2024-1-doc

Nataliia Gutsuliak, Oksana Chuyko, Vira Dub STRATEGIES FOR OVERCOMING PROFESSIONAL STRESS IN MANAGEMENT ACTIVITIES

(2024) Science and education, 1, 47-52. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-1-8

Nataliia Gutsuliak,
Doctor of Philosophy in Economics (PhD), Senior Lecturer
Vasyl’ Stus Donetsk National University,
21, 600-richnia Str., Vinnytsia, Ukraine
ORCID ID: https://orcid.org/0000-0002-6349-9473

Oksana Chuyko,
Candidate of Psychological Sciences, Associate Professor,
Vasyl Stefanyk Precarpathian National University
57, Shevchenko Str., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0000-0002-0760-3598

Vira Dub,
Candidate of Psychological Sciences, Senior Lecturer
Drohobych Ivan Franko State Pedagogical University
24, I. Franko Str., Drohobych, Ukraine
ORCID ID: https://orsid.org/0000-0001-5621-3134

STRATEGIES FOR OVERCOMING PROFESSIONAL STRESS
IN MANAGEMENT ACTIVITIES

SUMMARY:

Today’s dynamic world poses complex challenges to organizations, among which stress in the working environment is a significant factor affecting labor productivity and the effectiveness of human resource management. The research presented in this article focuses on analyzing the impact of stress on work performance and identifying strategies and methods of stress management that can be implemented in modern organizations to increase their competitiveness and productivity. Stress is projected as a multidimensional phenomenon, covering various aspects of the interaction between an individual and his work environment, including both negative (distress) and positive (eustress) influences. The purpose of the article is to analyze the impact of stress on labor productivity and the effectiveness of human resource management and to identify potentially effective stress management strategies in modern organizations. Methods. A significant place in the article is devoted to the discussion of modern approaches to stress management, which are based on fundamental research and practical experience of scientists and practitioners. Attention is focused on the need to integrate stress management strategies into the overall personnel management system, based on the concept that effective stress management contributes not only to the health and well-being of employees, but also to the overall efficiency of the organization. The results. Special attention is paid to the analysis of socio-economic and psychological aspects of stress in the context of globalization, changes in technology and organizational culture, which requires organizations to adapt their management strategies to rapidly changing conditions. Methods of assessment and analysis of stressors in the workplace are considered, as well as strategies for minimizing the negative effects of stress, including the development of stress reduction programs, trainings for the development of stress resistance, measures to improve the working environment and increase the level of professional training and motivation of personnel. Conclusions. It is also important to understand that stress can act not only as a risk, but also as a potential for development, stimulating the growth of motivation and innovation. It is emphasized that successful stress management in organizations is a key factor in ensuring high productivity, job satisfaction and employee health.

KEYWORDS:

stress, stress management, labor productivity, management, human resources, methods, management psychology, stress psychology.

FULL TEXT:

REFERENCES:
1. Galajda, T.O., Tenyczka, N.B., & Chornogorska, N.V. (2019). Upravlinnya plynnistyu personalu torgovelnyx pidpry’yemstv v Ukrayini iz zastosuvannyam metodiv stres-menedzhmentu [Managing the Turnover of Personnel of Trading Enterprises in Ukraine with Application of Methods of Stress Management]. Modern Economics, 14, 53–59 [in Ukrainian].

2. Gonchar, M.F., & Bilyk, Yu.V. (2017). Osoblyvosti upravlinnya u stresovyx sytuaciyax. Stres-menedzhment na pidpryyemstvi [Features of management in stressful situations. Stress manage ment at the enterprise]. Naukovyj visnyk NLTU Ukrayiny – Scientific bulletin of NLTU of Ukraine, 27, 2, 94–97 [in Ukrainian].

3. Zinchenko, A.G. (2018). Tvoye majbutnye u sferi torgivli [Your future in trad]. Kуіv: Yuston [in Ukrainian].

4. Maschak, S.O. (2012). Рrofesijne vygorannya osoby’stosti yak socialno-psyxologichna problema [Professional burnout of a personality as a sociopsychological problem]. Naukovyj visnyk Lvivskogo derzhavnogo universytetu vnutrishnix sprav. seriya psyxologichna – Scientific bulletin of NLTU of Ukraine, 2 (1), 444–452 [in Ukrainian].

