(2017) Science and education, 8, 87-93. Odessa.

Iryna Davydova,
PhD (Candidate of Legal Sciences), associate professor,
Department of Civil Law,
National University “Odessa Law Academy”,
23, Fontanska Doroha Str., Odesa, Ukraine

DOES PRACTICAL COMPONENT OF EDUCATIONAL PROCESS
IMPROVE PROFESSIONAL COMPETENCE OF FUTURE LAWYERS?

The article is dedicated to the study of the application of innovative methods in the process of students training, namely: the role and place of the practical component in the formation of professional competence of future lawyers. It has been found that educational programs should be focused on the broader professional competences (functions) of future lawyers, namely epistemological, communicative, functional, personal, which play the main forming role in terms of acquisition of professional skills by the students and the development of relevant (professional) competence. The significance of the practical component in the training process, implies that there is a possibility to use training time for group classes, where students can discuss the content of the lecture, test their knowledge and interact in practice, has been emphasized. An experimental variant of the educational process, with a wide implementation of the practical component focused on the formation of leading competencies of future lawyers, has been developed. On the basis of the created methods of professional competences assessment, positive results of the applied technology of training have been obtained: there is a substantial increase in the level of competence of future lawyers. According to the results of the approbation, concrete proposals have been made regarding the modern reform of the educational process in the field of professional training of lawyers by introducing new forms and methods of active training with the widespread use of the practical component aimed at the formation of professional competence of future experts.

legal education, renewal, educational process, methods of active learning, professional competence.

1. Kotykova, O.M. The state of research of the development of higher legal education of an independent Ukraine. [Stan doslidzhennia rozvytku vyshhoi yurydychnoi osvity nezalezhnoi Ukrainy]. Retrieved from: http://journals.uran.ua/index.php/2411- 5991/article/download/61130/56825 [in Ukrainian].
2. Sushhenko, V.M. [Suchasni problemy reformuvannia yurydychnoi osvity i nauky v Ukraini]. [Modern problems of reforming legal education and science in Ukraine]. Retrieved from: http://lib.chdu.edu.ua/pdf/naukpraci/politics/2007/69-56- 33.pdf [in Ukrainian].
3. Ivashkevych, I.V. (2017). Psykhologhichni chynnyky stanovlennia profesiinoi kompetentnosti maibutnikh yurystiv. [Psychological factors of the development of the professional competence of lawyers]. Extended abstract of candidate’s thesis. Кiev [in Ukrainian].
4. Khaiden, B. The first gentleman of Minerva. [Pervyi kavaler minervy]. Retrieved from: http://erazvitie.org/article/pervyj_kavaler_minervy [in Russian].
5. Yorke, M. (2006). Employability and higher education: what it is – what it is not. ESECT, Learning & Employability. Retrieved from: https://www.heacademy.ac.uk/knowledgehub/employability-higher-education-what-it-what-it-not [in English].
6. Robinson Jacquelyn, P. (2000). What are employability skills? The Workplace, 3. (Volume I). Retrieved from: http://www.foretica.org/wpcontent/uploads/2016/01/employability-skills.pdf [in English].
7. Bila knygha z reformuvannia ukrainskoi yurydychnoi osvity [White Paper on the reform of Ukrainian legal education]. Retrieved from: http://zdr.knu.ua/images/2015/2015-06/26/Bila_knyga.pdf [in Ukrainian].
8. Khairutdinov, D. «Navyki XXI veka»: novaia realnost v obrazovanii [«Skills of the XXI century»: a new reality in education]. Retrieved from http://erazvitie.org/article/navyki_xxi_veka_novaja_realn ost [in Russian].
9. Petrenko, M.A. (2009). Funktsii interaktivnogo zaniatiia [Functions of Interactive Lesson]. Izvestiia Iuzhnogo federalnogo universiteta. Pedagogicheskie nauki - Izvestiya Southern Federal University. Pedagogical sciences, 8, 78-84 [in Russian].
10. Peer Instruction in the Humanities Project the Monash of University. Retrieved from http://artsonline.monash.edu.au/peer-instruction-in-thehumanities [in English].
11. Grade Level Content. Retrieved from: http://avantifellows.org/grade-level-content [in English].

