2018-4-doc

Oleksii Stasenko, Liudmyla Chernichenko, Anna Cherednyk. Motivating Students For Motor Activity in The Framework of Physical Education.

(2018) Science and education, 4, 161-167. Odessa.

DOI:

Oleksii Stasenko,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Theory and Methods of Physical Education,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine,
Liudmyla Chernichenko,
post-graduate student,
Anna Cherednyk,
lecturer of the Department of Special Education,
Pavlo Tychyna Uman State Pedagogical University,
28, Sadova Str., Uman, Ukraine,

MOTIVATING STUDENTS FOR MOTOR ACTIVITY
IN THE FRAMEWORK OF PHYSICAL EDUCATION

SUMMARY:

In recent years, there is a tendency of students’ motor activity decreasing, which negatively affects the indicators of their physical fitness. Due to this, the issue of the formation, preservation and strengthening of the health of students is of special importance and relevance nowadays. The paper aims to identify and justify a set of measures aimed at motivating university students for motor activity and experimentally verify their effectiveness. The experiment involved 60 1st - 2 nd year students of Volodymyr Vynnychenko Central Ukrainian State Pedagogical University divided into control and experimental groups. At the first stage of the experiment, the respondents’ motor activity was assessed, which showed that most of them had a low level. It provided the necessity for introducing measures for motivating students for physical activity. The suggested technique includes the following stages: encouraging students for activity; goal setting and choosing a type of activity; realization of the tasks set; creating comfortable conditions for activity implementation; analysis of the results, making students realize the satisfaction with physical activities. The suggested approach to organizing the educational process in physical education, implemented in the pedagogical experiment, has contributed not only to a more conscious attitude towards physical education classes but also motivated them for motor activity.

KEYWORDS:

motor activity, motivation, physical culture and recreation activity, students, technique.

FULL TEXT:

REFERENCES:

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2. Vinnik, V. D. (2010). Osoblivosti formuvannya interesu ta motivatsiyi do zanyat fizichnim vihovannyam [Features of formation of interest and motivation for physical education classes]. Teoriya ta metodika fizichnogo vihovannya – Theory and methods of physical education, 12, 39-42 [in Ukrainian].
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7. Krutsevich, T. Yu. and Marchenko, O. Yu. (2009). Formuvannya fizichnoyi kulturi studentiv u sistemi fizichnoyi osviti [Formation of Physical Education Students in physical education]. Teoriya i metodika fizichnogo vihovannya i sportu – Theory and Methods of physical culture and sports, 2, 78-81 [in Ukrainian].
8. Kovtun, A. (2016). Vrahuvannya psihofiziologichnih osoblivostey studentiv v protsesi formuvannya motivatsiyi do zanyat fizichnoyu kulturoyu i sportom [Taking into account the physiological characteristics of students in the process of motivation in physical culture and sport]. Sportivniy visnik Pridniprovia – Sport bulletin of Prydniprovia, 1, 176-181 [in Ukrainian].
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Zinaida Kurliand, Olena Foksha, Yurii Popovskyi. Study of Pedagogical Facilitation as a Vital Educational Technology.

(2018) Science and education, 4, 168-176. Odessa.

DOI:

Zinaida Kurliand,
Doctor of Pedagogy, head of the Department of Pedagogy,
Olena Foksha,
degree-seeking student, Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine,
Yurii Popovskyi,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Business Statistics and Economic Cybernetics,
Vasyl Stus Donetsk National University,
600-richchia Str., Vinnytsia, Ukraine

STUDY OF PEDAGOGICAL FACILITATION AS A VITAL EDUCATIONAL TECHNOLOGY

SUMMARY:

The article describes the peculiarities of pedagogical facilitation as a specific educational technology. Drawing on the analysis of the scientific fund, the authors cover vital technologies as those based on life experience of the individual, his/her intellectual and psychological potential for educational purposes. The teacher’s ability to use the mechanisms of pedagogical facilitation (pedagogical support for the formation of the student’s personality and the pedagogical support of his/her academic achievements) determines the success of the use of the vital technologies in the classroom. A criterial system for assessing the levels of the maturity of pedagogical facilitation as a vital educational technology has been suggested. It contains the following parameters: an emotional and motivational criterion with indicators: empathy; fascism; emotional intelligence; motivation for pedagogical activity; pedagogical thinking; cognitive-interactive criterion with indicators: knowledge of the specifics of pedagogical communication; need for communication, ability for selfgovernment in communication; perceptually interactive competence; non-verbal competence; communication position; regulatory-volitional criterion with indicators: reflexive pedagogical skills; self-esteem; professional self-awareness. With the help of various valid diagnostic techniques and specially developed questionnaires, the level of the maturity of pedagogical facilitation of students as future teachers of physical and mathematical disciplines and the students majoring in Arts according to selected indicators has been assessed, which has turned out to be low in most students. The prospects of the development of a special program for the training of future teachers as facilitators capable of implementing vital technologies of education have been outlined in the paper.

KEYWORDS:

vital educational technologies, students, education, facilitation.

