(2017) Science and education, 4, 166-171. Odessa.

Tetiana Osypova,
Doctor of Pedagogy, professor, Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odessa, Ukraine

MULTIPLICATIVE PROPERTY OF PEDAGOGICAL CONDITIONS
CONTRIBUTING TO FUTURE TEACHERS’ PROFESSIONAL DEVELOPMENT

The social, political and economic transformations taking place nowadays in Ukraine, its integration into the European educational space demand the reforming of the system of education in general and future teachers’ professional training at higher educational institutions in particular in terms of the Bologna process, which provides the creation of appropriate pedagogical conditions that would facilitate their professional development. The research aims to determine the essence of future teachers’ professional development and to check the efficiency of the implemented pedagogical conditions in this process. The professional development of a future teacher’s personality is considered as a process of his/her immersion in professional activities, during which the role of the teacher is being assigned, his/her professional position is being formed and ways of self-realization in further educational activities are being determined. The following pedagogical conditions are believed to contribute to the professional development of future teachers: creating favorable socio-psychological climate in a student group, motivating future teachers to adopt their professional positions, providing pedagogical mentoring in the process of students’ professional development. The professional position of a teacher is understood as an integrative feature of his/her personality, characterized by the awareness of the importance of pedagogical activities, necessary knowledge, abilities, and skills, as well as by the maturity of worldview, value orientations, and personal qualities. Pedagogical mentoring is defined as a system of subject-subject relationships based on the actualization of personal and professional experience by the mentor, his/her pedagogical support in the development of the spiritual and moral sphere of students, providing the creation of favorable conditions for students’ selfactualization, self-realization, and self-development. According to the results of the survey conducted in four experimental groups of students, it was concluded that in the group where all the above mentioned pedagogical conditions were fulfilled, more positive changes in the professional development of the students were revealed, in contrast to the groups in which only one of the pedagogical conditions was implemented. This indicates the multiplicative property (the intersection, interaction, complementarity) of pedagogical conditions. Thus, the complex implementation of certain pedagogical conditions in the educational process of higher pedagogical educational institutions gives a multiplicative effect of their influence on the professional development of future professionals.

professional development, future teachers, pedagogical conditions, multiplicative property, sociopsychological climate, professional position, pedagogical mentoring.

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3.Kazandzhyeva, M. S. Profesiina pozytsiia suchasnoho pedahoha yak chynnyk humanistychnoi osvity [Professional position of modern teacher as a factor of humanistic education]. Retrieved from: www.twirpx.com/file/1027169/ [in Ukrainian].
4.Kolominskiy, Ya. L. (2000). Psikhologiya vzaimootnosheniy v malykh gruppakh [Psychology of relationships in small groups]. Minsk : TetraSistems [in Russian].
5.Levitan, K. M. (2000). Osobystist pedahoha : stanovlennia i rozvytok [Teacher’s personality: formation and development]. N. V. Huzhii (Ed). Kyiv: IZMN, (pp. 50-57) [in Ukrainian].
6.Levrints, M. I. (2011). Formuvannya motyvatsii do profesiinoi pedahohichnoi diialnosti maibutnikh fakhivtsiv inozemnykh mov v Uhorshhyni [Formation of professional motivation for educational activity of future specialists of foreign languages in Hungary]. Ternopil [in Ukrainian].
7.Lomov, B. F. (1984). Metodicheskie i teoreticheskie problemy psikhologii [Methodological and theoretical issues of psychology]. Moscow: Nauka [in Russian].
8.Osypova, T. Yu. (2016). Teoretyko-metodychni zasady pidhotovky maibutnikh uchyteliv do pedahohichnoho nastavnytstva [Theoretical and Methodological Bases Aimed at Future Teachers’ Training for Pedagogical Tutor Activities]. Odesa [in Ukrainian].
9.Petrusenko, S. Yu. (2009). Pedahohichni umovy profesiinoho stanovlennia molodykh uchyteliv u zahalnoosvitniomu navchalnomu zakladi [Pedagogical conditions of professional development of young teachers in secondary schools]. Odesa [in Ukrainian].
10. Rogov, E. I. (1996). Lichnost uchitelia: teoriia i praktika [Personality of the teacher: theory and practice]. Rostov-na-Donu : Feniks [in Russian].
11. Shchurkova, N. E. (2001). Praktikum po pedagogicheskoi tekhnologii [Pedagogical Technology tutorial]. Moscow: Pedagogicheskoe obshchestvo Rossii [in Russian].

(2017) Science and education, 4, 181-188. Odessa.

