Scientific journal The Pedagogical Process: Theory and Practice

• №4, 2016
• Shramko Oksana
• Karelina Olena
• Familyarskaya Larissa
• Zagorodnya Alla
• Clopov Roman, Beskorovaynaya Larisa
• Kovaljsjkyj Roman
• Slipchuk Valentina
• Didenko Iryna
• Sysoieva Svetlana
• Batechko Nina
• Mospan Natalia
• Kohut Svitlana
• Yevtushenko Nataliia
• Tryhub Ilona
• Lynyov Vsevolod
• Karpenko Oresta
• Martynenko Svitlana, Shkarban Lyudmila
• Ovcharenko Natalia
• Lysenko Oleksandra
• Petrova Svitlana
• Olishevych Violetta
• Kulbashna Yaroslava, Tkachuk Olena
• Manyuk Lyubov
• Skyba Mariya
• Mayer Natalia
• Rzhevskaya Natalia
• Van Yatszyun
• Veremchuk Olena
• All Pages

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.2530

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.4451

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.5157

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.5761

Abstract 
The article presents the current trends in the preparation of students in higher education in the EU. These trends are identified on the basis of the analysis of legal documents (legal acts of primary and secondary law), which reflect the EU response to contemporary global changes in education: globalization and marketization. These processes require from higher education to provide new approaches to the training of students in accordance with labour market demands. With this in mind, the author focuses on the process of teacher training as well.
Keywords:  higher education;  labour market;  legal acts;  training of students;  the EU.

References

1. ACT of 27 July 2005 Law on Higher Education (Dziennik Ustaw). Official Journal of Laws of 2005, No.164, item 1365. Available at: http://www.nauka.gov.pl/g2/
oryginal/2013_12/d687905792f5ff6a3ecf84d7df4f8e57.pdf

2. 98/561/EC: Council Recommendation of 24 September 1998 on European cooperation in quality assurance in higher education. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1466423507695&uri=CELEX:31998H0561

3. Council Resolution of 17 December 1999 on «Into the new millennium»: developing new working procedures for European cooperation in the field of education and training. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1466423507695&uri=CELEX:32000Y0112(03)

4. Labour Market Regulation Act (ZUTD). Available at: https://www.ilo.org/dyn/natlex/docs/ELECTRONIC/89477/102807/F-392019526/Labour%20Market%20Regulation.pdf

5. Law on Higher Education for the Republic of Serbia. Available at: http://www.minoritycentre.org/sites/default/files/law-higher-education-serbia.pdf

6. Mos’pan N. V. (2014). Maybutnye profesiyi vchytelya v umovakh komertsializatsiyi vyshchoyi osvity v YeS [The future of the teaching profession in terms of the commercialization of higher education in the EU]. Visnyku ChNPU, #119, 163–167 (ukr).

7. Ognevyuk V., Sysoieva S. (2015). Training of educational experts in Ukraine: experimental interdisciplinary program. The advanced science journal (6), pp. 98-103, DOI: 10.15550/ASJ.2015.06.098

8. Regulation (EEC) No 1612/68 of the Council of 15 October 1968 on freedom of movement for workers within the Community. Available at: http://eur-lex.europa.eu/legal-content/HR/TXT/?uri=CELEX:31968R1612

9. Resolution of the Council and of the Ministers of Education, meeting within the Council, of 13 December 1976 concerning measures to be taken to improve the preparation of young people for work and to facilitate their transition from education to working life. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1466423507695&uri=CELEX:41976X1230

10. Resolution of the Council and of the Ministers of Education meeting within the Council of 15 January 1980 concerning measures to be taken to improve the preparation of young people for work and to facilitate their transition from education to working life. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1466423507695&uri=CELEX:41980X0130

11. Resolution of the Council and of the Ministers for Education, meeting within the Council, of 12 July 1982 concerning measures to be taken to improve the preparation of young people for work and to facilitate their transition from education to working life. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1466423507695&uri=CELEX:41982X0728

