institutions and military training units of higher educational institutions of Ukraine, administrative and legal aspects]. Aktualni problemy vdoskonalennya chynnoho zakonodavstva Ukrainy – Challenges of improving legislation in Ukraine, 34, 79-90 [in Ukrainian].

15. Sinkevych, S. V. (2013). Metodychni zasady indyvidualizatsii navchannya maybutnikh ofitseriv zapasu [Methodical bases of individualization of reserve officers training]. Zbirnyk naukovykh prats Natsionalnoi akademii Derzhavnoi prykordonnoi sluzhby Ukrainy. Seriia: Pedahohichni ta psykholohichni nauky – Proceedings of the National Academy of State Border Service of Ukraine. Series: Pedagogical and Psychological Sciences, 1, 269- 276 [in Ukrainian].

16. Skvorok, I. M. (2013). Pidhotovka ofitseriv zapasu v zarubizhnykh krayinakh [Training reserve officers in foreign countries]. Viiskova osvita – Military Education, 1, 207-216 [in Ukrainian].

17. Yavorskyy, A. I. (2016). Doslidzhennia efektyvnosti avtorskoi prohramy prykladnoi fizychnoi pidhotovky ofitseriv-bypusknykiv kafedr pidhotovky ofitseriv zapasu [Research of efficiency the author’s applied programme of physical training of officers graduated from the departments of reserve officers]. Pedahohika, psykholohiia ta medyko-biolohichni problemy fizychnoho vykhovannia i sportu – Pedagogy, psychology, medicalbiological problems of physical education and sport, 2, 72-77 [in Ukrainian].

18. Yavorskyy, A. (2016). Prohrama prykladnoi fizychnoi pidhotovky ofitseriv, mobilizovanykh iz zapasu [Program of applied physical training of officers mobilized from stock]. Fizychne vykhovannia, sport i kultura zdorovia u suchasnomu suspilstvi – Physical education, sports and health culture in modern society, 1, 34-39 [in Ukrainian]. 

(2017) Science and education, 2, 16-20. Odessa.

Tetiana Sovik,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Musical Arts,
Kamianets-Podilskyi Ivan Ohiienko National University,
61, Ohiienka Str., Kamianets-Podilskyi, Ukraine

TECHNOLOGICAL SKILLS AS A COMPONENT OF MUSIC AND AESTHETIC
COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

New requests of modern primary school education cause the revision of requirements to professional competence of future teachers. Among other competencies the actual one is musical and aesthetic competence of a primary school teacher as development of creative potential of a personality of a pupil depends on it. Musical and aesthetic competence includes a number of skills (value and motivational, cognitive, technological, practice and activity). The technological skills are of particular importance, as they accumulate the above-stated skills – mastering knowledge, skills and abilities according to indicators: technique of teaching the perception of a musical work; technique of teaching singing; technique of teaching the basics of musical literacy; technique of teaching children to play musical instruments; technique of teaching musical and rhythmic movements; technique of development of primary school pupils’ creative abilities. For a more differentiated approach in the assessment of skills and abilities of students, there have been developed a three-level qualitative characteristic. Carrying out measurements on these indicators helped to trace the level of formation of technological skills of future primary school teachers, to reveal shortcomings and the need for improvement of pedagogical conditions of their formation.

technological skills, musical and aesthetic competence, future primary school teachers.

1. Vvedenskiy, V. N. (2003). Modelirovaniye professionalnoy kompetentnosti pedagoga [The modelling of professional competence of a teacher]. Minsk: Pedagogika [in Russian].

2. Kozhevnikov, V. (2008). Poniattia “kompetentnist” u pedahohitsi [The concept of “skills” in pedagogy]. Retrieved from: http://osvita.ua/school/theory/1964/ [in Ukrainian].

