(2018) Science and education, 2, 161-166. Odessa.

Olesia Dmytriieva,
PhD (Candidate of Pedagogical Sciences),
Department of Foreign Languages,
Donbas State Pedagogical University,
19, G. Batiuka Str., Sloviansk, Donetsk reg., Ukraine

USING PODCASTS FOR TEACHING ENGLISH
(THROUGH THE EXAMPLE OF “ENGLISH WITH OLESEYA”
RADIO ENGLISH LESSONS AND PODCASTS)

The article deals with the issue of teaching English by using podcasts. The theoretical resources review has shown that in the context of the rapid spreading of new high-tech applications among the younger generation, the use of podcasts serves as an innovative and effective means of teaching English. Audio and video educational podcasts enhance learners’ comprehension and further discussion, increase students’ motivation to learn, promote teaching effectiveness, reinforce lecture material and provide additional information, and serve as a new interesting activity in the classroom and/or at home. The peculiarities of the authorial Project “English with Oleseya” podcasting (55 episodes), developed as an entertainment show and an English language lesson, have been described.

 podcast, foreign language teaching, innovative technologies, radio, listening skills, speaking skills, English with Oleseya.

1. Hrytsyk, N.V. (2015). Tekhnolohiia podkastynh u vykladanni inozemnoii movy (za profesiinym spriamuvanniam) [Podcasting technology in teaching a foreign language (according to professional direction)]. Visnyk Chernihivskoho natsionalnoho pedahohichnoho universytetu. Seriia: Pedahohichni nauky – Journal of Chernihiv national pedagogical University. Series: Pedagogical Sciences, 124, 24-26 [in Ukrainian].
2. Dmytrovskii, O. (2017). Osoblyvosti podkastynhy yak osnovnoi skladovoi Internet-radio [Peculiarities of podcasting as a main component of Internet radio]. Tele ta radiozhurnalistyka – TV-, Radio Zhurnalizm, 16, 97-101 [in Ukrainian].
3. Drobit, I. (2011). Vykorystannia podkastiv pry vykladanni anhliiskoi movy za profesiinym spriamuvanniam [Use of podcasts while teaching English language according to professional direction]. Visnyk Lvivskoho derzhavnoho universytetu bezpeky zhyttediialnosti – Journal of Lviv state University of life safety, 5 (2), 89-92 [in Ukrainian].
4. Decree of President of Ukraine № 641/2015 “On Declaring 2016 the Year of English Language in Ukraine”. Retrieved from: http://www.president.gov.ua/documents/6412015-19560 [in Ukrainian].
5. Shyian, T.V. (2010). Vykorystannia podkastiv pry vykladanni kursu "Business English" dlia studentiv humanitarnyh spetsialnostei [Use of podcasts while teaching a course "Business English" for students of humanitarian specialties]. Visnyk Zhytomyrskoho derzhavnoho universytetu imeni I. Franka – Journal of Zhytomir state University named after Ivan Franko, 53, 145-148 [in Ukrainian].
6. Ho, C. B. (2016). Technology Adoption of Podcast in Language Learning: Using Taiwan and China as Examples. International Journal of e-Education, e-Business, e-Management and e-Learning, 1, 1-12 [in English].
7. Kavaliauskienė, G., Anusienė, L. (2009). English For Specific Purposes: Podcasts For Listening Skills. Santalka Filologija. Edukologoja, 17 (2), 28-37 [in English].
8. Li, H. (2010). Using podcast for learning English: perception of Hong Kong Secondary 6 ESL Students. Debut: the undergraduate journal of languages, linguistic and area studies, 1 (2), 78-90 [in English].
9. McKinney, D., Dyck, J. L., Luber, E. (2009). iTunes University and the classroom: Can Podcasts Replace Professors? Computers & Education, 52 (3), 617-623 [in English].
10. Rosell-Aguilar, F. (2015). Podcasting as a language teaching and learning tool. Retrieved from: http://oro.open.ac.uk/41856/1/__userdata_ documents8_fra8_Documents_Research_Papers_Completed_Podcasting%20as%20a%20language%20teaching%20and%20learning%20tool%20%28LLAS%29.pdf [in English].
11. Sze, P. (2006). Developing Students' Listening and Speaking Skills through ELT Podcasts. Education Journal, 34 (2), 115-134 [in English].
12. The Merriam Webster Dictionary. Retrieved from: https://www.merriam-webster.com/dictionary/podcast [in English].