FULL TEXT:

REFERENCES:

1. Belkin, A. S. & Verbitskaya, N. O. (2007). Vitagennoe obrazovanie v sisteme pedagogicheskogo znaniya (vitagennaya kontseptsiya lichnosti) [Vitagenic education in the system of pedagogical knowledge]. Pedagogicheskoe obrazovanie v Rossi – Pedagogical education in Russia, (1), 26-32. Retrieved from: https://cyberleninka.ru/article/v/vitagennoe-obrazovanie-v-sistemepedagogicheskogo-znaniya-vitagennaya-kontseptsiyalichnosti [in Russian].
2. Vdovenko, V. (2014). Vykorystannia tekhnolohii vitahennoho navchannia pry vykladanni matematyky v shkoli [The possibilities of the usage of the vital technologies studies by teaching mathematics at school]. Naukovi zapysky (Seriya: Pedahohichni nauky) – Scientific notes, 40-45 [in Ukrainian].
3. Volobuieva, T. (2008). Vitahenni tekhnolohii kompetentnisnoho navchannia: elektronnyi zhurnal [Vital technology of competence studying]. Osvita - Education. Retrieved from: http://osvita.ua/school/method/technol/637/ [in Ukrainian].
4. Halitsan, O. A. (2016). Peredumovy formuvannia fasylitatsiinoi spriamovanosti maibutnikh uchyteliv v osvitnʹomu prostori vyshu [Prerequisites for the formation of future teachers’ facilitative attitude in the educational environment of universities]. Science and education, 10, 69-76 [in Ukrainian].
5. Halitsan, O. A. (2010). Formuvannia pedahohichnoi fasylitatsii maibutnikh uchyteliv u protsesi navchannia u vyshchomu navchalnomu zakladi [Forming pedagogical facilitation of future teachers in the process of studying at a higher educational institution]. Candidate’s thesis. Odesa [in Ukrainian].
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(2018) Science and education, 4, 1. Odessa.

DOI:

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

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Tetiana Fedirchyk, Maria Oliynyk, Liudmyla Tymchuk. University Scientific-Methodological Center in The System of Providing Quality of Teachers’ Professional Development.

(2018) Science and education, 4, 5-16. Odessa.

DOI:

Tetiana Fedirchyk,
Doctor of Pedagogy, associate professor,
professor of the Department Pedagogy and Methods of Primary Education,
Deputy dean for Educational and Methodical Work,
Faculty of Pedagogy, Psychology and Social Work,
Maria Oliynyk,
Doctor of Pedagogy, associate professor,
head of the Department of Pedagogy and Psychology of Preschool Education,
Liudmyla Tymchuk,
Doctor of Pedagogy, associate professor,
professor of the Department of Pedagogy and Social Work,
Deputy dean for scientific work faculty of Pedagogy, Psychology and Social Work,
Yuriy Fedkovych Chernivtsi National University,
Kotsubinsky Str., 2, Chernivtsi, Ukraine

UNIVERSITY SCIENTIFIC-METHODOLOGICAL CENTER IN THE SYSTEM
OF PROVIDING QUALITY OF TEACHERS’ PROFESSIONAL DEVELOPMENT

SUMMARY:

The paper deals with the peculiarities of the establishment and functioning of a scientific and methodological center as a means of management in the system of ensuring the quality of the university educational process. The research aims to substantiate the essence, principles and characteristics of the activities of a scientific and methodological center at a university, to present a model for its functional structure and to examine the impact of the center’s activities on the professional development of academic staff. The following research methods were used: theoretical – scientific sources were analyzed, synthesized, and generalized to determine the essence of the scientific and methodological center and its role in ensuring the quality of higher education; modeling – to build a functional structure model of a university scientific and methodological center; empirical – observation, survey – to determine the influence of the scientific and methodological center on teachers’ professional development. The scientific-methodological center’s goals, tasks, structure, functions, services, directions, forms and methods of activity for improving the level of professional development of academic staff within the higher educational institution’s educational space have been distinguished. Tendencies in the higher education’s internal quality assurance system are analyzed in the context of European requirements for the scientific and teaching activities of academic staff. A university scientific-methodological center is considered to be a structural unit, which is an integral system of interconnected information, diagnostic, methodical and other subsystems (center structures) providing planning, organization and coordination of monitoring research of the quality of university teachers’ scientific and pedagogical activity – methodical support, formation of the educational and developing environment for their professional and personal advancement and self-development. The suggested author’s model of the functional structure of a university scientific and methodological center includes its goal, tasks, signs, principles, levels (university, faculty, department), services, forms and methods of activity and can be used as a pattern for establishing this kind of centers at higher educational institutions.

KEYWORDS:

quality assurance of higher education, scientific-methodological center, teacher’s professional development.

FULL TEXT:

REFERENCES:

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Ella Karpova, Olena Kudriavtseva. Pedagogical Conditions of Future Preschool Teachers’ Intellectual Development.

(2018) Science and education, 4, 17-23. Odessa.

DOI:

Ella Karpova,
Doctor of Pedagogy, professor,
Head of the Department of Preschool Education,
Olena Kudriavtseva,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Preschool Education,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

PEDAGOGICAL CONDITIONS OF FUTURE PRESCHOOL
TEACHERS’ INTELLECTUAL DEVELOPMENT

SUMMARY:

The paper aims to present and experimentally verify pedagogical conditions of the intellectual development of future preschool teachers in the process of professional training at a pedagogical university. The following pedagogical conditions have been selected: stimulation of intellectual activity of students during lessons; activation of independent cognitive activity of students in extra-curricular time; provision of systematic pedagogical quality control of pedagogical knowledge using modern methods of rating assessment; developing students’ stable cognitive motivation. The study involved 72 students (32 full-time students and 40 part-time students) of the second and third years of study majoring in Preschool Education. The comparative analysis of the results of the examination of the levels of intellectual development of students in experimental and control groups (both full-time and part-time ones) has proved the effectiveness of the suggested pedagogical conditions of intellectual development of future preschool teachers in the process of professional training at a pedagogical university.

KEYWORDS:

future educators; professional training; intellectual development; criteria, indicators and levels of intellectual development; pedagogical conditions.

FULL TEXT:

REFERENCES:

1. Bakhtyna, O. V. (2007). Pedagogicheskye usloviya razvitiya intellekta studentov v obrazovatelnom protsesse pedagogicheskogo vuza [Pedagogical conditions of students’ intellectual development]. Candidate’s thesis. Voronezh [in Russian].
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