12. Resolution of the Council and of the Ministers for Education, meeting with the Council of the 5 December 1985 extending for one year certain measures taken to improve the preparation of young people for work and to facilitate their transition from education to working life. Available at: http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1466423507695&uri=CELEX:41985X1218

13. The Lisbon Treaty. Title XII – Education, vocational training, youth and sport. Article 165-166. Available at: http://www.lisbon-treaty.org/wcm/the-lisbon-treaty/treaty-on-the-functioning-of-the-european-union-and-comments/part-3-union-policies-and-internal-actions/title-xii-education-vocational-training-youth-and-sport.html

Kohut S. RESEACH ON PEDAGOGY OF LABOUR BECOMING IN POLAND: BASIC NOTIONS ANALYSIS 

Kohut Svitlana, PhD in Pedagogy, Assistant Professor, Head of the Department of General and Social Pedagogy, Higher Educational Institution “Ukrainian Catholic University”, Sventsitskoho st., 17, 79011, Lviv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.6267

Abstract 
Pedagogy of labour in Poland is a relatively independent pedagogical sub discipline well-grounded from the position of pedagogical theory and practice needs. It has a distinct theoretical and methodological basement, and its own categorical apparatus. The sub discipline is a scientific base for a pedagogical specialty of “pedagogy of labour”.

The research and analysis of the tasks set by modern pedagogy of labour in Poland are extremely important for the educational space of Ukraine from the view of understanding the essence of labour and its concernment for each particular human being and the society in general under the conditions of the market-oriented economy, the influence of the research results on training a human being in a profession and formation of his/her professionally and socially significant qualities.

Pedagogy of labour realizes interdisciplinary ties with psychology of labour, philosophy of labour, medicine of labour, anthropology, political and economic sciences. Today pedagogy of labour presents itself as a science, as a pedagogical discipline and a sphere of practical activities. Leading representatives of Polish pedagogy of labour, who have developed its methodological apparatus, are T. Nowacki, Z. Wiatrowski, S. Kwiatkowski, W. Furmanek. The article analyzes basic notions of pedagogy of labour as a pedagogical sub discipline. The Polish scientists consider labour, human being, education to be principal categories of pedagogy of labour. The cogency of terminology research is supported by the fact that the latter plays not only the communicative function, but also content and cognitive ones for the language of each scientific discipline is both the aim of the educational procedures and its instrument.

The peculiarity of Polish scientists, researchers of pedagogy of labour, is, as the author mentions, the fact that they consider not economical but humanistic aspects of the professional work to be primary. The humanistic aspects include understanding of labour as an inalienable life value, attitude of a human being to labour, his/her readiness to labour and adaptation to the latter etc.

The author also stresses on the importance of the Polish experience for the formation of the common field of scientific research, educational project activities under the conditions of Ukraine’s entering into the European space of communication.

Keywords:  education;  human being;  labour;  pedagogy of labour;  professional education.

References

1. Adler R. B., Rosenfeld L. B., Proctor II R. F. (2006). Relacje interpersonalne. Proces porozumiewania się. Poznań: REBIS, 528 (pol).
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3. Furmanek W. (2010). Przemiany przedmiotu badań we współczesnej pedagogice pracy. [w:] R. Gerlach (red.). Pedagogika pracy w perspektywie dyskursu o przyszłości. Bydgoszcz: Wyd. UKW. 342 (pol).
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Yevtushenko N. PROSPECTS OF USING THE POLISH EXPERIENCE FOR CREATING THE NATIONAL CONCEPT OF PROFESSIONAL TRAINING OF FUTURE TEACHERS 

Yevtushenko Nataliia, Candidate of Pedagogical Sciences, Associate Professor of the Department of natural and mathematical sciences and methods of their teaching, Chernihiv Regional Institute of Postgraduate Pedagogical Education named after K. D. Ushynskyi, st. Slobids'ka, 83, 14000 Chernihiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.6771 

Abstract  

In the 1980s teacher education systems in Poland and Ukraine had a lot in common. Subsequently the proximity to political priorities and the affinity of the impact on the socio-economic changes predetermined a widespread similarity in the implementation of the objectives of educational reforms in these countries. In recent years, due to the combined efforts of the Polish scientific and educational communities there have been significant improvements in the system of national education in Poland.