(2018) Science and education, 2, 167-173. Odessa.

Tetiana Zorochkina,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Primary Education,
Bohdan Khmelnytsky National University of Cherkasy,
Liudmyla Vovkochyn,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Psychology,
Bohdan Khmelnytsky National University of Cherkasy,
81, Shevchenka Str., Cherkasy, Ukraine,
Liudmyla Balika,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Theory and Methods of Education,
Rivne State Humanitarian University,
31, Plastova Str., Rivne, Ukraine

CONTENT OF PRIMARY TEACHERS TRAINING IN
HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE

The paper aims to reveal the content of the professional training of primary school teachers at universities of Ukraine. During the study, the curricula of different institutions of higher education of Ukraine were analyzed, which provide training for elementary school teachers: Bohdan Khmelnytsky National University of Cherkasy (Branch of knowledge - 01 Education / Pedagogy, specialty - 013 Primary education, Forms of education - full time, educational degree - Bachelor, term of study - 4 years, academic qualification - Bachelor of education, professional qualification – primary school teacher; Specializations - psychologist in educational institutions, choreographer, primary school Foreign Language teacher, speech therapist); Berdyansk State Pedagogical University (specialization - English teacher, Computer Science teacher, Fine Arts teacher, practical psychologist), Pavlo Tychyna Uman State Pedagogical University (specializations: psychologist, Computer Science teacher, preschool teacher, teacher of the English language and literature), Volodymyr Vynnychenko Central Ukrainian State Pedagogical University (additional specialty: pre-school education), Lesya Ukrainka Eastern European National University (specialization: elementary education). The mastering of the program “Primary Education” with further provision of “Primary School Teacher” professional qualification with the corresponding specialization according to the curricula of the examined universities is carried out according to the following courses: general training; professional training; practical training; additional specialization. The analysis of curricula reflects the diverse approach of institutions of higher education to the definition of the total number of study hours (credits) of disciplines in terms of training. The diversification of the total hours (credits) provided by the curricula of higher education institutions of Ukraine for students’ self-study in case of equal number of hours (7200 hours - 240 credits) is due to the increase of the self-study scope, envisaged in educational disciplines, which are defined by the curricula. According to the research outcomes, it is suggested to implement the following reforms in primary school teacher training program at Ukrainian universities: increase of the number of hours for self-study, paying special attention to the practical aspect of training, improvement of internship programs, advancement of the content of additional specializations.

teacher training, elementary school, education, institutions of higher education.

1. Khoma, O. (2011). Praktychno-profesiina pidhotovka maibutnikh uchyteliv pochatkovykh klasiv v umovakh universytetu [Professional practical training of future primary school teachers]. Pochatkova shkola – Primary school, 8, 37-39 [in Ukrainian].
2. Olefirenko, N. V. (2013). Modernizatsiia pidhotovky suchasnoho vchytelia pochatkovoi shkoly v umovakh informatyzatsii osvity [Modern primary school teachers training modernization in terms of education informatization]. Naukovi zapysky – Scientific notes, 3, 144-148 [in Ukrainian].
3. Aleksiuk, A. M. (1998). Pedahohika vyshchoi shkoly Ukrainy: Istoriia. Teoriia [Pedagogy of higher education in Ukraine: history and theory]. Kyiv: Lybid [in Ukrainian].
4. Boliubash, Ya.Ia. (1997). Orhanizatsiia navchalnoho protsesu u vyshchykh zakladakh osvity [Educational process organization in higher educational institutions]. Kyiv: Kompas [in Ukrainian].
5. Haluzynskyi, V.M., Yevtukh, M. B. (1995). Osnovy pedahohiky ta psykholohii vyshchoi shkoly Ukrainy [Foundations of pedagogy and psychology of higher education in Ukraine]. Kyiv: NNTL [in Ukrainian].
6. Kuzminskyi, A.I. (2005). Pedahohika vyshchoi shkoly: navch. posib. [Pedagogy of higher education: textbook]. Kyiv: Znannia [in Ukrainian].
7. Kuzminskyi, A.I., Omelianenko, V. L. (2008). Pedahohika: Pidruchnyk [Pedagogy: textbook]. 3 rd ed. rev. Kyiv: Znannia-Pres [in Ukrainian].

