2018-4-doc

Oleksandr Koshuk, Oleksandr Didenko, Petro Lusan. Justification of Methods of Future Agrarian Engineers’ Academic Achievements Assessment Testing.

(2018) Science and education, 4, 118-129. Odessa.

DOI:

Oleksandr Koshuk,
PhD (Candidate of Pedagogical Sciences),
National University of Life and Environmental Sciences of Ukraine,
15, Heroiv Oborony Str., Kyiv, Ukraine,
Oleksandr Didenko,
Doctor of Pedagogy, professor, leading scientist of the research department, National Academy of the State
Border Guard Service of Ukraine named after Bohdan Khmelnytsky,
46, Shevchenko Str., Khmelnytsky, Ukraine,
Petro Lusan,
Doctor of Pedagogy, professor, chief scientist
of the laboratory of scientific and methodological support for the training
of specialists in colleges and technical schools,
Institute of Professional Education,
National Academy of Educational Sciences of Ukraine,
98-a, Vito-Lytovsky lane, Kyiv, Ukraine

JUSTIFICATION OF METHODS OF FUTURE AGRARIAN
ENGINEERS’ ACADEMIC ACHIEVEMENTS ASSESSMENT TESTING

SUMMARY:

The article presents the methodology of future agrarian engineers’ academic achievements assessment testing. The urgency of its development is due to the lack of sufficient quantity of methodological scientifically substantiated recommendations for the creation of valid tools for the evaluation of learning outcomes. The purpose of the article is to justify based on the provisions of modern theories of didactic measurements the methodology of future agrarian engineers’ academic achievements assessment testing as a valid method of checking and evaluating the results of students’ studying. To solve the tasks stipulated in the article, the theoretical and empirical methods and the method of mathematical statistics were used. The methodology consists of four units: organizational-preparatory, designing-expert, reflexive-diagnostic and final-technological, each of which involves certain stages (the total number of stages is thirteen). They include defining the purpose of the test and testing tasks, structuring the content of the training material or compiling the register of knowledge elements, choosing the type of testing tasks, developing test sets and preparation of the test, expert evaluation of the testing tasks by teachers, checking the test with a control sample of students, assessment testing results analysis, selection of valid test tasks for the base set, taking a final test, preliminary test quality check, validity and reliability testing, analyzing assessment testing results. The proposed methodology of assessment testing of academic achievements of future agrarian engineers provides the opportunity to realize valid test control, which meets the quality criteria when determining the level of learning outcomes. When using this methodology the developers of tests have the possibility not intuitively, but purposefully, on the scientific basis to establish the base of valid testing tasks, to design a test, to conduct testing and evaluation procedure and to obtain objective, reliable results of checking the students’ academic success. The proposed methodology of future agrarian engineers’ academic achievements assessment testing was verified during 2010- 2017 on the basis of the National University of Life and Environmental Sciences of Ukraine and Mykolaiv State Agrarian University. With the help of this methodology, there were developed the tests for the evaluation of academic achievements of students in 24 disciplines, which were applied for the assessment of knowledge of 875 students from the first to the fourth years of study (taking Bachelor program) majoring in Agronomy, Horticulture and viticulture, Plant protection and quarantine.

KEYWORDS:

assessment testing methods, academic achievements assessment, future agrarian engineers, evaluation, test validity, test results, testing tasks.

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REFERENCES:

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Inna Strazhnikova, Nataliia Venhrynovych, Yurii Chopyk. Peculiarities of University Language Training of Medical Students (Based on John Dewey’s Conception of Education).

(2018) Science and education, 4, 130-136. Odessa.

DOI:

Inna Strazhnikova,
Doctor of Pedagogy, associate professor of Bohdan Stuparyk Pedagogy Department,
Vasyl Stefanyk Precarpathian National University,
57, Shevchenka Str., Ivano-Frankivsk, Ukraine,
Nataliia Venhrynovych,
PhD (Candidate of Philological Sciences), associate professor, Department of Linguistics,
Ivano-Frankivsk National Medical University,
Yurii Chopyk,
PhD (Candidate of Pedagogical Sciences), senior lecturer, Department of Linguistics,
Ivano-Frankivsk National Medical University,
2, Halytska Str., Ivano-Frankivsk, Ukraine,

PECULIARITIES OF UNIVERSITY LANGUAGE TRAINING OF MEDICAL
STUDENTS (BASED ON JOHN DEWEY’S CONCEPTION OF EDUCATION)

SUMMARY:

The article examines the role of philological training as a precondition for future specialists’ professional training modernization in conformity with their worldview perception. John Dewey’s conception of education has been considered which acted as a basis for the development of experimental technique aimed at medical students’ linguistic culture formation. To verify the effectiveness of the suggested technique, a program of experimental study of foreign language training at rehabilitation departments has been introduced and tested. The experiment included 253 students divided into two groups: Group 1 studied in accordance with J. Dewey’s teaching principles; Group 2 followed the standards of a “typical plan”. In the process of education, the latest technical achievements have been used including Internet, YouTube, Skype, that is, all possible types of video and audio communication, since to master a foreign language one must immerse into language environment. According to the results of the initial and final stages of the experiment, it has been found that a high level of foreign language mastering was manifested by the students of Group 1, whereas those of Group 2 showed a much lower level, thus pointing to the obsolescence of the study programs followed by the majority of higher educational establishments in our country. Therefore, the necessity of the developed system of language training for the students of medical and rehabilitation specialties in order to improve foreign language mastering is an obvious fact.