Positive changes occurred in the last three decades in education in Poland well indicate prevailing at the state level ideology on the school functioning and the role of a school teacher in the classroom. Teacher training is an important component of teacher education and also a prerequisite for successful reforming and development of the national education system. In this context, the study of foreign experience is an urgent task for the Ukrainian pedagogical science. The writings of scientists examined the following aspects of preparation of future teachers in Poland: teacher education and its development (A. Gryschuk, T. Krystopchuk), trends in reforming public educational services and educational development (A. Karpenko, V. Majboroda), the problems of professional training of teachers (A. Vasyliuk), training of teachers of technical subjects (T. Barskyi) and training of engineers and teachers of higher technical schools (E. Neroba). At the same time, the development of the concept of teacher training in the system of higher education in Poland by changing the approaches to the implementation of such training and the content of training programs in the country has not still found adequate reflection both in the works of Ukrainian scientists and in practice.

The paper aims to overview the main concepts of teacher training in Poland which will promote using the positive foreign experience for transforming the content, the forms and the methods of training of future teachers in Ukraine.

Keywords:  concepts of teacher trainingin Poland;  pedagogical educationof Ukraine;  teacher.

 
References

1. Vasyljuk A. V. (2011). Tendenciji reformuvannja shkiljnoji osvity Poljshhi (ХХ – pochatok ХХІ st.) [Tendencies of school education reforming in Poland (ХХ – beginning ХХІ)] : Doctor’s thesis. K., 462 (ukr).
2. Novacka U. (2002). Orghanizacija pedaghoghichnykh praktyk studentiv matematychno-pryrodnychogho viddilu vyshhoji pedaghoghichnoji shkoly [Organisation of pedagogical training for the students of Mathematics and Natural Science Faculty in Pedagogical University] : Extended abstract of candidate’s thesis. K., 22 (ukr).
3. Kwiatkowska H. (1997). Edukacja nauczycieli. Konteksty. Kategorie. Praktyki. Warszawa : Wydawnictwo IBE, 239 (pol).
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7. Plewka С. (2009). Uwarunkowania zawodowego rozwoju nauczycieli. Warszawa : Wydawnictwo Instytutu Badań Edukacyjnych, 212 (pol).

Tryhub I. PROFESSIONAL TRAINING OF EXPERTS IN THE FIELD OF EDUCATION IN SLAVIC EASTERN EUROPEAN COUNTRIES

Tryhub Ilona, research worker of Scientific-Research Laboratory of Educology, Borys Grinchenko Kyiv University, 13-b Tymoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

 https://doi.org/10.28925/2078-1687.2016.4.7278

Abstract  

The author analyzes the experience of training of experts in the field of education in such countries as: Poland, Czech Republic, Slovakia and Slovenia. It identified the following common features of professional training of experts in the field of education: focus on quality assurance; implementation of vocational training as part of Continuing Education; seminars and conferences as the basic forms of training; lack of training of experts in the field of education in universities; election of candidates for experts in the field of education from experienced teachers with the experience and good practice; compliance with official Code of Ethics of professional experts in the field of education; International cooperation in quality assurance. 

Specific trends in training experts in the field of education are observed in Slovenia, where candidates for admission to the roster of experts should be involved in the system of compulsory education. The special trends also include the following: periodic trainings and conferences are forms of additional training; Learning involves mastering candidates for experts: the overall quality (acquiring broad knowledge system in education); special qualities (equivalent knowledge in specific subject areas, a high level of English and a basic level of knowledge of another language, the ability to conduct interviews, the ability to communicate and work in a group, the ability to prepare and effective implementation of projects and management, impartiality and independence).

Key words:  Eastern Europe countries;  expert in the field of education;  quality of education.