5. Mekshun, L. (2023). Vplyv stres-menedzhmentu na pratsezdatnist liudyny y upravlinnia personalom v umovakh viiny [The impact of stress management on human performance and personnel management in war conditions]. Problemy i perspektyvy ekonomiky ta upravlinnia – Problems and prospects of economics and management, 2 (34), 77–87 [in Ukrainian].

6. Naugolnyk, L.B. (2015). Psyhologiya stresu : pidruchnyk [Psychology of stress : a textbook]. Lviv : Lvivskyj derzhavnyj universytet vnutrishnix sprav [in Ukrainian].

7. Nikitin, Yu.O., & Rukas-Pasichnyk, V.G. (2014). Suchasni modeli ta mexanizmy’ motyvaciyi personalu ukrayins’kyx pidpry’yemstv [Modern models and mechanisms of staff motivation of Ukrainian enterprises]. Aktualni problemy ekonomiky – Actual problems of the economy, 4, 238–246 [in Ukrainian].

8. Podolchak N.Yu., & Dorosh I.M. (2015). Osoblyvosti motyvuvannya konstruktyvnogo vyrishennya profesijnyx stresiv na pidpryyemstvax [Features of motivation of constructive solution of professional stresses at enterprises]. Efektyvna ekonomika (electronic journal) – Efficient economy, 1. Retrieved from: http://www.economy.nayka.com. ua/?op=1&z=3717 (accessed: 08.01.2024) [in Ukrainian].

9. Ivanytska, S., Ivanytska, І., Galayda, Т., & Tenytska, N. (2018). Stress Management and its Application in Problems Solution for Managers Professional Burnout at Machinebuilding Companies in Ukraine. International Journal of Engineering & Technology, 7 (4.8), 831–836 [in English].

10. Srivastava, R. (2018). Salespeople Stress and How Should They Cope With It To Avoid the Burnout. SocioEconomic Challenges, 3 (2), 59–65 [in English].

11. Tran, C.T.H., Tran, H.T.M., Nguyen, H.T.N., Mach, D.N., Phan, H.S.P., & Mujtaba, B.G. (2020). Stress Management in the Modern Workplace and the Role of Human Resource Professionals. Business Ethics and Leadership, 4(2), 26-40 https://doi.org/10.21272/bel.4(2).26-40.2020 [in English].

12. Zinn, I., & Hofmeister, H. (2022). The gender order in action: Consistent evidence from two distinct workplace settings. J. Gend. Stud. 31, 941–955 [in English].

Svitlana Fedorenko, Kateryna Zhurba, Olena Shepeleva VALUE-INTEGRATIVE CONTEXT OF FORMING GLOBAL COMPETENCE IN HIGH SCHOOL YOUTH: INTERNATIONAL EDUCATIONAL INITIATIVES

(2024) Science and education, 1, 40-46. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-1-7

Svitlana Fedorenko,
Doctor of Pedagogy, Professor,
Chief Research Officer,
laboratory of moral, civic and intercultural education,
Institute of Problems on Education
National Academy of Educational Sciences of Ukraine,
9, M. Berlinskoho, Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0001-8517-9975

Kateryna Zhurba,
Doctor of Pedagogy, Professor,
Head of the laboratory of national and patriotic education,
Institute of Problems on Education
National Academy of Educational Sciences of Ukraine,
9, M. Berlinskoho, Str., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-3854-4033

Olena Shepeleva,
Senior Teacher
Department of English for Humanities,
Faculty of Linguistics,
National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute”
37, Beresteyskyi Ave., Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0003-4260-0840

VALUE-INTEGRATIVE CONTEXT OF FORMING GLOBAL COMPETENCE IN

HIGH SCHOOL YOUTH: INTERNATIONAL EDUCATIONAL INITIATIVES

SUMMARY:

The article attempts to interpret the potential of international educational initiatives for the formation of global competence of schoolchildren. The purpose of the article is to highlight the main directions of international educational initiatives regarding the formation of global competence of schoolchildren. The realization of this purpose involved solving the following tasks: to analyze, conceptualize and generalize scholarly and pedagogical sources on existing international educational initiatives in the field of forming the global competence of student youth; characterize the value-integrative specifics of educational and methodological support developed by various international organizations, aimed at forming the global competence of schoolchildren. Research methods. In the research, a complex of general scientific methods was applied: analysis, synthesis, induction, deduction and generalization. Elucidation of theoretical provisions and formulation of conclusions was carried out on the basis of the study and systematization of primary sources on the issue under study. Research results. It is noted that in the 21st century, students should not only know about global problems, but also possess the skills necessary to ensure individual and collective well-being. The global nature of today's education in curricula developed with the support of various international organizations is primarily determined by going beyond the boundaries of disciplines, i.e., characterized by growing interdisciplinary integration. At the same time, the valuable component, namely, spiritual and moral development as a target orientation of modern education, plays an important role in the formation of global competence of schoolchildren. It was concluded that in today's rapidly changing world, more and more international educational initiatives are aimed at developing the global competence of high school students. Sharp distinctions between “local”, “national”, and “global” contexts are blurring in the face of new institutions and technologies that transcend the boundaries of modern nation-states. Therefore, today, international educational initiatives, implemented by the foundations such as the International Baccalaureate, the Organization for Economic Co-operation and Development and many others, create curricula and promote global engagement that provide young people with a better understanding of language and culture, encourage them to explore global and local issues, and to address humanity’s greatest challenges in the classroom and beyond. It is emphasized that such global education spreads educational standards and practices regarding the philosophy and organization of the educational process aimed at developing awareness, perspectives and commitments necessary for global interaction, which in general contributes to the effective formation of global competence of student youth.

KEYWORDS:

global competence, global education, global engagement, curriculum, interdisciplinary integration, values, learning achievements of high school students, student youth, international educational initiatives.

FULL TEXT:

REFERENCES:
1. Fedorenko, S.V. (2017). Teoriya i metodyka formuvannya humanitarnoyi kultury studentiv vyshchykh navchalnykh zakladiv SSHA [Theory and methods of formation of liberal humanistic culture of students of higher educational institutions of the USA]. Doctor’s thesis. Kyiv [in Ukrainian].

2. Bennett, M. (2013). Basic concepts of intercultural communication: Paradigms, principles, & practices. Boston, MA: Intercultural Press [in English].

3. Boix Mansilla, V. (2016). How to be a global thinker. Educational Leadership, 74(4), 10–16 [in English].

4. Chandir, H. (2022). Student responses on the survey of global competence in PISA 2018. Discourse Studies in the Cultural Politics of Education, 43(4), 526–542 [in English].

5. Deardorff, D.K. (2009). Implementing Intercultural Competence Assessment. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence (pp. 477–491). Sage, Thousand Oaks [in English].

6. Gándara, F., Reeves, A., & Schmenner, D. (2021). Global mindedness in International Baccalaureate schools. Bethesda, MD, USA. International. Baccalaureate. Retrieved from: https://www.ibo.org/globalassets/new-structure/ research/pdfs/global-mindedness-final-report.pdf [in English].

7. Hacking, E., Blackmore, C., Bullock, K., Bunnell, T., Donnelly, M., & Martin, S. (2016). The international mindedness journey: school practices for developing and assessing international mindedness across the IB continuum. University of Bath [in English].

8. International Baccalaureate. (2017). What is an IB education? International Baccalaureate Organisation Publishing, Retrieved from: https://www.ibo.org/globalassets/ digital-toolkit/brochures/corporate-brochure-en.pdf [in English].

9. Merryfield, M., Augustine, T., & Choi, M. (2012). Teacher thinking on developing informed and engaged students for a globally connected world: report on the study. International Baccalaureate [in English].

10. Maurett, M.-T. (1948). Techniques d'Education Pour La Paix. Existent-elles? Réponse a une d’Unesco, École Internationale de Genève, 1948. Retrieved from: https://issuu. com/feig/docs/techniques_d_education_pour_la_paix_mt_ maurette [in French].