3. Volkova, N. P. (Ed.). (2003). Konspekt lektsii [Lecture notes]. Kyiv: Vydavnychyi tsentr «Akademiia» [in Ukrainian].

4. Kuzmina, N. V. (1990). Professionalizm lichnosti prepodavatelya i mastera proizvodstvennogo obucheniya [Professionalism of personality of a teacher and master of vocational training]. Moscow: Vysshaya shkola [in Russian].

5. Pepaheichenko, V. (n.d.). Kliuchovi kompetentnosti vchytelia. Shkola molodoho dyrektora [Key competence of a teacher. School for a young director]. Retrieved from: http://vovse.net/syd/theory/85-klyuchov-komponentikompetentnost-vchitelya.html/ [in Ukrainian].

(2017) Science and education, 2, 20-24. Odessa.

Mariia Chepil,
Doctor of Pedagogy, professor,
Head of the Department of General Education and Early Childhood Education,
Drohobych Ivan Franko State Pedagogical University,
24, Ivan Franko Str. Drohobych, Ukraine

CHILD AS THE SUBJECT OF EDUCATION IN SOFIA RUSOVA’S PEDAGOGICAL LEGACY

Emergence and subsequent transformation of pedagogical paradigms in the course of historical and pedagogical process inevitably lead to the development of new concepts of education, new models of preschools and schools. Today Sofia Rusova’s creative output is actively being implemented into the theory and practice of Ukrainian national education system. The issue of childhood is multifaceted and requires detailed studying. The paper aims to reveal S. Rusova’s pedagogical views of the child as the subject of education. The child with his/her innate inclinations, abilities and capabilities is the core of S. Rusova’s educational concepts. Every child is a product of biological and anthropological processes. Thus, the article highlights biological characteristics of childhood as well as educational tools and methods that contribute to the most efficient development of natural instincts and abilities. Personality arises through activity and develops in the society. Development and formation of an individual is a long and complex dialectical process of socialization in which he/she acquires moral and psychological qualities, learns rules and standards of conduct and public consciousness. And it is the teacher who must take responsibility, make the child loyal and search for ways of better guiding the child. The main factors in the formation and development of children are education, background, and environment. The activities of educational institutions should primarily focus on the development of personal skills and talents. Preschools and schools should become keepers of national treasures and centuries-old traditions. Teaching local culture and history brings schools closer to real-life circumstances. S. Rusova’s pedagogical ideas can become a ground for establishing innovative pedagogical theories and practice in Ukraine.

child, education, teacher, preschool, school, Sofia Rusova.

1. Rusova, S. (1918). Doshkilne vykhovannia [Preschool education]. Katerynoslav [in Ukrainian].

2. Rusova, S. (1913). Ideini pidvalyny shkoly [The main school ideas]. Svitlo – Light, 8, 33-38 [in Ukrainian].

3. Rusova, S. (1933). Kraieznavstvo v narodnii shkoli [Regional studies in public school]. Shliakh vykhovannia i navchannia – The way of education and teaching, 1, 25-33 [in Ukrainian].

4. Rusova, S. (1914). Nasha shkola [Our school]. Svitlo – Light, 7-8, 3-16 [in Ukrainian].

5. Rusova, S. (1924). Nova shkola sotsialnoho vykhovannia [New school of social education]. Katerynoslav – Leiptsih [in Ukrainian].

6. Rusova, S. Novi metody doshkilnoho vykhovannia [New methods of preschool education]. Praha [in Ukrainian].

7. Rusova, S. (1924). Teoriia i praktyka doshkilnoho vykhovannia [Theory and practice of preschool education]. Praha: Ukrainskyi hromadskyi vydavnychyi fond [in Ukrainian].