References

1. Andrys O. Vstup do systemy osvity Chekhiyi. Rol' derzhavnoyi inspektsiyi navchal'nykh zakladiv u Chekhiyi [Introduction to the Czech education system. The role of the State Inspectorate for educational establishments in the Czech Republic]. Available at: rttp://kno.rada.gov.ua/komosviti/doccatalog/ document?id =62125#290,37 (ukr).
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7. Sysoyeva S. O., Krystopchuk T. Ye. (2012). Osvitni systemy krayin Yevropeys'koho Soyuzu: zahal'na kharakterystyka [Educational system countries of European Union: a general overview]. Rivne: Ovid, 352 (ukr).
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Full Text: PDF (ukr)

Lynyov V. ORGANIZATION OF EDUCATIONAL PROCESS ON THE BASIS OF PERSONALITY ORIENTED EDUCATION: EXPERIENCE OF THE QUALITY SCHOOLS INTERNATIONAL (QSI) 

Lynyov Vsevolod, Borys Grinchenko Kyiv University PhD-student, 18/2 Bulvarno-Kudriavska Str, 04053 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

 https://doi.org/10.28925/2078-1687.2016.4.7883

Abstract 

The basic directions of the Quality Schools International (QSI) and the organization of educational process based on personality oriented learning are defined in the article. Philosophical principles and mission of the Kyiv International School (KIS) are considered and analyzed. School assessment systembased on cognitive domain of Bloom’s taxonomy (applying, analyzing, synthesizing, evaluating)is presented. It is designed to support the educational philosophy of the school and the «success orientations» (of trustworthiness, kindness/politeness, responsibility, independent endeavor, concern for others, group interaction, and aesthetic appreciation) model. The structure of the school year, the forming student’s competencesconditions aimed on developing successful personality and implementing the «success orientations» model are described.

The mission of Quality Schools International (QSI) is to keep the urge to learn alive in every child in schools. Kyiv International School (KIS) follows a logical model of education which measures success by the accomplishments and attitudes of the students, believes that all of them can succeed, encourages them to continue in a pattern of success and is responsible to provide the conditions for success. These conditions include 1) developing clear statements in measurable terms of what the student will do to demonstrate mastery of learning, 2) providing the time and resources needed for each student to attain mastery, and 3) ensuring that students engage in learning at a level which is challenging and yet a level for which each student has the prerequisite skills necessary for success.

Keywords:  Bloom’s taxonomy;  сcompetence;  competence approach;  Kyiv International School (KIS);  KIS basic directions of work;  personality oriented learning;  Quality Schools International (QSI);  «success orientations» model.

 
References

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Karpenko O. THE CARE AND EDUCATION OF CHILDREN IN GERMAN SHELTERS 

Karpenko Oresta, candidate of pedagogic sciences, associate professor, Drohobych Ivan Fanko State Pedagogical University, 24 Franko str., 82100 Drohobych, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.8387

Abstract  

In the article the establishment of shelters in Germany, their role in childcare and education of children have been highlighted. A range of psychosocial factors (material poverty in families, lack of living space, unemployment and mental stress) underlie the decision to stay in a shelter. Shelters provide pupils with personal development (emotional and sensual needs satisfaction, formation of responsibility and self-worth), social development (preparation for social life and coexistence, formation of social responsibility), public health (provision of appropriate living conditions, nutrition, physical development and health insurance), preparation for independent life (access to schooling, free time management, assistance in finding work, etc.). Education in shelters is linked to the growing social problems. The article substantiates the idea of the living space oriented education in shelters which is characterized by a conscious transition of children and youth to alien educational surroundings. Numerous human and material investments into shelters over the recent years have facilitated their intense growth and improvement which has made them completely "favorable habitats" for children and youth. New difficulties are caused primarily by financial constraints. The reforms have led to qualitative and quantitative changes in pupils’ shelters and ensured that the new arisen needs of children, youth and their families are provided for.

Key words:  care;  children;  education;  Germany;  institutional forms;  needs;  shelter.