Tetiana Holubenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Theory and Technology of Social Work,
National Pedagogical Dragomanov University,
9, Pyrohova Str., Kyiv, Ukraine

FORMATION OF FUTURE SOCIAL WORKERS’
READINESS FOR HOME-NURSING WORK WITH ELDERLY
PEOPLE: SCIENTIFIC AND PEDAGOGICAL FACTORS

The article represents the results of summative and formative assessment of scientific and pedagogical factors of the formation of future social workers’ readiness for home-nursing work with elderly people. In order to optimize the educational process a careful search has been made to find such variants of the best scientific and methodical decision making that would most effectively contribute to the formation of future social workers’ readiness for home-nursing work with the elderly on the basis of students’ mastering the basic social and pedagogical knowledge and skills. In the present study scientific and pedagogical factors of the formation of future social workers’ readiness for home-nursing work with elderly people are represented by a combination of four components: motivational-value, cognitive-orientative, content-professional and practical-activity. In accordance with them, there have been formulated four criteria for the mentioned structural components: value, informational, competence and activity. There have been described the levels of future social workers’ readiness for home-nursing work with the elderly by identifying specific features that characterize the manifestation of their main criteria. The low level of readiness is considered to be the initial one. The medium level (reproductive) characterizes students’ emotional and value attitude to the problems of professional selfimprovement. The high level (constructive) is characterized by a full realization of students’ motivational-value, cognitiveorientative, content-operational and practical-activity readiness for home-nursing work with the elderly. Readiness for homenursing work with elderly people has been determined as a socio-psychological and professional manifestation of the relationship between professional orientation and other important personality traits (worldview, life attitudes and spiritual values, moralvolitional and emotional spheres), which involves the formation of moral values, intellectual qualities, knowledge, abilities and skills for home-nursing work with elderly people. There have been analyzed real conditions of future social workers’ readiness for home-nursing work with the elderly according to three levels of value, informational, competence and activity criteria at the summative and formative stages of the experiment. Analyzing the data of evaluation of future social workers’ readiness for homenursing work with elderly people it has been proved that there are advantages of readiness indicators formation according to four criteria, which consist in person-oriented training, developing a practical orientation in the process of future social workers’ readiness formation towardsthe mentioned professional activity.

readiness, readiness formation, diagnostic experiment, formative experiment, home-nursing work, the elderly, future social worker.