(2018) Science and education, 2, 174-179. Odessa.

Denys Kolodin,
PhD (Candidate of Legal Sciences), associate professor,
Department of Criminal Law,
Valentyn Fedorov,
PhD (Candidate of Legal Sciences), associate professor,
Department of the General Theoretical Jurisprudence,
Mykhailo Riazanov,
PhD (Candidate of Legal Sciences), associate professor,
Department of the General Theoretical Jurisprudence,
National University “Odessa Academy of Law”,
23, Fontanska Doroha Str., Odesa, Ukraine

STUDY OF LAW STUDENTS’ PROFESSIONAL
READINESS MOTIVATIONAL COMPONENT

The paper aims to highlight the significance of the motivational component of future lawyers’ readiness for work. The study involved 82 students of Odessa secondary school and 106 students of the National University “Odessa Academy of Law”, as well as 19 university graduates. The following research methods were used in the study: a specially designed questionnaire containing questions making it possible to assess the level of the respondents’ primary motivation for work, Professional Readiness Inventory by L. Kabardova, a modified technique Labor Motives Structure by T. Badoiev, and Academic Motivation Inventory by T. Ilina. It has been proved that the decisive indicator of the quality of law students’ training is the formation of their stable motivation for work in the chosen field, awareness of the social significance of their occupation, as well as adequate professional expectations of the future profession. The assessment of the motivational component maturity of the respondents’ professional readiness has shown that in most of the students it is developed at a low level, which is indicative of the need to conduct purposeful work on its improvement.

future lawyers, motivation, professional competence, readiness for professional activity, motivational component, students of legal status.

