2023-2-doc

Andrii Ilienko LANGUAGE CONSCIOUSNESS OF A CIVIL OFFICER AS A CATEGORY OF PROFESSIONALISM

(2023) Science and education, 2, 34-39. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2023-2-15

Andrii Ilienko,
Graduate Student at the Department of Innovative Technologies
in Pedagogy, Psychology and Social Work,
Alfred Nobel University,
18, Sicheslavska Naberezhna str., Dnipro, Ukraine,
ORCID ID: https://orcid.org/0000-0002-8968-8424

LANGUAGE CONSCIOUSNESS OF A CIVIL OFFICER AS A CATEGORY
OF PROFESSIONALISM

SUMMARY:

The formation of a civil officer’s language consciousnesses conditioned by the active formation of a Ukrainian mindset and the formation of a national-centered citizenship of society. In terms of the above, the article identifies the main risks that affect the lack of linguistic consciousness of significant part of Ukrainian society – the influence of the Russian language, diglossia as pathological bilingualism, and the split linguistic consciousness of Ukrainians living in the East and South of Ukraine. The bilingualism of Ukrainians, which has become a problematic issue, is being actualised in the professional profile of civil officers who are supposed to be leaders of state policy, specifically in the language issue. The professional profile of civil officers separates linguistic and communicative competence from linguistic consciousness, which we consider to be the integrity of the personality of the state policy leader, their unambiguous choice of Ukrainian-language content in speech, evidence-based position, priority support for citizens' appeals and proposals. Based on the results of the research by O. Andrianova, O. Shelikh, N. Vovchsta, N. Khlypavka, A. Posokhov and V. Kozlovsky, we define the following as the main ways of correcting the split of linguistic consciousness: influence on the psychology of the individual in order to overcome conformism, self-doubt; use of national and ethnopedagogy; levelling the influence of linguistic manipulations along with improving one's own Ukrainian speech – through self-observation, self-regulation and self-improvement; correction of the language "surzhyk" through methodological practices, etc. We supplement these means of forming language consciousness with modern pedagogical influences: listening to Ukrainian language content (songs, speeches, interviews) to develop the acquisition of stable speech constructions that facilitate personal speech; reading Ukrainian contemporary fiction and publicistic literature to develop an awareness of the content that is timely for the Ukrainian nation; staying as much as possible in the Ukrainian-speaking environment, communicating with various social Ukrainian-speaking groups (age, professional, business, etc.); maintaining social media pages in Ukrainian – with active support for Ukrainian-language content.

KEYWORDS:

linguistic consciousness, the split of linguistic, civil officer, language competence, communication competence.

FULL TEXT:

REFERENCES:

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Yaroslavа Yurkiv THE USE OF DIGITAL TECHNOLOGIES IN THE ORGANIZATION OF SOCIAL SUPPORT FOR PERSONS AFFECTED BY VIOLENCE IN THE FAMILY

(2023) Science and education, 2, 83-88. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2023-2-13

Yaroslavа Yurkiv,
Doctor of Pedagogical Sciences, Associate Professor,
Professor at the Department of Social Pedagogy,
Vice-Rector for Scientific and Pedagogical Work,
Luhansk Taras Shevchenko National University,
3, Kovalia str., Poltava, Ukraine,
ORCID ID: https://orcid.org/0000-0001-9890-7855

THE USE OF DIGITAL TECHNOLOGIES IN THE ORGANIZATION OF SOCIAL SUPPORT FOR PERSONS AFFECTED BY VIOLENCE IN THE FAMILY

SUMMARY:

The organization of social support is an important area of assistance to victims of family violence, and a social work specialist plays an important role in this process. Considering the current socio-political situation in Ukraine, a social work specialist should organize his work in such a way that it is convenient and accessible for all categories of clients. Modern digital technologies are a powerful tool for the implementation of forms and methods of social work, social support of victims of violence is no exception. Within the framework of the scientific work, we carried out an extensive theoretical analysis of the concept of “social support”, presenting the interpretations of both the luminaries of social work in Ukraine (O. Bezpalko, I. Pesha, I. Trubavina, etc.) and based on normative legal acts. They also outlined the optimal forms of organizing social support for victims of family violence through the prism of digital technologies (information; online training; family mediation, which included two forms – remote family counseling and remote family conferences; online counseling; information-motivational counseling; online trainings on correction of violent behavior for offenders; group therapy; self-help groups). As for the methods of implementation of the aforementioned forms of organization of social support for persons affected by violence in the family, the following platforms were chosen: Google Meet, Zoom, Skype, Microsoft Teams, Google Duo, etc.; correspondence by e-mail; messengers Telegram, Viber, WhatsApp, Signal.