(2017) Science and education, 8, 93-96. Odessa.

Oleksii Lystopad,
Doctor of Pedagogy, associate professor,
Iryna Mardarova,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Preschool Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine,
Tomash Kuk,
Vice-president of University College of Social Science,
7, 42-200, Nadrzeczna Str., Czestochova, Poland

FORMING STUDENTS’ MOTIVATION FOR CREATIVITY BY
MEANS OF EDWARD DE BONO’S “SIX THINKING HATS” TECHNIQUE

The paper aims to reveal the peculiarities of forming future specialists’ motivation for creativity with the help of Edward de Bono’s “Six Thinking Hats” technique during the lessons of “New Informational Technologies in Education” discipline. 32 students took part in the experiment which was aimed at examining the peculiarities of the formation of students’ motivation for creativity by means of A. Rean’s “Motivation for Success and Fear of Failure Inventory”. The initial results have shown that most of the students were characterized by self-distrust and their motivation for success was low. After implementing the “Six Thinking Hats” technique into the educational process the motivation to succeed increased in most respondents, which means that it is an efficient tool for the development of students’ skills of coping with problems and as a result, increasing motivation for creativity.

creativity, motivation to creative work, students, six thinking hats, Edward de Bono, higher education.

1. Edvard de Bono (2015). Genialno! Instrumenty resheniya kreativnykh zadach [Genius! Tools of solving creative tasks]. Moscow: Alpina Pablisherz [in Russian].
2. Edvard de Bono (2009). Pochemu my takie tupye? Kogda zhe chelovechestvo nauchitsya dumat [Why are we so stupid? When will humanity learn how to think?!]. Saint Petersburg: Piter [in Russian].
3. Edvard de Bono (1997). Shest shlyap myshleniya [Six thinking hats]. Saint Petersburg: Piter-Pablishing [in Russian].
4. Gordeeva, T. O. (2006). Psikhologiya motivatsii dostizheniya [Psychology of motivation for achievement]. Moscow: Smysl; Izdatelskii tsentr «Akademiia» [in Russian].
5. Zaniuk, S. S. (2002). Psykholohіia motyvatsіi: navchalnyi posіbnyk [Psychology of motivation: study guide]. Kyiv: Libіd, [in Ukrainian].
6. Ilin, E. P. (2011). Psikhologiya tvorchestva, kreativnosti, odarennosti [Psychology of creativity and giftedness]. Saint Petersbur: Piter [in Russian].
7. Gornostai, P. P., Titarenko, T. M. (Ed.). (2001). Psykholohіia osobystostі: slovnyk-dovіdnyk [Psychology of personality: dictionary]. Kyiv: Ruta [in Ukrainian].

(2017) Science and education, 8, 97-103. Odessa.

Valentyna Kryshchuk,
PhD (Candidate of Philological Sciences), associate professor,
Department of Ukrainian Language and Literature,
Khmelnytsk Humanitarian Pedagogical Academy,
139, Proskurivskoho Pidpillia Str., Khmelnytskyi, Ukraine

PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN
LANGUAGE AND LITERATURE: COMPETENCE-BASED APPROACH

The relevance of the issue is explained by the need for training highly-qualified experts in the field of the Ukrainian language who can be competitive at modern labor market. The paper aims to reveal the peculiarities of competencebased approach to training students majoring in the Ukrainian language and literature in terms of transformations taking place in the system of higher education, as well as to find out the key competences necessary for efficient work in the field. There have been distinguished the following key competences and their indicators: socio-personal competences (indicators: understanding the necessity of lifelong education and self-development; critical thinking skills), general scientific competences (basic knowledge on Philosophy contributing to the development of general culture, socialization, understanding the bonds between the development of the language and the society, the ability to use ICT in work, general research skills, etc.), instrumental competences (oral and written communication skills, research skills in the field of Philology); communicative competence (business communication skills, knowledge of terminology within a specialty, etc.). The experiment involved 60 students majoring in the Ukrainian language and literature who were divided into control and experimental groups. The control group was taught according to traditional methods and there has been introduced the experimental technique of forming future Ukrainian language teachers’ professional competence by means of such disciplines as “Philosophy”, “Pedagogy”, “Psychology”, “Stylistics of Ukrainian Language”, “History of Ukrainian Literature”, etc. in the experimental group. The set of didactic and methodical exercises implemented in the curriculum of the experimental group has contributed to the formation of the key competences of students which has been experimentally checked according to the distinguished indicators.

 competence-based approach, professional training, key competences, future Ukrainian teachers, philologist.

1. Halkina, H. (2001). Kompetentnist maibutnoho vchytelia-filoloha v suchasnii osvitnii systemi [Competence of future Philology teacher in modern educational system]. Materialy III vseukr. nauk.-prakt. Internet-konf. (Pereiaslav-Khmelnytskyi, 2001) – Proceedings of 3rd Ukrainian internet conference, (pp. 71-73). PereiaslavKhmelnytskyi [in Ukrainian].
2. Nikolaieva, S. (Ed.). (2003). Zahalnoievropeiski Rekomendatsii z movnoi osvity: vyvchennia, vykladannia, otsiniuvannia [General European recommendations in language education: studying, teching, evaluating]. Kyiv: Lenvit [in Ukrainian].
3. Kartava, Yu. K. Linhvistychna kompetentnist yak vazhlyva skladova profesionalizmu vchytelia-filoloha [Linguistic competence as a significant component of Philology teachers’ professionalism]. SOTsIUM. NAUKA. KULTURA: materialy KhIII mizhnar. nauk. internet-konf. – Society. Science. Culture. Proceedings of 13th international conference. Retrieved from: http://intkonf.org/kartava-yuk-lingvistichnakompetentnist-yak-vazhliva-skladova-profesionalizmuvchitelya-filologa/ [in Ukrainian].
4. Lanovenko, A. O. Pidhotovka maibutnoho vchytelia filolohichnoho profiliu na osnovi kompetentnisnoho pidkhodu [Training future Philology teacher based on competence approach]. Retrieved from: www.nbuv.gov.ua/old_jrn/Soc...25/pidgotovka%20mauby tnogo%20vchutelya.pdf [in Ukrainian].
5. Mosiiuk, O. O. (2013). Innovatsiini kompetentsii vchytelia [Innovative competences of a teacher]. Realizatsiia kompetentnisnoho pidkhodu v systemi profesiinoi osvity pedahoha – Implementation of competence-based approach into the system of professional training, (pp. 13- 19). Yalta: RVV KHU [in Ukrainian].
6. Piatakova, H. (2009). Formuvannia profesiinoi kompetentnosti mahistra-filoloha v umovakh osvitnikh zmin [Forming professional competence of master degree philologist in terms of education changes]. Visnyk Lvivskoho universytetu. Ser.: Pedahohichna – Bulletin of Lviv University. Pedagogy, 25, 151-160 [in Ukrainian].
7. Piatakova, H. (2011). Osoblyvosti pidhotovky mahistriv za spetsialnistiu «Ukrainska filolohiia» u Lvivskomu ta Vrotslavskomu universytetakh [Peculiarities of training master degree students makoring in Ukrainian philology in Lviv and Vrozlav universities]. Visnyk Lvivskoho universytetu. Ser.: Pedahohichna – Bulletin of Lviv University. Pedagogy, 27, 155-162 [in Ukrainian].
8. Semenoh, O. M. (2005). Systema profesiinoi pidhotovky maibutnikh uchyteliv ukrainskoi movy ta literatury (v umovakh pedahohichnykh universytetiv) [System of professional training of future Ukrainian teachers]. Doctor’s thesis. Kyiv [in Ukrainian].
9. Symonenko, T. V. (2006). Teoriia i praktyka formuvannia profesiinoi movnokomunikatyvnoi kompetentsii studentiv filolohichnykh fakultetiv [Theory and practice of forming Philology teachers’ linguistic and communicative competence]. Cherkasy [in Ukrainian].
10. Skurativskyi, L. (2005). Do pytannia pro znachennia poniattia «movlennievyi rozvytok» ta inshi blyzki za zmistom poniattia [Revisiting the issue of the essence of “speech development” concept and other related phenomena]. Ukrainska mova i literatura v shkoli – Ukrainian language and literature at school, 3, 2-4 [in Ukrainian].
11. Sokolova, I. (2009). Formuvannia filolohichnoi kompetentsii fakhivtsiv u konteksti movnoi osvity [Forming philological competence of experts in terms of philological education]. Visnyk Mariupolskoho derzhavnoho humanitarnoho universytetu. Ser.: Filolohiia – Bulletin of Mariupol state humanitarian university. Philology, 9. Retrieved from: https://cyberleninka.ru/viewer_images/15658160/f/1.png [in Ukrainian].
12. Treshyna, Y. V. (2005). Razvitie professionalnolingvisticheskoi kompetentsii prepodavatelya inostrannogo yazyka v kurse «Professionalno-pedagogicheskaya interpretatsiya teksta» [Development of professional linguistic competence of foreign language teachers in the course of Professional pedagogical text interpretation]. Candidate’s thesis. Moscow [in Ukrainian].
13. Yuriichuk, N. (2016). Profesiina pidhotovka maibutnoho vchytelia ukrainskoi movy ta literatury v umovakh modernizatsii vyshchoi osvity v Ukraini [Professional training of future Ukrainian language and literature teachers in terms of Ukrainian education modernization]. Visnyk Chernihivskoho natsionalnoho universytetu. Ser.: Pedahohichni nauky – Bulletin of Chernihiv national university. Pedagogical sciences, 137, 80-82. [in Ukrainian].