8. Chepil, M. M. (1996). S. Rusova i problemy dukhovnoho rozvytku dytyny [S. Rusova: issues of the child’s spiritual development]. Problemy shkilnoi pedahohiky i psykholohii navchannya i vykhovannya u tvorchiy spadshchyni S. Rusovoyi : materialy Vseukr. ped. chytan, prysvyach. 140-richchyu z dnya narodzh. S. F. Rusovoyi – S. Rusova on school pedagogy and educational psychology: proceedings of the national pedagogical conference (Ukraine) dedicated to the 140th birth anniversary of S.F.Rusova, 3, 35-38 [in Ukrainian].

9. Chepil, M. M. (1996). S. Rusova pro pratsyu yak nevidemnu chastynu natsionalnoho vykhovannya [S. Rusova on labor as an integral component of national education]. Ideya natsionalnoyi shkoly u pedahohichnii spadshchyni Sofii Rusovoi ta Stepana Siropolka: materialy Vseukr. nauk.-prakt. konf. – The concept of national school in S. Rusova and S.Siropolk’s creative legacy: National conference proceedings (Ukraine), (pp. 164-165) [in Ukrainian].

10. Chepil, M. M. (2001). S. Rusova pro rol zmistu osvity u formuvanni natsionalnoyi svidomosti [S. Rusova on labor as an integral component of national education]. Visnyk Prykarpatskoho universytetu. Seriya : Pedahohika – The concept of national school in S. Rusova and S.Siropolk’s creative legacy: National conference proceedings (Ukraine), (pp. 150-154) [in Ukrainian].

11. Chepil, M. M. (2006). S.Rusova pro krayeznavstvo yak zasib natsionalnoho vykhovannya uchniv [S.Rusova on local history and culture as a means of patriotic education]. Visnyk Chernihivskoho derzhavnoho pedahohichnoho universytetu im. T.H. Shevchenka. – Ser. Pedahohichni nauky – Bulletin of Chernihiv T. H. Shevchenko Pedagogical University. Series: Pedagogy, 39, 171-173 [in Ukrainian]. 

(2017) Science and education, 2, 115-121. Odessa.

Anna Baliuk,
post-graduate student, Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

ALGORITHM OF PROFESSIONAL SOCIALISATION OF MASTER-DEGREE
STUDENTS MAJORING IN SOCIAL STUDIES AND HUMANITIES

The article deals with the concept of socialisation in general and professional socialisation in particular. The suggested algorithm of professional socialisation of Master-degree students majoring in social studies and humanities involves the following stages: professional orientation, professional development, professional adaptation, and professional formation. The definition of each phenomenon in psycho-pedagogical literature has been considered, followed by the author’s interpretation.

socialisation, professional socialisation, Master-degree students, professional orientation, professional development, professional adaptation, professional formation.

