(2017) Science and education, 4, 137-142. Odessa.

Anzhela Budnik,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Slavic Linguistics,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odessa, Ukraine

LANGUAGE PORTFOLIO IN TEACHING
UKRAINIAN AS A FOREIGN LANGUAGE

The choice of the research topic is determined by several factors: the necessity to find effective means of evaluating various kinds of work, the necessity to acquire and organise necessary knowledge by international students themselves in order to be able to solve communication problems according to situations. The paper aims to provide theoretical substantiation of the model of language portfolio used as a complementary tool for monitoring and assessment of international students’ academic performance when learning Ukrainian as a foreign language. Research methods involved consideration of methodological and psycho-pedagogical literature, legal documents, their analysis and synthesis; generalisation of scientific developments, lesson observation, pedagogical modelling, sociological methods. A language portfolio of an international students consists of contents, the portfolio itself with the list of its principal elements, introduction with clear formulated aim and objectives, brief description of the language portfolio, a student’s self-analysis and self-evaluation of the work done. The use of language portfolio method in work with international students is quite effective, as it develops critical and creative thinking, capacity for self-analysis, ability to use scientific literature, choose authentic texts corresponding to a communicative aim.

European Language Portfolio, language portfolio, components of a language portfolio, Common European Framework of Reference for Languages, levels of language proficiency, kinds of language activity, principles of communicative teaching, reflection, Ukrainian as a foreign language.

1. Budnik, A. & Khyzhniak, I. (2016). Linghvodydaktychni zasady vykorystannia metodu portfolio v navchanni inozemnykh studentiv [Linguodidactic principles of portfolio method use in teaching foreign students]. Ucrainica VII. Současná Ukrajinistika. Problémy jazyka, literatury a kultury – Contemporary Ukrainian studies. Issues of language, literature and culture. (pp. 572-578) [in Ukrainian].
2. Trostynska, O., & Ushakova, N. (Eds.). (2009). Yedyna typova navchalna prohrama z ukrainskoi movy dlia studentiv-inozemtsiv osnovnykh fakultetiv nefilolohichnoho profiliu vyshchykh navchalnykh zakladiv Ukrainy III-IV rivniv akredytatsii [Integrated typical curriculum in Ukrainian for foreign students studying at non-philological faculties of higher educational institutions of Ukraine]. Kyiv: NTUU “KPU” [in Ukrainian].
3. Nikolaiev, S. (Ed.). (2003). Zahalnoievropeiski rekomendatsii z movnoi osvity: vyvchennia, vykladannia, otsiniuvannia [Common European framework of reference for languages: learning, teaching, assessment]. Kyiv: Lenvit [in Ukrainian].
4. Nikolaieva, N., Bondarieva, N., Demianiuk, A. et al. (Eds.). (2003). Zahalnoosvitnii standart z ukrainskoi movy yak inozemnoi (rivni: A1, A2; B1, B2; C1) [General educational standard for Ukrainian as a foreign language (levels A1, A2; B1, B2; C1)]. Retrieved from: http://old.mon.gov.ua/ua/activity/education/1410876247 / [in Ukrainian].
5. Ushakova, N., & Dubichynskyi, V. (Eds.) (2011). Kontseptsiia movnoi pidhotovky inozemtsiv u VNZ Ukrainy [The conception of language training of foreigners in Ukrainian Universities]. Vykladannia mov u vyshchykh navchalnykh zakladakh osvity na suchasnomu etapi. Mizhpredmetni zviazky. Naukovi doslidzhennia. Dosvid. Poshuky: zbirnyk naukovykh prats. – The teaching of languages in higher educational institutions today. Intersubject links. Scientific research. Experience. Search: Collection of scientific papers, 19, 136-146 [in Ukrainian].
6. Koriakovtseva, N. F. (2002). Sovremennaya metodika organizatsii samostoyatelnoy raboty izuchaiushchikh inostrannyy yazyk [Modern methods of organizing independent work of foreign language learners]. Moscow: ARKTI [in Russian].
7. Passov, Ye. I. (2015). Teoriya metodiki. Inoyazychnoe obrazovanie: organizatsiya i upravlenie [Theory of methodology. Foreign-language education: organization and management]. (Vols. 1). Lipetsk: Tipografiia [in Russian].
8. Novikova, T., & Pinskaya, M. (Eds.). (2004). Portfolio v zarubezhnoy obrazovatelnoy praktike [Portfolio in foreign educational practice]. Voprosy obrazovaniya – Educational issues, 3, 201-238 [in Russian].
9. Fateyeva, I. A., & Kanatnikova, T. (2012). Metod “portfolio” kak prioritetnaya innovatsionnaya tekhnologiya v obrazovanii: preyemstvennost mezhdu sredney shkoloy i vuzom [Portfolio method as a priority innovative technology in education: continuity between secondary school and university]. Molodoi uchenyi – The young scientist, 12, 526-528 [in Russian].
10. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. (n.d.). Strasbourg: Language Policy Unit. Retrieved from: www.coe.int/lang-CEFR [in English].
11. Oliinyk, T. (2005). Portfolio for young learners: objectives, structure and types. Reaching out to children: All-Ukrainian scientific and practical conference. Conference abstracts. (pp. 47-49). Horlivka: Vydavnytstvo Horlivskoho derzhavnoho pedahohichnoho instytutu inozemnykh mov [in English].
12. Savignon, S. J. (2002). Communicative language teaching: Linguistic theory and classroom practice, interpreting communicative language teaching. New Haven: Yale University Press [in English].