KEYWORDS:

John Dewey, reformatory pedagogy, speech culture, foreign language, rehabilitation specialists, communication foundations.

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REFERENCES:

1. Bim-Bad, B. M. (2009). John Dewey kak pedagog [John Dewey as a pedagogue]. Retrieved from: www.bimbad.ru/biblioteka/article_ full.php? aid=588 [in Russian].
2. Venhrynovych, N. R. (2017). Mistse inshomovnoi pidhotovky u osobystisnomu i profesiinomu rozvytku suchasnoho studenta i vykladacha vyshchoho navchalnoho zakladu [Place of foreign language training in personal and professional development of a modern student and teacher of a higher educational establishment]. Metodyka formuvannia profesiino oriientovanoi inshomovnoi kompetentnosti u studentiv medychnykh i farmatsevtychnykh vyshiv Ukrainy v umovakh siohodennia: dosvid, problemy, innovatsii : Materialy seminar-narady zaviduvachiv kafedr inozemnykh ta latynskoi mov medychnykh vyshiv Ukrainy – Methods of professionally oriented foreign language competence development in modern students of medical and pharmaceutical universities of Ukraine: experience, problems, innovations : Proceding of the seminar-conference of heads of the departments of foreign and Latin languages of higher medical establishments of Ukraine, (pp. 15-18). Chernivtsi : Vydavnytstvo BSMU [in Ukrainian].
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Yaroslav Haleta, Olena Habelko, Tetiana Dombrovan. Development of Professional Maturity of Future Foreign Language Teachers By Means of Informational Technologies.

(2018) Science and education, 4, 137-143. Odessa.

DOI:

Yaroslav Haleta,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Educational Management,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine,
Olena Habelko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Linguodidactics and Foreign Languages,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine,
Tetiana Dombrovan,
Doctor of Philology, associate professor,
professor of the Department of English Grammar,
Mechnikov І.І. Odessa National University,
2, Dvorianska Str., Odesa, Ukraine

DEVELOPMENT OF PROFESSIONAL MATURITY OF FUTURE FOREIGN
LANGUAGE TEACHERS BY MEANS OF INFORMATIONAL TECHNOLOGIES

SUMMARY:

The article deals with the necessity of implementing information technologies in the educational process in terms of foreign language teacher training, taking into account the social and cultural situation, which is reflected in the educational system. Professional maturity consists of stable professional motivation, professional identity, as well as acquired knowledge and skills of professional activity in the chosen field. It is considered to be the highest point of professional development. Special attention in the paper is focused on the issue of information structuring, since information and communication technologies provide a wide range of opportunities for presenting information. The structuring of information accelerates the formation of the image of the subject. The implementation of this viewpoint was carried out by means of multimedia and hypertext tools, which contain all the disjoint methods of structured information representing. The reasoning of the use of multimedia tools is based on the fact that students, while using them, become subjects of the educational process, which is a prerequisite for the development of the professional maturity. The effectiveness of information technologies in the development of professional maturity of future foreign language teachers has been confirmed. The assessment of the degree of professional maturity of future foreign language teachers has been conducted by means of expert evaluation. For this purpose, the indicators of the phenomenon under study have been determined. These include: focus on professional success, professional identity, professional self-esteem, ability to self-regulation, ability to solve professional development tasks.

KEYWORDS:

professional maturity, professional development, professional motivation, information and communication technologies, multimedia, the integrity of professional formation.

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REFERENCES:

1. Antonova, N.O. (2010). Vzaiemozviazok psykholohichnoi ta profesiinoi zrilosti studentiv psykholohichnoho fakultetu VNZ [Interconnection of psychological and professional maturity of students of psychological faculty of higher educational institutions]. Aktualni problemy psykholohii – Actual problems of psychology, 7, 6-21 [in Ukrainian].
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Mykhailo Hribov, Tetiana Shevchenko, Yan Petinov. Methodology of Teaching Specialized Subjects To Future Operation Officers of Law Enforcement Agencies.

(2018) Science and education, 4, 144-153. Odessa.