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2. Bazorov, S. N. (2002). Razvitie kommunikativnykh umenii iuristov v protsesse professionalnoi podgotovki [Lawyers’ communicative skills formation in the process of professional training]. Candidate’s thesis. Cheliabinsk [in Russian].
3. Boiko, Yu. Yu. (2008). Formuvannia psykholohichnoi hotovnosti maibutnikh yurystiv do profesiinoi diialnosti [Formation of future lawyers’ psychological readiness for work]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
4. Vasylenko, O. V. (2008). Orhanizatsiia samostiinoi roboty studentiv zaochnoi formy navchannia vyshchykh navchalnykh zakladiv yurydychnoho profiliu [Part-time law students’ self-study organzation]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
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6. Kahanovska, T.Ie. Orhanizatsiino-pravovi zasady zabezpechennia yakosti vyshchoi yurydychnoi osvity v Ukraini [Organizational and legal foundations of providing legal education quality in Ukraine]. Retrieved from: http://periodicals.karazin.ua/issuesedu/article/viewFile/8919/8440
7. Kotykova, O. M. (2012). Teoretyko-metodychni osnovy psykholoho-pedahohichnoi pidhotovky maibutnikh yurystiv [Theoretical and methodical bases of psychopedagogical training of law students]. Doctor’s thesis. Zhytomyr [in Ukrainian].
8. Pravo - naipopuliarnisha spetsialnist za kilkistiu kontraktnykiv [Law as the most popular specialty according to the number of fee-paying students]. Retrieved from: http://vnz.org.ua/novyny/vstup/9480-pravo-najpopuljarnisha-spetsialnist-za-kilkistju-kontraktnykiv [in Ukrainian].
9. Balin, V. D., Gaida, V. K., Gerbachevskii, V. K., et. al. (2003). Praktikum po obshchei, eksperimentalnoi i prikladnoi psikhologii [Practicum on general, experimental and applied psychology]. A. A. Krylov, S. A. Manichev (Eds.). 2 nd ed.rev. Saint Petersburg: Piter [in Russian].
10. Karelin, A. A. (2003). Psikhologicheskie testy: v 2 t. [Psychological tests: in 2 volumes]. (Vol. 1). Moscow: Gumanit. izd. tsentr VLADOS [in Russian].
11. Raigorodskii, D. Ia. (1998). Prakticheskaia psikhodiagnostika. Metodiki i testy. Uchebnoe posobie [Practical psychodiagnostics. Methods and tests. Textbook]. Samara: Izlatelskii dom «BAKhRAKh» [in Russian].
12. Rybachuk, A. V. (2010). Zastosuvannia pedahohichnykh tekhnolohii u protsesi fakhovoi pidhotovky maibutnikh yurystiv [Use of pedagogical technologies in law students’ professional training]. Extended abstract of candidate’s thesis. Vinnytsia [in Ukrainian].
13. Svidovska, V. A. (2017). Formuvannia profesiinoi kompetentnosti maibutnikh yurystiv u protsesi dystantsiinoho navchannia [Law students’ professional competence formation in terms of e-learning]. Extended abstract of candidate’s thesis. Starobilsk [in Ukrainian].
14. Filina, N. A. Formirovanie i razvitie empatiinosti kak professionalno-znachimogo kachestva lisnosti studenta-iurista [Formation and development of empathy as a professionally significant quality of a law student]. Candidate’s thesis [in Russian].

(2018) Science and education, 2, 180-185. Odessa.

Yuliia Chernetska,
Doctor of Pedagogy, associate professor,
professor of the Department of Social Work and Social Pedagogy,
Kharkiv Humanitarian Pedagogical Academy,
Kharkiv Regional Council,
Sh. Rustaveli lane, 7, Kharkiv, Ukraine

ADDICTION POLYMORPHISM: SOCIAL AND PEDAGOGICAL ASPECTS

The aim and tasks of the research are as follows: to study the phenomenon of polymorphism of addictions, the empirical detection of polymorphicity in addictive individuals, the disclosure of the most common types of addictions that make up a “polymorphic set”, to reveal the most common interconnected forms of addictive behavior of drug addicts under the conditions of rehabilitation centers, as well as to elucidate the manifestations of gender peculiarities of polymorphism in drug addicts and possible consequences of these manifestations in the socio-pedagogical aspect. Among the empirical methods of the research, the leading one is the social and pedagogical experiment on identifying the polymorphism of addictions among the drug-dependent in the rehabilitation centers. The experimental group consisted of drug addicts (the total number of respondents was 147, of whom 127 were men, 20 were women, aged 15-55). The research was conducted in the rehabilitation centers of Kharkiv and Kharkiv region (during 2015-2017) with the aim to detect a propensity to different types of dependencies. It was based on the questionnaire proposed by G.V. Lozova (St. Petersburg, St. Petersburg State University of Physical Culture named after P.F. Lesgaft). The results of the study indicate the presence of polymorphism of addictions in the subjects. The most of the experiment subjects showed high rates of general tendency towards different types of addictions. Thus, for men, this indicator was 95.2%, for women - more than 50%. This indicates a high risk of returning the former drug addicts to drug use, where a trigger mechanism may be some other type of addictive behavior, such as emotional addiction or interdependence.

polymorphism, addiction, addictive persons, rehabilitation centers, drug addicts.

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