11. OECD. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. OECD Publishing. Retrieved from: www.oecd. org/pisa/Handbook-PISA-2018-Global-Competence.pdf [in English].

12. OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. Paris: PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en [in English].

13. Shanker, A., Hinton, C., & Cheung, L. (2019). Developing Students Global Competence: An International Research Study. Research Schools International and Round Sqaure. Retrieved from: https://www.roundsquare.org/ wp-content/uploads/2019/11/RS-RSI-Global-Competence- Report_13-11-19.pdf [in English].

14. Thompson, L. (2021). Unpacking a model of global citizenship and intercultural understanding for our sustainability and well-being. Council of International Schools. Retrieved from: https://www.cois.org/about-cis/ perspectives-blog /blogpost/~board/perspectives-blog/post/ unpacking-a-model-of-global-citizenship-andinterculturalunderstanding- for-our-sustainability-and-well-being [in English].

Lesia Serman, Inna Suleimanova, Olexandra Medeichuk, Taras Serman THE INTEGRATION OF THE CHAT GPT BOT INTO THE PROCESS OF LEARNING ENGLISH

(2024) Science and education, 1, 32-39. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-1-6

Lesia Serman,
Candidate of Pedagogical Sciences,
Senior Lecturer at the Department of Foreign Languages,
Vasyl Stefanyk Precarpathian National University
57 Shevchenko St., Ivano-Frankivsk, Ukraine
SSU “Ivano-Frankivsk Professional College of Physical Education of the National University of Physical
Education and Sports of Ukraine”
142-a Hetman Mazepa St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0000-0001-7840-701X

Inna Suleimanova,
Lecturer at the Department of Foreign Languages,
SSU “Ivano-Frankivsk Professional College of Physical Education of the National University of Physical
Education and Sports of Ukraine”
142-a Hetman Mazepa St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0009-0001-4661-7562

Olexandra Medeichuk,
Assistant Professor at the Department of Philology and Translation
King Danylo University
35 Eugene Konovalets St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0009-0003-2228-54300

Taras Serman,
Candidate of Pedagogical Sciences,
Senior Lecturer at the Department of Physical Education
Vasyl Stefanyk Precarpathian National University
57 Shevchenko St., Ivano-Frankivsk, Ukraine
ORCID ID: https://orcid.org/0000-0002-7836-3085

THE INTEGRATION OF THE CHAT GPT BOT INTO THE PROCESS OF LEARNING ENGLISH

SUMMARY:

The integration of the Chat GPT bot into the process of learning English is studied in this article. The peculiarities of using the Chat GPT bot such as advantages, disadvantages and the need for a balanced approach are analyzed. The need for careful analysis before implementing the Chat GPT bot in educational institutions and constant training to ensure its effective use is determined. The main advantages of a chatbot for education are outlined. Chat GPT, a group texting platform can improve student motivation and engagement through real-time collaboration and communication. It also helps develop digital communication skills. Chat GPT can improve English learning by improving skills, reducing language barriers and providing a personalized learning process. It can also make learning fun and cost-effective. Chat GPT supports a variety of learning styles and tracks students’ progress. The flexibility and versatility of the chat allows you to use it from different devices, which makes it ideal for distance learning. The negative aspect of Chat GPT is considered as well. While generating unique texts and helping in research, it reduces social interaction, causes technical problems, leads to misunderstandings, lacks structure, offers limited support and practical experience, it can overload digital devices, deteriorate the learning environment, create a technological dependency and limit feedback time. The research has found that each platform has its advantages and disadvantages, and it is important to clearly define the tasks for optimal learning. The learning process should prioritize the educational aspect, teaching students that AI requires continuous learning to remain competitive. Chat GPT can facilitate collaboration between teachers and students, highlighting the importance of artificial intelligence in education.

KEYWORDS:

Chat GPT, communication tool, Open AI, digital communication, learning atmosphere.