(2017) Science and education, 8, 104-115. Odessa.

Olena Varetska,
Doctor of Pedagogy, associate professor,
professor, Department of Primary Education,
Public Educational Institution “Zaporizhzhia Regional Institute of Post
Graduate Pedagogical Education” of Zaporizhzhia Regional Council,
57-А, Nezalezhnoii Ukraiiny Str., Zaporizhzhia, Ukraine

PERSONAL AND PROFESSIONAL COMPONENT OF
PRIMARY SCHOOL TEACHERS’ SOCIAL COMPETENCE:
ITS DEVELOPMENT IN POSTGRADUATE EDUCATION

The importance of the issue results from socio-economic challenges, European integration changes, the increasing role of the individual in social processes, the significance of individual social and professional skills and abilities associated with the permanent reforms in education, including primary education, lack of social competence-based programs for future primary school teachers in higher educational institutions, dominance of active teachers who entered the stage of professional development which can be called “conservation” and thus, require continuous training and skills improvement. The goal of the article is to highlight the results concerning one of the six components of primary school teachers’ social competence, namely, personal and professional component in the process of postgraduate education, showing extensive potential of the system described to create appropriate facilities. It has been found out that the development of various components is unbalanced. It has been proved that there is positive dynamics of output and outcomes concerning the levels of the development of personal and professional component of social competence of the participants in the experimental group compared to those in the control group. The comparison of generalized arithmetic average results of the groups demonstrates substantial differences and points to the significant changes that occurred during the formative stage of pedagogical experiment, and thus proves the postgraduate education potential to create appropriate conditions for sustainable development.

social competence, personal and professional component, primary school teacher, the system of postgraduate pedagogical education, results of the development.

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