References

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Martynenko S., Shkarban L. THE CONTENT PROVIDING OF PRIMARY SCHOOL TEACHERS TO WORK WITH LEFT-HANDED CHILDREN 

Martynenko Svitlana, doctor of pedagogical science, professor, the head of the department of primary education and methods of the humanities of Pedagogical Institute, Borys Grinchenko Kyiv University, I. Shamo Str., 18/2, 02154 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.  

Shkarban Lyudmila, lecturer of the department of primary education and methods of the humanities, Pedagogical Institute, Borys Grinchenko Kyiv University, I. Shamo Str., 18/2, 02154 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it. .uа

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.8892

Abstract 

The article analyzesthe content of professional training future primary school teachers to work with left-handed children, characterizes government documents, which regulating its content providing, the curriculum training direction 6.010102 «Primary Education» EQL «bachelor» Borys Grinchenko Kyiv University, educational disciplines of professional and practical training. The author notes that an important part of training is pedagogical practice, during which students acquire professional practical skills, learn methods, techniques, principles, tools, forms of organization work with left-handed children.

It is found that the issues related to training, education and development of left-handed children are reported only fragmentary and episodic in disciplines psychological and pedagogical cycle. There are only a few special theoretical developments dedicated to working with children delineated categories, which greatly complicates further the professional activities of students.

The author mentions that it’s very important to add to the plan of training future primary school teachers the course «The work of primary school teacher with left-handed children» (for the third year students, EQL «bachelor», the curriculum training direction 6.010102 «Primary Education»). During the course, students will be able to get practical skills that will help to improve their readiness to work with left- handed children.

Key words:  content of professional training;  curriculum;  government documents;  left-handed children;  primary school teacher;  professional training.

 
References

1. Hluzman N. A. (2011). Systema formuvannia metodyko-matematychnoi kompetentnosti maibutnikh uchyteliv pochatkovykh klasiv [The system of forming methodological and mathematical competence of future primary school teachers: Extended abstract of Doctor’s thesis], 44 (ukr).
2. Martynenko S. M. (2009). Systema pidghotovky vchytelja pochatkovykh klasiv do diaghnostychnoji dijaljnosti [The system of training primary school teacher to diagnostic activity: Doctor’s thesis]. K., 476 (ukr).
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4. Tymchasove polozhennja pro orghanizaciju osvitnjogho procesu v Kyjivsjkomu universyteti imeni Borysa Ghrinchenka [Temporary regulations on the organization of educational process in Borys Grinchenko Kyiv University]. Available at: http://kubg.edu.ua/images/stories/Departaments/nmc.kmn/org_osvit_proc_60.pdf (ukr).
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6. Khoruzha L. L. (2004). Teoretychni zasady formuvannja etychnoji kompetentnosti majbutnikh uchyteliv pochatkovykh klasiv [The theoretical basis of formation of ethical competence of future primary school teachers: Extended abstract of Doctor’s thesis]. K., 45 (ukr).
7. Ognevyuk V., Sysoieva S. (2015) Training of educational experts in Ukraine: experimental interdisciplinary program. The advanced science journal (6), 98-103, DOI: 10.15550/ASJ.2015.06.098 (eng).

Ovcharenko N. MODERN SITUATIONS OF TRAINING OF FUTURE TEACHERS OF MUSIC ART TO VOCAL AND EDUCATIONAL ACTIVITIES 

Ovcharenko Natalia, Doctor of Pedagogical Sciences, associate professor, Kryvyi Rig State Pedagogical University, Gagarina 54-a st., 50086, Kryvyi Rig, , Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.9399

Abstract  

The article highlights the results of a study of the current state of training of future teachers of music to vocal and educational activities. The research is based on the analyses of regulation documents that underpin the training of future teachers of music to vocal and educational activities: State industry standard, educational qualification characteristics and educational and professional training programs, curricula and training programs for future teachers of music. According to the survey of students of art higher educational institutions author studied music teachers opinion on training graduate of the Faculty of Arts for vocal and educational activities and problems that arise during the adaptation of young specialists in general secondary institution. The following directions of modernization of training future teachers of music to vocal and educational activities have been found, as consideration in preparing the content structure of a multi-vocal teacher of teachers of music; realization competence approach for vocational training; implementing highly, multi-style and multi-genre repertoire according to the chosen style of singing;the use of educational material for in-depth analysis of vocal works and better understanding and interpretation of performance; study and implementation of international experience improving the quality of training of future teachers of music to vocal and educational activities.