(2017) Science and education, 4, 147-152. Odessa.

Olena Balashova,
President of International Charitable Foundation “Inshe Zhyttia”,
30/35, Shelkovichna Str., Kyiv, Ukraine

IMPLEMENTATION OF INCLUSION INTO UKRAINIAN EDUCATIONAL SPACE

The paper aims to present the results of assessing the modern state of inclusive education implementation, pedagogues’ and parents’ personal readiness for it. Inclusive education is not considered as a particular type or level of education, it is a new organization of the educational process. Inclusive education can be carried out during the implementation of educational programs at all levels of basic education, it is important that each student is provided with all necessary conditions, all students study together. In order to determine the current state of inclusive education implementation in Ukraine an experimental study was conducted that included surveys of direct participants of the educational process – teachers of secondary schools in Kyiv, Odessa, parents of children with special educational needs (SEN) and parents of “normal” children. The total number of participants in the experiment was 480 people (parents of children with SEN, parents of healthy children, teachers, representatives of educational institutions’ administration, psychologists, social workers, leaders of clubs). According to the data obtained, it can be stated that being aware of the inclusive education content, the respondents mention a low level of inclusion in Ukrainian educational institutions. A barrier-free environment can be considered as a prerequisite for inclusive education development. Schools and preschools built in recent years, do not fully meet the requirements of a barrierfree environment, more often the adaptive learning environment is formed. One of the conditions for the success of inclusive education development is tolerant attitude of the society to people with special needs. Development of partnership with students’ parents is an essential precondition that requires further consideration and elaboration of various cooperation forms, such as workshops, seminars, round tables, weekend clubs and others. The importance of institution’s social and psychological services is extremely important, at the same time, the importance of specialists in this field in the process of inclusion requires qualitative changes, including psychological and pedagogical support of the educational process.

inclusion, inclusive education, children with special educational needs, barriers, factors.

1. Ekzhanova, E. A. (2010). Ot integratsii k inkliuzii [From integration to inclusion]. Shkolnyi psikholog – School psychologist, 16, 34-37 [in Russian].
2. Kolupaieva, А. А., Sofii, N. Z., Naida, Yu. M. & Danylenko, L. I. (2010). Inkliuzyvna shkola: osoblyvosti orhanizatsiyi ta upravlinnia [Inclusive school: organization and management features]. Kyiv: FO-P I. S. Parashyn [in Ukrаіnian].
3. Kolupaieva, A. A. & Savchuk, L. O. (2010). Dity z osoblyvymy osvitnimy potrebamy ta orhanizatsiia yikh navchannia [Children with special educational needs and organization of their training]. Kyiv: Naukovyi svit [in Ukrаіnian].
4. Bondar, V. I. (2003) Spetsialna pedahohika: poniatiino-terminolohichnyi slovnyk [Special education: concepts and terminology reference book]. Luhansk: Alma-mater [in Ukrаіnian].
5. Voronova, S. V., Malyk, M. V., Sakaliuk, O. A., Todorova, M. N., Torhan, M. N., Chernenko, N. N. et al. (2014). Upravleniie pedagogicheskimi innovatsiiami v inkliuzivnom obrazovanii [Management of pedagogical innovations in inclusive education]. Odessa: PNPU im. K. D. Ushynskogo [in Russian].