1. Bogomolets, A. A. (1940). Prodleniye zhizni [Life prolongation]. Kiev: AN USSR [in Russian].
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3. Karpenko, O. H. (2007). Profesiyna pidhotovka sotsialnyh pratsivnykiv v umovah universytetskoyi osvity: naukovo-metodychnyi ta orhanizatsiyno-tekhnolohichnyi aspekty: monographiia [Social workers’ professional training under conditions of university education: scientific-methodical and organizational-technological aspects: monograph]. Drohobych: Kolo [in Ukrainian].
4. Uznadze, D. N. (1997). Teoriya ustanovki [Set theory]. Voronezh: NPO “MODEK”; Moscow: Institut prakticheckoy psikhologii [in Russian].
5. Dyachenko, M. I. & Kandybovich, L. A. (1976). Pedagogicheskiye problemy gotovnosti k deyatelnosti [Pedagogical problems of activity readiness]. Minsk: Izdvo BGU [in Russian].
6. Slastyonin, V. A. (1993). Sotsialnyi pedagog i sotsialnyi rabotnik: lichnost i professiya [Social teacher and social worker: personality and profession]. Teoriya i praktika sotsialnoy raboty. Otechestvennyi i zarubezhnyi opyt – Theory and Practice of Social Work. Domestic and Foreign experience, (pp. 265-274) [in Russian].
7. Bezpalko, O. V. (2005). Sotsialna robota v hromadi: navch. posib. [Social work in the community: tutorial]. Kyiv: Tsentr navch. lit-ry [in Ukrainian].
8. Kapska, A. I. (2011). Sotsialna robota: navch. posib. [Social work: tutorial]. Kyiv: Vydavnychyi dim “Slovo” [in Ukrainian].
9. Karpenko, O. H. (2008). Profesiyna pidhotovka sotsialnyh pratsivnykiv v umovah universytetskoyi osvity [Social workers’ professional training under conditions of university education]. Doctor’s thesis. Kyiv [in Ukrainian].
10. Kozubovska, I. V. & Dosin, A. R. Vykorystannya dosvidu Velykoyi Brytaniyi u praktychniy pidhotovtsi fahivtsiv sotsialnoyi roboty v Ukrayini [The use of Great Britain experience in the practical training of social work specialists in Ukraine]. Pedahohichna nauka: istoriia, teoriia, praktyka, tendentsiyi rozvytku – Pedagogical Science: History, Theory, Practice, Development Tendencies. Retrieved from: http://intellectinvest.org.ua/pedagog_editions_emagazine _pedagogical_science_arhiv_pn_n1_2008_st_29/> [in Ukrainian].
11. Mishchyk, L. I. (1997). Teoretyko-metodychni osnovy profesiynoyi pidhotovky sotsialnoho pedahoha u zakladakh vyshchoyi osvity [Theoretical and methodological foundations of social teachers’ professional training in higher education institutions]. Doctor’s thesis. Zaporizhzhya [in Ukrainian].
12. Poltavets, V. (2000). Sotsialna robota v Ukrayini: pershi kroky [Social Work in Ukraine: The First Steps]. Kyiv: Vyd. dim “KM Akademiia” [in Ukrainian].
13. Semyhina, T. V. (2005). Porivnyalna sotsialna polityka: navch. posib. [Comparative social policy: tutorial]. Kyiv: MAUP [in Ukrainian].
14. Kharchenko, S. Ya. (1999). Didakticheskiye osnovy podgotovki studentov k sotsialno-pedagogicheskoy deyatelnosti [Didactic bases of students’ training for social-pedagogical activity]. Luhansk: Alma-Mater [in Russian].
15. Kolenichenko, T. I. (2010). Osoblyvosti adaptatsiyi lyudey pokhyloho viku do umov novoho sotsialnoho seredovyshcha [Adaptation peculiarities of the elderly people to the conditions of the new social environment]. Candidate’s thesis. Kyiv [in Ukrainin].
16. Matskevych, Yu. R. (2003). Pidhotovka sotsialnykh pedahohiv do roboty z lyudmy pokhyloho viku [Professional training of social pedagogues for the work with elderly people]. Candidate’s thesis. Luhansk [in Ukrainian].
17. Topol, O. (2012). Starist u konteksti sotsialnoyi roboty: monohrafiia [Old age in the context of social work: monograph]. Kyiv: Vyd-vo NPU imeni M. P. Drahomanova [in Ukrainian].
18. Tiuptia, L. T. (2008). Sotsialna robota: teoriya i praktyka : navch. posib. [Social work; theory and practice: tutorial]. Kyiv: Znannia [in Ukrainian].
19. Averbukh, Ye. S. (1969). Rasstroystva psikhicheskoy deyatelnosti v pozdnem vozraste: Psikhiatricheskiy aspekt gerontologii i geriatrii [Disorders of mental activity in later age: Psychiatric aspect of gerontology and geriatrics]. Leningrad: Meditsina, Leningr. otd-ye [in Russian].
20. Holubenko, T.O. (2015). Formuvannya hotovnosti maybutnikh sotsialnykh pratsivnykiv do patronazhnoyi roboty z lyudmy pokhyloho viku [Formation of future social workers’ readiness for home-nursing work with elderly people]. Kyiv [in Ukrainian].

(2017) Science and education, 4, 133-138. Odessa.

Tetiana Koknova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Roman and Germanic Philology Department, Luhansk Taras Shevchenko National University,
1, Gogol square, Starobilsk, Ukraine

IMPLEMENTATION OF PLAY-BASED LEARNING ACTIVITY AS A TOOL TO DEVELOP STUDENTS’ PROFESSIONAL COMMUNICATIVE COMPETENCE WITHIN UNIVERSITY COURSE “ENGLISH FOR SPECIFIC PURPOSES”

One of the most effective ways to develop students’ ability to find, extract and process information from the great variety of authentic sources is the implementation of some interactive forms and methods into the studying process and its theoretical and practical enrichment. In this research the play-based learning activity is understood as the combination of the following three components: playing (stimulating emotional emancipation and exalting the participants, fulfilling their ambitions, expressing their opinions creatively and inspiring interaction between them); educational (aiming to enrich students’ knowledge, abilities, skills and experience) and professional (providing the opportunity for teachers to simulate a variety of professional situations). Professional communicative competence is considered to be the combination of knowledge, skills and experience that students of different specialties require to have in order to carry out their professional activities. In order to check the efficiency of the playbased learning activity in the development of students’ professional communicative competence we have conducted the experiment, which was held in Luhansk Taras Shevchenko National University (on the basis of Roman and Germanic Philology Department). The study involved 64 second year students of the Foreign Language Department who were divided into two groups: experimental group (32 students) and control group (32 students). 32 students of the experimental group were involved into the experiment with implementing the play-based learning activity in the curriculum and the students of the control group continued studying in their usual way. The research results have shown the effectiveness of play-based learning activity implementation within the university course “English for Specific Purposes” to develop the students’ professional communicative competence.

play-based learning activity, pedagogical method, the development of professional communicative competence, “English for specific purposes” (ESP), university students, major, specialty.