FULL TEXT:

REFERENCES:
1. Akopiants, N.M. (2023). Vykorystannia Chat GPT v protsesi vyvchennia anhliiskoi movy: perevahy ta mozhlyvosti [Using Chat GPT in the English Learning Process: Benefits and Opportunities]. Visnyk Natsionalnoho tekhnichnoho universytetu «KhPI». Seriia: Aktualni problemy rozvytku ukrainskoho suspilstva. № 1. p. 69–72. https://doi.org/10.20998/2227-6890. 2023.1.13 (data zvernennia: 26.01.2024) [in Ukrainian].

2. Koval, O. Zrobit ChatGPT svoim asystentom: yak uchyteliu vykorystovuvaty shtuchnyi intelekt dlia urokiv [Make ChatGPT Your Assistant: How a Teacher Can Use Artificial Intelligence for Lessons]. Osvitoriia Media. Retrieved from: https://osvitoria.media/experience/ zrobit-chatgpt-svoyim-asystentom-yak-uchytelyuvykorystovuvaty- shtuchnyj-intelekt-dlya-urokiv/ (data zvernennia: 22.02.2024) [in Ukrainian].

3. Koval, O. Shcho take ChatGPT ta yak vin zminyt osvitu? [ What is ChatGPT and how will it change education?]. Osvitoriia Media. Retrieved from: https://osvitoria.media/ experience/kontrolnu-napyshe-shtuchnyj-intelekt-shhotake- chatgpt-ta-yak-vin-zminyt-osvitu/ (data zvernennia: 21.02.2024) [in Ukrainian].

4. Melnyk, A. Vykorystannia chat-botu Shat GPT u praktychnii movnii pidhotovtsi maibutnikh vykladachiv anhliiskoi movy [The use of the GPT chatbot in practical language training of future English teachers]. Visnyk Natsionalnoho universytetu "Chernihivskyi kolehium" imeni T. H. Shevchenka. https://doi.org/10.58407/visnik.232117 (data zvernennia: 28.01.2024) [in Ukrainian].

5. Pokotylo, P. (2023). Vykorystannia Chat GPT v yakosti dodatku dlia dystantsiinoho vyvchennia anhliiskoi movy [Using Chat GPT as an app for learning English remotely]. Osvitolohichnyi dyskurs. № 3 (42). https:// doi.org/10.28925/2312-5829.2023.36 (data zvernennia: 26.01.2024) [in Ukrainian].

6. Tytova, M. Chat-bot GPT dlia vyvchennia anhliiskoi [GPT chatbot for learning English]. Englishprime. Retrieved from: https://englishprime.ua/uk/chat-bot-gpt/ (data zvernennia: 07.02.2024) [in Ukrainian].

7. Yak uchyteliu vykorystovuvaty shtuchnyi intelekt dlia urokiv [How a teacher can use artificial intelligence for lessons]. Alternatyvna osvita v Ukraini. Retrieved from: https://osvitanova.com.ua/posts/5906-yak-uchyteliuvykorystovuvaty- shtuchnyi-intelekt-dlia-urokiv (data zvernennia: 25.02.2024) [in Ukrainian].

8. Gatto, J. How To Use ChatGPT for Language Learning. LinkedIn. Retrieved from: https://www.linkedin.com/pulse/ how-use-chatgpt-language-learning-joe-gatto (date of access: 19.02.2024) [in English].

9. OpenAI. Chat GPT. Retrieved from: https://chat. openai.com/ (date of access: 26.01.2024) [in English].

10. V. Evans, J. Dooley, A. Wheeler. (2015). Fitness Training. United Kingdom : Express Publishing.120 p. [in English].

Anna Kovalenko THE IMPACT OF REGULAR PHYSICAL ACTIVITY ON THE EMOTIONAL STATE OF STUDENTS

(2024) Science and education, 1, 27-31. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-1-5

Anna Kovalenko,
Assistant of the Department of Psychology and Human Health,
Bila Tserkva National Agrarian University
Soborna Square, 8/1, Bila Tserkva, Ukraine,
ORCID ID: https://orcid.org/0009-0009-5114-7591