(2017) Science and education, 4, 143-147. Odessa.

Olena Buzduhan,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Family and Special Pedagogy and Psychology,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odessa, Ukraine

INTERACTION OF PRESCHOOL EDUCATIONAL INSTITUTION AND
FAMILY IN MORAL EDUCATION OF SENIOR PRESCHOOL CHILDREN

The article is dedicated to the research of features of interaction of a preschool educational institution and a family in moral education of senior preschool children; to determination of priority forms and methods of training and education in the work of specialists of preschool education. The article reveals the essence of the interaction between a preschool educational institution and a family. The tasks of interaction of preschool educational institutions and families in moral education of senior preschoolers have been defined and realized. According to defined tasks, the system of measures for their implementation has been developed. Unified approaches in the organization of moral education of children through the involvement of the latter into moral values in different types of activity have been defined.

moral education, interaction, preschool educational institution, family, senior preschool children.

1. Bekh, I. (1992). Psikhologicheskiye osnovy nravstvennogo razvitiya lichnosti [Psychological bases of moral development of a personality]. Extended abstract of doctor’s thesis. Kiyv: Pedahohichnyi institut imeni M. P. Dragomanova [in Russian].
2. Vashchenko, H. (1994). Vykhovnyi ideal [Educational ideal]. Poltava: Poltavskyi visnyk [in Ukrainian].
3. Bielienka, H. V., Bielkina, E. V., Bohinich, O. L., Bohdanets-Biloskalenko, N. I., Vasylieva, S. A., Vashulenko, M. S. et al. (2012). Dytyna: Prohrama vykhovannia i navchannia ditei vid dvokh do semy rokiv [A child: The program of education and training of children from two to seven]. 3 rd ed., rev. Kyiv: Kyivskyi universytet imeni B. Hrinchenka [in Ukrainian].
4. Dubrova, V. (1997). Teoretiko-metodicheskiye osnovy vzaimodeystviya detskogo sada s semyey [Theoretical and methodological bases of interaction of a kindergarten with a family]. Minsk: Izdatelskaya firma “Vozrozhdeniye” [in Russian].
5. Zakon Ukrainy “Pro osvitu”: redaktsiia vid 19.02.2016 №1060-XII [Law of Ukraine “On education” dated February, 19, 2016, No. 1060-XII]. Retrieved from: http://zakon3.rada.gov.ua/laws/show/1060-12/page3 [in Ukrainian].
6. Krupska, N. (1965). Pedahohichni tvory: Doshkilne vykhovannia. Pytannia simeinoho vykhovannia i pobutu [Pedagogical works: Preschool education. Issues of family education and life]. (Vols. 6). Kyiv: Radianska shkola [in Ukrainian].
7. Nechayeva, V. G., Markova, T. A., Zhukovskaya, R. I. et al. (1984). Nravstvennoye vospitaniye v detskom sadu [Moral education in kindergarten]. V. G. Nechayeva, T. A. Markova (Eds.). 3rd ed., rev. Moscow: Prosvescheniye [in Russian].
8. Pestalotstsi, I. (1981). Izbrannyye pedagogicheskie sochineniya: [Selected pedagogical works]. (Vol. 1). Moscow: Pedagogika [in Russian].
9. Stelmakhovych, M. (1996). Ukrainska rodynna pedahohika [Ukrainian family pedagogy]. Kyiv: ISDO [in Ukrainian].
10. Ushinskiy, K. (1974). Chelovek kak predmet vospitaniya: Opyt pedagogicheskoy antropologii [A person as a subject of education: Experience of pedagogical anthropology]. Moscow: Pedagogika [in Russian].

(2017) Science and education, 4, 153-159. Odessa.

