(2017) Science and education, 5, 92-97. Odessa.

Viktoriia Nesterenko,
Doctor of Pedagogy, professor, Department of Preschool Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
1, Nishchinskoho Str., Odesa, Ukraine,
Hanna Titova,
PhD (Candidate of Pedagogical Sciences), senior lecturer, Department of Athletic Games,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

THE CONTENT OF PREPARING FUTURE PHYSICAL
EDUCATION TEACHERS FOR FORMING LEADERSHIP
QUALITIES IN MIDDLE SCHOOL STUDENTS

The paper presents the content of preparing future Physical Education teachers for the formation of sportsoriented leadership qualities in middle school students according to the following pedagogical conditions: reflecting the ideas about the essence and mechanisms of leadership formation in the content of preparing future PE teachers; mastering the technique of pedagogical support of the formation of students’ sports-oriented leadership qualities at PE classes; getting future PE teachers involved in situations requiring the formation of students’ sports-oriented leadership qualities in team and playing sports. According to the first pedagogical condition, the content of the programme for the subject “Theory and Methods of Teaching Athletic Games” was supplemented with the following topics: leadership qualities and characteristic features of their demonstration; factors of forming sports-oriented leadership qualities; peculiarities of sports-oriented leadership qualities demonstration by middle school students in team and playing sports, etc. Mastering the technique of pedagogical support of the formation of sports-oriented leadership qualities in school students (the second pedagogical condition) was implemented by means of various training and educational events, namely: problem-based and discussion-based lectures, business games, roleplaying games, trainings, etc. The third pedagogical condition presupposed systematisation of knowledge acquired by students and development of firm activity stereotypes related to the formation of middle school students’ sports-oriented leadership qualities in team and playing sports. For this purpose, athletic games classes involved exercising organisation of middle school students’ activities aimed at the formation of sports-oriented leadership qualities in team games. Results of the experimental data analysis confirmed the effectiveness of the proposed pedagogical conditions, which have been implemented in the process of preparing future PE teachers for forming middle school students’ sports-oriented leadership qualities.

training, future teachers of Physical Education, pedagogical conditions, sports-oriented leadership qualities, middle school students.

1. Tazhutdinova, G. Sh. (2001). Vzaimosviaz liderstva i napravlennosti lichnosti podrostka [Interaction between leadership and adolescent’s personality orientation]. Extended abstract of candidate’s thesis. Moscow [in Russian].

(2017) Science and education, 5, 98-102. Odessa.

Maryna Vasylyk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
State Higher Educational Institution Vasyl Stefanyk
“Precarpathian National University”
57, Shevchenko Str., Ivano-Frankivsk, Ukraine,
Ivan Rusnak,
Doctor of Pedagogy, professor,
head of the Department of Foreign Languages,
Khmelnytskyi Humanitarian-Pedagogical Academy,
139, Proskurivskoho pidpillia Str., Khmelnytskyi, Ukraine

IMPROVEMENT OF FOREIGN LANGUAGE TRAINING
OF FUTURE PRIMARY SCHOOL TEACHERS

The article focuses on the necessity of forming foreign language communicative competence of future primary school teachers as a condition of their successful professional activities in the period of active integration of Ukraine into the European and the world educational space. The expansion of international cooperation requires modern specialists’ command of a foreign language as a tool which not only allows to navigate in the modern society fluently, but also to perform their professional functions efficiently, to expand their professional and cultural horizons in the process of attracting them to diverse sources of information. The necessity of learning a foreign language arises at primary school, and, consequently, there is a necessity of training pedagogues, capable of forming junior schoolchildren’s foreign communicative competence. The main emphasis in teaching a foreign language should be placed on mastering language and speech competences; it is necessary to develop future specialist’s ability to communicate in a foreign language in real professional pedagogical situations in order to encourage the subjects of the educational process. The modern innovative teaching technologies (information-communicational (computer), game, training) form the basis of teaching a foreign language for specific purposes. The game technologies arise special interest of students, for example a business game reproduces the behaviour and work of individual employees: teachers, principals, head teachers, class teachers. These technologies bring them closer to their future professional duties, provide the opportunity to prepare for the teaching practice at school, to acquire the necessary abilities and skills of communication with the primary school pupils. The use of common traditional methods of active learning provides the achievement of educational goal of learning a foreign language. They are verbal – conversation, dialogue: visual – interactive demonstration, corporate – working in small groups, carousel; collective-group –analysis of situations, brainstorming, problem solving: situation-simulation games; discussion – discussion, debates; research – method of projects.

primary school teacher, foreign language training, communicative competence, innovative educational technologies, business game, educational-speech activity, speech situations, language-speech competence, active teaching methods, phonetics, lexical and grammatical competences.