1. Beckham, J. M., & Watkins, M. (2012). Bringing life to learning: Immersive experiential learning simulations for online and blended courses. The Journal of Asynchronous Learning Networks, 16 (5), 61-70.
2. Ernst, J. V. (2013). Impact of Experiential Learning on Cognitive Outcome in Technology and Engineering Teacher Preparation. The Journal of Technology Education, 24 (2), 31-40.
3. Zafirov, C. (2013). New challenges for the project based learning in the digital age. Trakia Journal of Sciences, 11 (3), 298-302.
4. Herreid, F. H., & Schiller, N.A. (2013). Case Studies and the Flipped Classroom. The Journal of College Science Teaching, 42, 62-66.
5. Dyer, Ronald., (2013). Games in higher education. New pedagogical approaches in game enhanced learning: Curriculum integration. France: Grenoble Ecole de Management.
6. Pavlenko, O. O. (2005). Formuvannia komunikatyvnoi kompetentnosti fakhivtsiv mytnoi sluzhby v systemi neperervnoi profesiinoi osvity [The Formation of Communicative Competence of Customs Service Specialists in the System of Continuous Professional Education]. Doctor’s thesis. Kyiv [in Ukrainian].
7. Verbitskii, A. A. (1991). Aktivnoe obuchenie v vysshei shkole: kontekstnyi podkhod [Active learning in higher education contextual approach]. Moscow: Vysshaia shkola [in Russian].

(2017) Science and education, 4, 172-180. Odessa.

Oktaviia Fizeshi,
Doctor of Pedagogy, associate professor,
dean of Pedagogical Faculty, associate professor,
Department of Preschool and Primary Education,
Mukachevo State University,
26, Uzhhorodska Str., Mukachevo, Ukraine

ORGANIZATIONAL AND PEDAGOGICAL REFORMING OF PRIMARY EDUCATION
IN THE PROCESS OF ACCESSION OF TRANSCARPATHIA TO SOVIET UKRAINE

The relevance of the research is explained by the necessity of increasing the quality of primary education, providing the conditions for primary education in terms of national culture, native language environment basing on universal human values. Taking it into account, the studying of national education retrospective, particularly Transcarpathian primary education functioning (which has acquired and implemented European educational models) is of primary importance. The historical system analysis of this experience will help to extend the opportunities of defining prospects of Ukrainian primary education reforming in terms of unified educational environment. The paper aims to reveal and discuss the peculiarities of organizational and pedagogical reforming of primary education in the process of the accession of Transcarpathia to Soviet Ukraine. The reforming began with the order “On reforming the educational system in Thranscarpathian Ukraine”, according to which in 1945-1946 academic year seven-year compulsory education for children was implemented. Educational institutions were reorganized in the following way: public schools became primary, city schools became seven-year secondary schools, gymnasiums became ten-year secondary schools. The primary task was language issue adjustment, particularly, the Ukrainian language was recognized as official. At first, there was a problem with keeping schools of national minorities – Hungarians and Romanians, though later due to the poly-ethnic character of Transcarpatia there appeared international bilingual schools. During the first years of Soviet authority Transcarpathian educational system faced a problem of teaching staff lack due to the fact the teachers began moving from that territory because they did not want to work with the new authorities. In order to solve this problem, about 800 teachers where brought from eastern regions of Ukraine. The state performed constant control aiming to find disadvantages of the educational system, the greatest number of which concerned carrying out ideological work, public education management, and some socio-economic problems.

soviet Ukraine, Transcarpathia, primary education, teachers, public education, school education.

1. Gomonnai, V. V. (1992). Antolohiia pedahohichnoi dumky Zakarpattia [Anthology of educational thought in Transcarpathia (19-20th centuries)]. Uzhgorod: Transcarpathia [in Ukrainian].
2. Ostapets, Yu., Ofitsynskyi, R. et al. (2010). In Vehesh, M. & Fedynets, Ch. (Ed.). Zakarpattia 1919- 2009 rokiv: istoriia, polityka, kultura / ukrainomovnyi variant ukrainsko-uhorskoho vydannia [Transcarpathia 1919 - 2009: history, politics, culture / Ukrainianlanguage version of the Ukrainian-Hungarian edition]. Uzhhorod: Lyran [in Ukrainian].
3. Zakon pro zmitsnennia zviazku shkoly z zhyttiam i pro dalshyi rozvytok systemy narodnoi osvity v Ukrainskii RSR [Law on strengthening communications with school of life and the further development of the education system in the Ukrainian SSR] (1959). Kyiv: Soviet School [in Ukrainian].
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11. State Archives of Transcarpathian region, F. R- 165, descr. 2, с. 1 [in Ukrainian].
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