DOI:

Mykhailo Hribov,
Doctor of Law, senior scientific worker, professor,
Department of Operative and Searching Activity,
Tetiana Shevchenko,
PhD (Candidate of Legal Sciences), associate professor,
Department of Operative and Searching Activity,
National Academy of Internal Affairs,
1, Solomianska Square, Kyiv, Ukraine,
Yan Petinov,
psychology instructor,
Department of Psychology,
Vinnytsia Institute of the University “Ukraine”,
23a, Khmelnytske Shose, Vinnytsia, Ukraine

METHODOLOGY OF TEACHING SPECIALIZED SUBJECTS TO
FUTURE OPERATION OFFICERS OF LAW ENFORCEMENT AGENCIES

SUMMARY:

The provision of high-level efficiency of counteraction against crime by the operational units of the law enforcement agencies requires the appropriate level of staffing with highly qualified workers, which are almost absent today.It preconditions the necessity to increase the quality of professional training of the future operational staff in corresponding higher education institutions. One of the important factors that contributesto the accomplishment of this task is the improvement of the methodology of teaching major subjects in the educational institutions. The goal of the current research is to define the fundamentals of the methodology of teaching major subjects in the higher education system to the future operational staff members of law enforcement agencies. The research is based on the general scientific approach of induction (including system approach, modeling, experiment, generalization, and sociological and other methods of scientific cognition). This revealed, first of all, substantiation and successful testing of the methodology of teaching one of the major subjects of professional specialization to the future operational staff members (“Surveillance”). Then, the most general provisions and efficient elements of this methodology were used for the identification of the fundamentals of teaching these subjects, which include subordination of the educational process to the goal of provision of the operation units of the law enforcement agencies with staff members who are ready for work; examination of knowledge, skills and competencies that are being developed according to responsibilities of an operational staff member; organization of the educational process with the involvement of educators who have significant experience in the appropriate area of investigation activities and active involvement in classes of the current staff members of operational units of the corresponding profile; motivation of students to self-study (through introduction of problem-based teaching in simulated conditionsthat are strongly similar to the real-life ones); distribution of the general volume of academic hours according to the following principle: minimum lectures – maximum practical classes; attribution of the capabilities of using the acquired knowledge in practical activity, demonstration of creativity in volatile conditions that are modeled to recreate real-life situations as the major object for assessment of future operational staff members’ academic success; attribution of several features (parameters), within the frames of every subject, and for every of the parameters – specific assessment criteria; use of a package of innovative pedagogical techniques.

KEYWORDS:

methodology of teaching, subjects of professional specialization, law enforcement agencies, operational units, knowledge, skills, competencies.

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REFERENCES:

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Natalia Merkulova, Olha Kochkurova, Tetiana Nikonenko. Professional Identity Training as a Means of Future Primary School Teachers’ Professional Development.

(2018) Science and education, 4, 154-160. Odessa.

DOI:

Natalia Merkulova,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Social Work, Social Pedagogy and Preschool Education,
Olha Kochkurova,
PhD (Candidate of Psychological Sciences), senior lecturer,
Department of Psychology,
Melitopol Bohdan Khmelnytskyi State Pedagogical University,
20, Hetmanska Str., Melitopol, Zaporizhzhia region, Ukraine,
Tetiana Nikonenko,
senior lecturer, Department of Primary Education,
Berdyansk State Pedagogical University,
4, Schmidta Str., Berdiansk, Zaporizhzhia region, Ukraine

PROFESSIONAL IDENTITY TRAINING AS A MEANS OF FUTURE
PRIMARY SCHOOL TEACHERS’ PROFESSIONAL DEVELOPMENT

SUMMARY:

The paper aims to check the efficiency of the developed training aimed at the formation of professional identity of university students majoring in primary education. The professional identity formation is a complex process, which is why the purpose of the research is to examine the dynamics of the development of professional identity. The study involved 162 students majoring in Primary Education of Melitopol Bohdan Khmelnytskyi State Pedagogical University. The respondents were randomly selected in total 60 surveyed and were divided into control and experimental groups 30 persons each. The main research tool to examine professional identity of the respondents was Professional Identity Status Scale developed by A. Azbel and A. Hretsova. This technique helps to identify the “level” (uncertain, imposed, moratorium or mature professional identity) of professional self-determination. According to the initial assessment, almost half of future primary school teachers have mature professional identity but almost the same number of the students are characterized by the “moratorium”professional identity. A significant number of students have an imposed and uncertain professional identity. This fact proves the necessity of psychological support for the formation of the professional identity of future primary school teachers.The introduction of the training program resulted in an increase of the levels of key factors in the development of the professional identity of future primary school teachers.

KEYWORDS:

professional identity, training, professional self-realization, interactive methods, competence, pedagogical innovations.

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REFERENCES:

1. Berezyna, T. S. (2008). Stanovlenie professyonalnoy identychnosti pedagoga [Becoming a professional teacher's identity]. Pedagogicheskoe obrazovanie i nauka – Pedagogical education and science 7, 24-27 [in Russian].
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5. Zhyrun, O. A. Kompetenciyi vykladacha v umovakh formuvannya profesiinoi identychnosti [Teacher competences in the conditions of professional identity formation]. Retrieved from: www.novyn.kpi.ua/2009-3- 1/06_Girun.pdf. [in Ukrainian].
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