1. Labinska, B. I., Gumeniuk, O. Ya., Tumak, O. M. (2015). Praktykum z metodyky navchannia anhliiskoi movy v pochatkovii shkoli: navch. Posibnyk [Workshop on methods of teaching English in primary school: textbook]. Chernivtsi, Chernivtsi National University [in Ukrainian].
2. Romaniuk, S. Z. (2017). Innovatsiini pidkhody do navchannia linhvistychnykh dystsyplin maibutnikh uchyteliv pochatkovoi shkoly [Innovative Approaches to Teaching Linguistic Disciplines of the Future Primary School Teachers]. Naukovi zapysky Rivnenskoho derzhavnoho humanitarnoho universytetu: Onovlennia zmistu, form ta metodiv navchannia i vykhovannia v zakladakh osvity – Scientific notes of Rivne State Humanitarian University: Updating of the content, forms and methods of teaching and upbringing in educational institutions, (Vol.15 (58), pp. 140-144. Rivne [in Ukrainian].

(2017) Science and education, 5, 103-106. Odessa.

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

CHARACTERISTICS OF LEVELS OF FUTURE SKILLED
WORKERS’ COMPETITIVNESS MATURITY

The components of maturity of competitiveness of future skilled workers of the service sector have been defined in the article. The criteria of maturity of stimulative and motivational, cognitive and activity, personal and reflexive components have been defined, namely: “striving for success and avoiding failures”, “self-improvement”, “substantial and procedural criterion”, “creativity”, “competitiveness”, “initiative, leadership in entrepreneurship”. The following levels of competitiveness maturity have been represented: the low level, the medium level, and the sufficient level. Their substantial characteristics according to the specified components have been developed. The determination of the maturity levels of competitiveness of future skilled workers of the service sector has been carried out. The generalized data of the maturity levels of competitiveness of future skilled workers of the service sector show that 21 students (20.7%) of EG and 15 students (16.0%) of CG have the sufficient maturity level by the criteria “striving for success and avoiding failures”, “self-improvement”, “substantial and procedural criterion”, “creativity”, “competitiveness”, “initiative, leadership in entrepreneurship”, which indicates that there is a small number of students who are creative, curious, have a developed imagination and the expressed risk proneness. 64 students (62.7%) of EG and 58 students (61.7%) of CG demonstrated the medium level. Their activities are characterized by the ability for creativity, intellectual curiosity, imagination, difficulty in risk proneness. 17 students (16.6%) of EG and 21 students (22.3%) of CG expressed the low level. This indicates that they have an adequate self-esteem, low abilities for creativity and risk proneness. Thus, most of the students have the medium and low levels of competitiveness maturity.

competitiveness, component, criterion, level, personality, reflection, professional educational institution, labor market.

1. Poiasniuvalna zapyska do proektu Zakonu Ukrainy «Pro profesiinu osvitu» [Explanatory note to the draft Law of Ukraine “On Professional Education”]. Retrieved from: http://search.ligazakon.ua/l_doc2.nsf/link1/GH3ZC1AA.h tml [in Ukrainian].
2. Petrova, I. (1997). Sehmentatsiia rynku pratsi: teoriia i praktyka rehuliuvannia [Segmentation of the labor market: theory and practice of regulation]. Kyiv: In-t ekonomiky, upravlinnia ta hospodarskoho prava [in Ukrainian].
3. Honcharenko, S. (1997). Ukrainskyi pedahohichnyi slovnyk [Ukrainian Pedagogical Dictionary]. Kyiv: Lybid [in Ukrainian].
4. Meshcheryakova, B. G., Zinchenko, V. P. (2009). Bolshoy psikhologicheskiy slovar [Great psychological dictionary]. Moscow: AST MOSKVA; St. Petersburg: Praym-EVROZNAK [in Russian].

(2017) Science and education, 5, 107-111. Odessa.

Natalia Benkovska,
PhD (Candidate of Pedagogical Sciences),
associate professor of the Foreign Languages Department,
Odesa Institute of Trade and Economics of
Kyiv National University of Trade and Economics,
6, Inglezi Str., Odessa, Ukraine

INTERDISCIPLINARY INTEGRATION OF PROFESSIONAL DISCIPLINES IN
THE PROCESS OF TRAINING FUTURE SPECIALISTS OF SOCIONOMIC SPHERE

The professional education is implemented by integrated training courses providing the consistency in the study of subjects, helping to avoid duplication of the educational material, strengthening interdisciplinary connections and improving the educational process and introduction of new teaching technologies. Occupation-related knowledge is a basic “unit” of professional training. Its complexity is determined by the fact that professional knowledge is not homogeneous, it has the following three main components: general professional knowledge which distinguishes one profession from others, subject (disciplinary) knowledge which has the scientific and technological nature, and purely professional, differentiated knowledge. It has been proved that interdisciplinary integration of professional disciplines is a system of teachers’ and students’ work in the educational process that provides the unity of purposes, functions, content and structural elements of disciplines, promotes generalization, order and strength of professional knowledge and the formation of a cohesive professional outlook and harmonious developed personality of a future specialist. Organizational forms of interdisciplinary integration of professional disciplines are the following: interdisciplinary excursions, practical lessons, seminars, individual lessons, various types of internship, extracurricular activities, and interdisciplinary groups. It is not necessary to make adjustments in the content of professional disciplines which are taught for future specialists of socionomic sphere, the interdisciplinary integration can be achieved by optimizing the structure blocks of educational material, as well as by coordinating them for the purpose.

interdisciplinary integration, integrated professional disciplines, interdisciplinary communication, professional knowledge.

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