1. Vitvytska, S. S. (2011). Teoretychni i metodychni zasady pedahohichnoi pidhotovky mahistriv v umovakh stupenevoi osvity [Theoretical and methodical means of Master-degree students’ pedagogical training in terms of staged education]. Doctor’s thesis. Zhytomyr [in Ukrainian].
2. Orel, V. V. (2011). Pedahohichni umovy sotsializatsii maibutnikh ekonomistiv i menedzheriv u fakhovii pidhotovtsi [Pedagogical conditions of future economist and managers’ socialisation in terms of professional training]. Candidate’s thesis. Zaporizhzhia [in Ukrainian].
3. Mary Diane Burton (1986). Gender Differences in Professional Socialisation: A Study of Women and Men in the Computer Science. Carnegie Mellon University [in English].
4. Vollmer Howard M., Donald L. Mills (1966). Professionalization. Englewood Cliffs, New Jersey: Prentice Hall, Inc. [in English].
5. Graen George (1976). Role Making Processes within Complex Organizations. D. Dunnet (Ed.). Chicago : Rand McNally College Pub [in English].
6. Lebedyk, I. V. (2006). Osnovy profesiinoi samorealizatsii vchytelia. Posibnyk / I. V. Lebedyk. – Kirovohrad: TOV “IMEKS-LTD”, – 62 s.
7. Tykholaz S. I. (2011). Pedahohichni umovy rozvytku profesiinoi spriamovanosti studentiv vyshchykh medychnykh navchalnykh zakladiv [Pedagogical conditions of medical university students’ professional orientation development]. Candidate’s thesis. Vinnytsia [in Ukrainian].
8. Hren, L. M. (2010). Pedahohichni umovy formuvannia u studentiv vyshchykh tekhnichnykh navchalnykh zakladiv spriamovanosti na uspishnu profesiinu diialnist [Pedagogical conditions of technical university students’ orientation at future successful professional activities]. Candidate’s thesis. Kharkiv [in Ukrainian].
9. Diachenko, M. Y., Kandybovych, L. A. (n.d.). Psikhologiya vysshey shkoly [Psychology of high school]. [in Russian].
10. Moskaliuk, O. I. (2004). Profesiina spriamovanist yak vyznachalna kharakterystyka tvorchoho opanuvannia profesiieiu [Professional orientation as a characteristic feature of creative profession mastering]. Nauk. zap. Ternop. natsion. ped. un-tu im. V. Hnatiuka. Seriia: Pedahohika – Scientific notes of Ternoil national university named after V. Hnatiuk. Pedagogy, 6, 189-194. Ternopil [in Ukrainian].
11. Shavir, P. A. (1980). Psikhologiia professionalnogo samoopredeleniia v rannei iunosti [Psychology of professional self-determination in early youth]. Tiumen [in Russian].
12. Kondrashova, L. I. Profesiina adaptatsiia y sotsializatsiia studentiv ahrarnykh VNZ [Professional adaptation and socialisation of students]. Voprosy dukhovnoy kultury – Issues of spiritual culture (pp. 48-50) [in Ukrainian].
13. Izbash, S. S. (2004). Osoblyvosti profesiinoi adaptatsii studentiv pedahohichnoho universytetu [Peculiarities of pedagogical university students’ professional adaptation]. Pedahohika i psykholohiia formuvannia tvorchoi osobystosti: problemy i poshuky – Collection of scientific works “Pedagogy and psychology of creative personality formation”, 30, 97-100. Kyiv – Zaporizhzhia [in Ukrainian].
14. Yegorova, L. G. (1983). Metodicheskie ukazaniia po sotsialnoi i professionalnoi adaptatsii studentov v tekhnicheskom vuze [Methodical restrictions on social and professional adaptation of students majoring in technical sciences]. Kazan: KKhTI [in Russian].
15. Petlovana, L. L. Pedahohichni osnovy profesiinoi adaptatsii studentiv-ekonomistiv zasobamy novitnikh informatsiinykh tekhnolohii: dys. ... kand. ped. nauk: 13.00.04 / L. L. Petlovana. – Khmelnytskyi, 2008.
16. Matsyshyn, M. O. (2006). Osoblyvosti profesiinoho stanovlennia maibutnikh ofitseriv-prykordonnykiv [Peculiarities of professional formation of future officers]. Naukovi zapysky Vinnytskoho derzhavnoho pedahohichnoho universytetu. Seriia: Pedahohika i psykholohiia – Scientific notes of Vinnitsia State Pedagogical University. Pedagogy and Psychology, 18, 156-160 [in Ukrainian].
17. Kartel, T. M. (2009). Profesiine stanovlennia maibutnikh inzheneriv-budivelnykiv u navchalno-vykhovnomu protsesi vyshchoho navchalnoho zakladu [Professional formation of future engineers-builders in the educational process of a higher educational institutiom]. Candidate’s thesis. Odesa [in Ukrainian].
18. Kukharchuk, T. A. (2008). Orhanizatsiino-pedahohichni umovy adaptatsii molodykh vchyteliv pryrodnychykh dystsyplin do roboty v shkoli [Organisational pedagogical conditions of future nature science teachers’ adaptation to working at school]. Candidate’s thesis. Ternopil [in Ukrainian].