Anatolii Solonenko,
Doctor of Biology, associate professor, Department of Botany and Landscape Architecture,
rector of Melitopol Bohdan Khmelnytskyi State Pedagogical University,
20, Hetmanska Str., Melitopol, Ukraine,
Olha Poznanska,
Head of the Bureau on the Questions of Special Inspection and Lustration of Government
of the Staff Department of Ministry of Education and Science of Ukraine,
10, Peremohy Avenue, Kyiv, Ukraine,
Yulia Popeleshko,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Pedagogy and Pedagogical Mastery,
Melitopol Bohdan Khmelnytskyi State Pedagogical University,
20, Hetmanska Str., Melitopol, Ukraine,

SCIENTIFIC AND METHODOLOGICAL CONTEXT OF THE ISSUE OF TUTORS’
PROFESSIONAL TRAINING IN THE HIGHER EDUCATION SYSTEM OF UKRAINE

The article reveals the problem of tutors' professional training in the higher education system of Ukraine. According to the plan of research work of scientific-pedagogical project “Tutor School of Excellence” on the basis of Melitopol Bohdan Khmelnytskyi State Pedagogical University the diagnostics of scientific and pedagogical staff readiness for innovation was carried out. 186 people participated in the study who were divided into two experimental groups (EG 1.1 and EG 1.2) and two control groups (CG 1.1 and CG 1.2). The research work consisted of three stages: explorative-theoretical, experimental, and consolidating. In order to determine the readiness for innovative activity of the teaching staff the questionnaires and diagnostic techniques “The methods of determining the teacher’s ability to self-development” (by I. Dychkivska), “The map of pedagogical evaluation (selfevaluation) of teacher’s ability to innovate activity” (O. Marmaza) were used. The results of the research proved that the system of tutors’ training should involve three interconnected blocks: the target, content-operational and resulting ones. The analysis of the results of the formative experiment has shown that in experimental groups, where the purposeful professional training of pedagogues for tutor activity was delivered, the overall index of the level of readiness for this type of activity increased from low to high. In the control groups it has increased from low to medium. In terms of higher education modernization in Ukraine, the creation of conditions for the organization of the innovation process is essential. This requires the training of tutors who will acquire the skills of facilitation and tutor excellence. Thus, in the process of transition of educational institutions into a new qualitative state of functioning, the leading role belongs to the development and implementation of pedagogical innovations, by efforts of professionally competent, psychologically well-prepared, creative teaching staff in collaboration with scientists. Moreover, this process of practice and theory interconnection in pedagogy is inseparable.

tutor, tutor activity, pedagogical innovations, training, competence.

1. Lytvynenko, T. A. (2012). Indyvidualizatsiia v osvitnomu protsesi: shliakhy tiutorskoi dopomohy v pryvatnykh navchalnykh zakladakh [Individualization in the educational process: ways of tutor support in private educational institutions]. Humanitarnyi visnyk ZDIA – Humanitarian Newsletter ZSIA, 50, 165-172 [in Ukrainian].
2. Marmaza, О. І. (2006). Stratehichne upravlinnia: traiektoriia uspikhu [Strategic management: trajectory of success]. Kharkiv: Osnova [in Ukrainian].
3. Modernization of education in Ukraine. Analytic review of results of all-Ukrainian inquiry of comprehensive school headmasters in 2004 (10 th ed.). (2004). Kyiv: К.І.С.
4. Nakaz Ministerstva osvity i nauky Ukrainy vid 07.11.2000 r. № 522 «Polozhennia pro poriadok zdiisnennia innovatsiinoi osvitnoi diialnosti» [Order of the Ministry of Education and Science of Ukraine of 07.11.2000, No. 522 «Regulation on the Procedure of Innovative Educational Activity»]. (n.d.). Retrieved from: http://zakon4.rada.gov.ua/laws/show/z0946-00 [in Ukrainian].
5. Pavliutenkov, Ye. M. (2011). Mystetstvo upravlinnia shkoloiu [The art of school management]. Kharkiv: Osnova [in Ukrainian].
6. Pakhomova, T. (2012). Shliakhy vprovadzhennia tiutorskoi systemy osvity u zarubizhnykh krainakh [The ways of implementing tutor system of education in foreign countries]. Problemy pidhotovky suchasnoho vchytelia – Problems of modern teacher’s training, 5(P. 1), 220-224 [in Ukrainian].
7. Ukaz Prezydenta Ukrainy vid 17.04.2002 r. № 347 / 2002 «Pro Natsionalnu doktrynu rozvytku osvity» [Ukraine Presidential Decree of 17.04.2002 No. 347 / 2002 «On National Doctrine of education development»]. (n.d.). Retrieved from: http://zakon4.rada.gov.ua/laws/show/347/2002 [in Ukrainian].
8. Fullan, М. (2000). Syly zmin: vymiriuvannia hlybyny osvitnikh reform [Changes forces: measuring the depth of educational reforms]. Lviv: Litopys [in Ukrainian].