THE IMPACT OF REGULAR PHYSICAL ACTIVITY ON THE EMOTIONAL STATE OF STUDENTS

SUMMARY:

Preserving the mental health of young people is an extremely important task for modern society. The search for effective means of emotional support for students remains relevant. The article analyses the impact of systematic physical exercises on the emotional state of students. Prolonged stay at home due to distance learning has led to a significant decrease in the level of physical activity among students. Sedentary lifestyles and lack of physical activity have a negative impact on the health, well-being and quality of life of young people, causing additional stress and threatening not only physical but also mental well-being. Based on a review of the scientific literature, the article highlights the positive impact of regular exercise on psychoemotional health, including improved mood, reduced stress and depression, and increased self-esteem. In particular, physical activity contributes to the production of endorphins, the hormones of joy, which improves emotional well-being. It has been proven that the level of physical activity positively correlates with the well-being, activity and mood of students. Physical activity improves cognitive function, including cognitive performance, memory and cognitive flexibility. Sports can also improve students' psychological well-being by providing a positive mood, reducing symptoms of depression, improving self-esteem and developing social skills. In addition, sports can help regulate emotions and provide students with psychological comfort and self-discipline. Thus, regular sports activities can serve as an effective means of preventing emotional burnout and maintaining the psychological health of students. The rational organisation of students' physical activity, regular use of physical education in various forms of training is a key to preventing deterioration of their physical condition, performance and disease prevention.

KEYWORDS:

physical activity, motor activity, psychophysical state, emotional state, students.

FULL TEXT:

REFERENCES:
1. Arefʹyeva, L.P., Plyushchakova, O.V., Hancheva, V.I., & Honcharenko, V.I. (2021). Vplyv zaniat sportyvnymy ihramy na psykhofizychnyi stan studentiv [The influence of sports games on the psychophysical condition of students]. Naukovyy chasopys. Seriya №15. Naukovo-pedahohichni problemy fizychnoyi kulʹtury. Kyiv, 11 (143), 26–29 [in Ukrainian].

2. Bielikova, N.O., Kolesnyk, S.V., & Rudyk, O.P. (2021). Rukhova aktyvnist studentiv u perid karantynu z pryvodu COVID-19 [Physical activity of students during COVID-19 quarantine]. Materialy Mizhnarodnoi naukovo-praktychna konferentsiia «Fizychna kultura i sport v osvitnomu prostori: innovatsii ta perspektyvy rozvytku»), Polsha 5-6 marta 2021 r., 32–36 [in Ukrainian].

3. Demidova, O., & Hyda, S. (2019). Vplyv sektsiinykh zaniat z futbolu na adaptatsiini mozhlyvosti sertsevosudynnoi systemy orhanizmu studentiv [Influence of sectional football classes on the adaptive capabilities of the cardiovascular system of students' organism]. Sportyvnyi visnyk Prydniprovia, №4, 23–31 [in Ukrainian].

4. Kozub, O. (2020). Vplyv rehuliarnykh zaniat sportom na psykholohichnyi stan studentiv [The influence of regular sports on the psychological state of students]. Psykholohichnyy visnyk. 6(45), 88–93 [in Ukrainian].

5. Konova, L.A. (2009). Psykholohichna korektsiia poststresovoho stanu studentiv zasobamy fizychnoho vykhovannia [Psychological correction of the post-stress state of students by means of physical education]. Pedahohika, psykholohiya ta medyko-biolohichni problemy fizychnoho vykhovannya i sportu. 6, 80–83 [in Ukrainian].

6. Lysenko, L. (2019). Vplyv zaniat sportom na psykholohichnyi stan studentiv z riznym rivnem fizychnoi aktyvnosti [The influence of sports on the psychological state of students with different levels of physical activity]. Fizychna kulʹtura, sport ta zdorov'ya natsiyi. 2(59), 89–95 [in Ukrainian].

7. Moskalenko, N., Pichurin, V., & Hvozdak, A. (2018). Psykhofizychna pidhotovka zdobuvachiv inzhenernykh spetsialnostei u protsesi fizychnoho vykhovannia [Psychophysical training of engineering students in the process of physical education]. Sportyvnyi visnyk Prydniprovia, №2, 81–86 [in Ukrainian].