KEYWORDS:

social assistance, social support, remote support, victims of violence, digital technologies in social work.

FULL TEXT:

REFERENCES:
1. Vitsukaieva, K.M. (2017). Sotsialnyi suprovid kliienta [Social support of the client]. Odesa: Vydavnytstvo “Bukaiev Vadym Viktorovych” [in Ukrainian].
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Iryna Truskavetska TECHNOLOGIES OF BLENDED LEARNING AS AN INNOVATIVE FORM OF ORGANIZING THE PREPARATION OF FUTURE TEACHERS OF BIOLOGY AND BASICS OF HEALTH IN HIGHER EDUCATION INSTITUTIONS

(2023) Science and education, 2, 77-82. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2023-2-12

Iryna Truskavetska,
PhD (Candidate of Historical Sciences),
Associate Professor at the Department of Biology, Methodology and Teaching Methods,
Hryhorii Skovoroda University in Pereiaslav,
30, Sukhomlynskoho str., Pereyaslav, Kyiv region, Ukraine,
ORCID ID: https://orcid.org/0000-0001-6605-7948

TECHNOLOGIES OF BLENDED LEARNING AS AN INNOVATIVE FORM OF ORGANIZING THE PREPARATION OF FUTURE TEACHERS OF BIOLOGY AND BASICS OF HEALTH IN HIGHER EDUCATION INSTITUTIONS

SUMMARY:

The article updates the problem of introducing blended learning in higher education institutions during the quarantine period caused by the spread of the COVID-19 coronavirus infection and the introduction of martial law. The essence of the concept of “blended learning” is revealed based on the views of various scientists, it is clarified that there is no single vision, because it is considered as a teaching system, model, method, a mixture of methods and strategies of learning, a form of learning, a program, etc. Considered the possibilities of introducing blended learning in higher education institutions with the aim of implementing a student-centered approach to the organization of the educational process and ensuring an individual educational trajectory for students. Educational platforms (Moodle, Google Classroom, Zoom, Prometheus, Ed-Era, iLearn, etc.) are proposed, the essence and stages of implementation of mixed learning technology (flipped class, web quest, educational project, coaching, case technology, working, etc.) are highlighted, which are implemented in the process of training future teachers of biology and human health at Hryhorii Skovoroda University in Pereiaslav. It has been experimentally proven that in the process of implementing blended learning there may be an objective need for some transformation of the lecture material due to an increase in time for the preparation and implementation of practical, laboratory, seminar classes and independent work using interactive educational technologies and group forms of work. It has been established that the use of mixed learning technology in the teaching of professional educational components in a higher education institution creates all the conditions for the implementation of the principles of individualization and differentiation of learning, develops the cognitive activity and creativity of students, and promotes a gradual transition from learning to selfeducation.

KEYWORDS:

blended learning technologies, educational platforms, future teachers of biology and basics of health, synchronicity, asynchrony.

FULL TEXT:

REFERENCES:
1. Murashchenko, T.V. (2017). Zmishane ta dystantsiine navchannia yak sposib dostupu do yakisnoi osvity [Blended and distance learning as a way to access quality education]. Vidkryte osvitnie seredovyshche suchasnoho universytetu – The open educational environment of a modern university, 3, 283–287 [in Ukrainian].
2. Nazarenko, L. (2020). "Zmishane navchannia" yak krok do komfortnoi osvity, yoho sutnist i perevahy ["Blended learning" as a step towards comfortable education, its essence and advantages]. Osvitolohichnyi dyskurs – Educational discourse, 4 (31), 163–179 [in Ukrainian].
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Olesya Stoyka SOME NORMATIVE ASPECTS OF THE DIGITAL TRANSFORMATION OF THE PROFESSIONAL TRAINING OF TEACHERS IN THE REPUBLIC OF POLAND

(2023) Science and education, 2, 72-76. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2023-2-11

Olesya Stoyka,
PhD (Candidate of Pedagogical Sciences), Associate Professor,
Associate Professor at the Department of Foreign Languages
of the Faculty of Foreign Philology,
Uzhgorod National University,
3, Narodna sq., Uzhgorod, Ukraine,
ORCID ID: https://orcid.org/0000-0002-7695-6100

SOME NORMATIVE ASPECTS OF THE DIGITAL TRANSFORMATION OF THE PROFESSIONAL TRAINING OF TEACHERS IN THE REPUBLIC OF POLAND

SUMMARY:

The civilization development of humanity, scientific and technological progress, challenges associated with the global pandemic, wars, along with the increasing demand for knowledge and the improvement of education level and quality, have inevitably led to a reduction in direct communication in the educational process between the teacher and the student and the implementation of distance learning, which requires the formation of digital competence in teachers. The article analyzes official documents, statistical data, and materials on higher education, vocational education, and training in EU countries and the Republic of Poland. The issue of digitizing the professional training of teachers in the Republic of Poland is currently regulated by regulatory acts. In the process of formulating the research problem, a complex of interdisciplinary methods is used: theoretical methods such as analysis and synthesis to determine the main directions of research on the problem of digitalization the professional training of teachers; classification and generalization to identify common characteristics in processes and phenomena for the Republic of Poland and Ukraine regarding the digital transformation of teacher training; comparative analysis to identify and justify trends in the digitization of professional training in the researched countries; empirical methods such as studying the regulatory framework for digitizing higher education in the Republic of Poland and Ukraine, comparison based on one or several characteristics, description of factual information for analytical interpretation and study of specific facts and phenomena. The expectations of modern information society require constant and systematic review and updating of the regulatory framework on digitization of higher education in the Republic of Poland. Therefore, to support the professional training of highly qualified specialists, systematic measures should be implemented in the legislative field regarding the digitization of education. Modernization of the regulatory framework for the digitalization of education in the Republic of Poland is carried out in accordance with the requirements of the European educational space and the activities of international organizations regarding the digitalization of education, formation of digital literacy and competencies. The prospects for further research in the field of digitizing the professional training of teachers require taking into account the experience of leading countries in the world, particularly European countries that have started the process of reforming educational systems and their digitalization long before Ukraine, and their experience and results will be relevant and timely for borrowing in Ukraine.

KEYWORDS:

teacher professional training, digitalization, regulatory framework, digital transformation, digital competencies.

FULL TEXT:

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Oleksandr Safin, Yulia Teptiuk DEVELOPMENT OF THE SUBJECT AND SUBJECT QUALITIES OF SCHOOL STUDENTS THAT ENSURE THEIR ACTIVITY IN THE EDUCATIONAL SPACE

(2023) Science and education, 2, 66-71. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2023-2-10

Oleksandr Safin,
Doctor of Psychological Sciences, Professor,
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova str., Uman, Cherkasy region, Ukraine,
ORCID ID: https://orcid.org/0000-0001-5745-8635

Yulia Teptiuk,
PhD (Candidate of Psychological Sciences),
Pavlo Tychyna Uman State Pedagogical University,
2, Sadova str., Uman, Cherkasy region, Ukraine,
ORCID ID: https://orcid.org/0000-0002-2918-112

DEVELOPMENT OF THE SUBJECT AND SUBJECT QUALITIES OF SCHOOL STUDENTS THAT ENSURE THEIR ACTIVITY IN THE EDUCATIONAL SPACE

SUMMARY:

The article describes the technology of polarizing the educational space of educational activities, which contributes to the formation of educational independence of younger schoolchildren. It is noted how, with the help of a special organization of the classroom space – polarization for preparation and implementation, the teacher can support and develop the educational independence of students. The conditions for the formation of an individual educational action as an initiative, independent and responsible action are considered; three lines of development of educational independence are described: effective, research, productive; this is a characteristic of open pedagogical action. The evolution of educational independence is described and the stages of its formation are correlated with age. The dynamics of educational independence arises only in the event that there is a development of three components in the educational space of educational activity, and the teacher manages this development. First, there is an evolution of means and spatial organization. Secondly, the situation of the use of means is changing - educational-resultative and educational-theoretical. Thirdly, there is an evolution of social and institutional forms. The development of these three components takes place in two directions: a change in the leading form characteristic of each stage of education, from productive in the first phase to exploratory in the second phase of primary school age; the emergence of new aids (dynamic models as constructors of the transformation of essential relations), which, on the one hand, allows to separate the teacher with his theoretical thinking from the child, and on the other hand, helps the child to separate from the teacher, which sets the dynamics of educational independence. Thus, a specially constructed educational space for educational activities leads to the emergence and formation of educational independence of younger schoolchildren. If the child can organize his own preparation in order to overcome his mistakes and shortcomings, then the teacher creates a zone for the closest development of his educational independence (individual homework, independent study of a new topic, etc.). Only in this case does the history of child-adult actions appear as forms of student and teacher subjectivity.

KEYWORDS:

developmental education, educational space, educational activity, educational independence, individual educational activity, junior school age.

FULL TEXT:

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