8. Moskalenko, N.V., Korzh, N.L., & Yelisieieva, D.S. (2017). Orhanizatsiia samostiinykh zaniat z fizychnoho vykhovannia uchnivskoi ta studentskoi molodi [Organisation of independent physical education classes for pupils and students]: monohrafiia. Dnipro: Innovatsiia [in Ukrainian].

9. Pavlos, R., Kuspysh, O., Nezghoda, S., & Havrylenko, M. (2021). Dydaktychnyi potentsial zaniat fizychnoho vykhovannia u zabezpechenni fizychnoi aktyvnosti studentiv ZVO na karantyni [Didactic potential of physical education classes in ensuring physical activity of university students in quarantine]. Hirska shkola Ukrainskykh Karpat, (24), 95–99 [in Ukrainian].

10. Perekopsky, S. (2016). Vplyv rukhovoi aktyvnosti na emotsiinyi stan studentiv [The influence of motor activity on the emotional state of students]. Pedahohichni nauky: teoriya, istoriya, innovatsiyni tekhnolohiyi. № 3 (57). Р. 246–253 [in Ukrainian].

11. Petrenko, O. (2019). Vplyv fizychnoi aktyvnosti na emotsiinyi stan studentiv [The influence of physical activity on the emotional state of students]. Naukovyy visnyk Lʹvivsʹkoho natsionalʹnoho universytetu im. Ivana Franka. Seriya: Pedahohika ta psykholohiya. 42(1), 169–175 [in Ukrainian].

12. Pichurin, V.V. (2015). Psykholohichna i psykhofizychna pidhotovka yak faktor znyzhennia osobystisnoi tryvozhnosti u studentiv [Psychological and psychophysical training as a factor in reducing personal anxiety in students]. Pedahohika, psykholohiia ta medykobiolohichni problemy fizychnoho vykhovannia i sportu, № 3, 46–52 [in Ukrainian]. 13. Stadnyk, V. (2022). Pedahohichni osnovy psykholohichnoho zabezpechennia protsesu fizychnoho vykhovannia zdobuvachiv vyshchoi osvity v umovakh voiennoho stanu [Pedagogical foundations of psychological support of the process of physical education of students of higher education in the conditions of martial law]. Innovatyka u vykhovanni. 16, 132–139 [in Ukrainian].

14. Stepanova, I., Kovtun, A., Afanasev, S., Kosheleva, O., & Demidova, O. (2022). The impact of physical education means on psycho-emotional state of the student affected by the anti-terrorist operation, joined forces operation. Sports Bulletin of the Dnieper Region. № 2, 118–126.

Iryna Kniazheva, Li Lingyi ACMEOLOGICAL AND REFLECTIVE APPROACH AS A METHODOLOGICAL FOUNDATION OF THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF ART SPECIALTIES

(2024) Science and education, 1, 22-26. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2024-1-4

Iryna Kniazheva,
Doctor of Pedagogy, Professor,
Head of the department of pedagogy,
South Ukrainian National Pedagogical
University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0000-0001-8395-6902

Li Lingyi,
graduate student of the Department of Pedagogy,
South Ukrainian National Pedagogical
University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/ 0009-0008-4571-867X

ACMEOLOGICAL AND REFLECTIVE APPROACH AS A METHODOLOGICAL
FOUNDATION OF THE PROFESSIONAL TRAINING OF FUTURE TEACHERS
OF ART SPECIALTIES

SUMMARY:

Modern education is constantly being improved, and along with it, the requirements for pedagogical training are also changing. In the context of the professional training of future teachers of art specialties, acmeological and reflective approaches are given special importance, which become the methodological basis of their professional training. The acmeological approach in education is based on taking into account the individual characteristics of students of education, their potential and readiness for self-improvement. In the process of training future teachers of art specialties, this approach allows identifying and developing the talents and creative abilities of everyone, helps students understand their own need for improvement, contributes to the development of self-realization and independence, gives them the opportunity to independently determine their goals and ways of achieving success in future pedagogical activities. A reflective approach focuses on continuous self-improvement, analysis of one's own actions, personal and professional growth, acquisition of vital and professionally significant competencies. An important element of the professional training of future teachers of art specialties is the ability to critically evaluate one's own artistic and pedagogical practice, to look for ways of improvement and to adapt one's teaching methods to the needs of the modern artistic environment. A reflective approach creates conditions for enriching the professional experience of future teachers, identifying strong and weak aspects of their work, as well as developing a personal strategy for further development. The combination of acmeological and reflective approaches in the professional training of future teachers of art specialties opens wide opportunities for their successful personal development and professional growth. Taking into account the individual needs of each student, constant reflection on their own activities and the search for ways of self-improvement make it possible to prepare competent, highly qualified and creative teachers who are able to effectively implement their knowledge and skills in the practice of art education.

KEYWORDS:

professional training, future teachers, art majors, methodological background, acmeological approach, reflective approach, artistic environment, art education, students of education, competence.

FULL TEXT:

REFERENCES:
1. Dubaseniuk, O.A. (2018). Akmeolohichni zasady neperervnoi profesiinoi pidhotovky maibutnikh pedahohiv [Acmeological principles of continuous professional training of future teachers]. Teoriia ta metodyka profesiino-pedahohichnoi pidhotovky osvitianskykh kadriv: akmeolohichni aspekty: monohrafiia. Kyiv: Vyd-vo NPU imeni M. P. Drahomanova. 59–122 [in Ukrainian].

2. Kalaur, S.M., & Oleksiuk, N.S. (2012). Dotsilnist vykorystannia akmeolohichnoho pidkhodu dlia samorealizatsii maibutnoho fakhivtsia [The expediency of using the acmeological approach for self-realization of the future specialist]. Naukovi zapysky. Seriia «Psykholohopedahohichni nauky». 4. 83–86. Nizhyn [in Ukrainian].

3. Kniazheva, I.A. (2019). Pedahohichna refleksiia yak chynnyk profesiinoho stanovlennia maibutnikh vykhovateliv zakladiv doshkilnoi osvity [Pedagogical reflection as a factor in the professional development of future teachers of preschool education institutions]. Naukovyi visnyk Mykolaivskoho natsionalnoho universytetu imeni V. O. Sukhomlynskoho. Pedahohichni nauky. 2 (65). 135–139 [in Ukrainian].

4. Lytvynenko, S.A., & Yamnytskyi, V.M. (2014). Formuvannia refleksyvnoi kompetentnosti u profesiinii pidhotovtsi maibutnikh psykholohiv [Formation of reflexive competence in the professional training of future psychologists]. Nauka i osvita. 10. 115−119 [in Ukrainian].

5. Myroshnyk, O.H. (2016). Kontseptsii pedahohichnoi refleksii u psykholohichnykh doslidzhenniakh [Concepts of pedagogical reflection in psychological research]. Psykholohiia i osobystist. 2 (10). Ch.1. 189−199 [in Ukrainian].

6. Rudnytska, O. P. (2010). Metodolohiia mystetskoi osvity [Methodology of art education]. Mystetska osvita v Ukraini: teoriia i praktyka; zah. red. O. V. Mykhailychenko, redaktor H. Yu. Nikolai. Sumy: SumDPU im. A. S. Makarenka. 4–39 [in Ukrainian].

7. Sydorchuk, N. H. (2022). Akmeolohichni zasady profesiinoi pidhotovky maibutnikh uchyteliv [Аcmeological principles of professional training of future teachers]. Visnyk Zhytomyrskoho derzhavnoho universytetu imeni Ivana Franka. Pedahohichni nauky. 3 (110). 200–214 [in Ukrainian].

8. Fedorov, V.D. (2010). Psykholinhvistychnyi rakurs poniattia akmeolohii. [Psycholinguistic angle of the concept of acmeology]. Akmeolohiia v Ukraini: teoriia i praktyka. 1. 27–39 [in Ukrainian].

9. Herzog, W. (2015). Reflexive Praktika in der Lehrerinnen- und Lehrerbildung. [in German].