Keywords:  future teacher on music art; professional training;  vocal and educational activities.

References

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6. Možajkina N. S. (2003). Metodyka vykladannia vokalu u vuzi : prohrama ta metodyčni rekomendaciji dlia studentiv mahistratury [Methodology of vocal teaching in the higher learning institution: program and methodical recommendations for students magister]. Kýiv: NPU im. M. P. Drahomanova, 48 (ukr).
7. Marufenko O. V. (2006). Formuvannia vokaĺno-sluchovych navyčok majbutnioho včytelia muzyky [Forming of vocally-auditory skills of the future music teacher]: Candidate’s thesis: 13.00.02. T. 265 (ukr).
8. Ovčarenko N. A. (2014). Profesijna pidhotovka majbutnich učyteliv muzyčnoho mystectva do vokaĺno-pedahohičnoji dijaĺnosti: teorija ta metodolohija [Professional training of future music art teacher for the vocally-pedagogical activity: theory and methodology]. Kryvý Rih: Vyd. R. A. Kozlov, 400 (ukr).
9. Pliačenko T. M. (2006). Metodyka vykladannia vokalu : Prohrama navčaĺnoho kursu dlia studentiv mystećkoho fakuĺtetu, spec. «Muzyčna pedahohika i vychovannia», osvitnio-kvalifikacijný riveń: specialist [The program of educational course for the art faculty students, speciality «Music pedagogics and education», educationally-qualification level: specialist]. Kirovohrad: RVV KDPU im. V. Vynnyčenka, 32 (ukr).
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11. Serebrjakova E. A. (2005). Individual'no-gruppovye formy vokal'noj podgotovki studentov muzykal'nyh fakul'tetov [Individually-group forms of the vocal training of music faculty students]: Candidate’s thesis: 13.00.02. Available at: http://www.dslib.net/teoria-vospitania/ individualno-gruppovaja-forma-vokalnoj-podgotovki-studentov-muzykalnyh.html (rus).
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14. Stachevyč O. H. (2002). Osnovy vokaĺnoji pedahohiky [Basics of vocal pedagogy]. Charkiv: ChDAK, Sumy : SumDPU im. A. S. Makarenka, 92 (ukr).
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16. Fillipov A. V. (2005). Pedagogicheskaja sistema formirovanija gotovnosti studentov k vokal'no-pedagogicheskoj dejatel'nosti [The pedagogical system of student readiness formation to the vocal- pedagogical activity]: Candidate’s thesis: 13.00.02. T., 237. Available at: http://www.dissercat.com/content/pedagogicheskaya-siste-ma-formirovaniya-gotovnosti-studentov-k-vokalno-pedagogicheskoi-deyate (rus).
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18. Czinchen Hen.(2015). Formuvannia sceničnoji kuĺtury majbutnich učyteliv muzyčnoho mystectva zasobamy estradnoho spivu [Scenical culture formation of the future music art teacher by pop vocal means]: Candidate’s thesis: 13.00.02. T., 24 (ukr).
19. Cziańšu Van. (2013). Formuvannia vokaĺno-vykonavśkoji kuĺtury majbutnich učyteliv muzyky v procesi fachovoji pidhotovky [Vocal-performing culture formation of the future music teacher in process of special training]: Candidate’s thesis: 13.00.02.  T., 20 (ukr).
20. Čеn Din. (2013). Formuvannya vokal'nykh navychok maybutn'oho vchytelya muzyky na tradytsiyakh Kytayu ta Ukrayiny [Formation of future music teacher vocal skills on traditions of Ukraine and China]: Candidate’s thesis: 13.00.02. T., 20 (ukr).
21. Jucevych Ju. Je. (1998). Teorija i metodyka formuvannja ta rozvytku spivacjkogho gholosu [Theory and methods of singing voice formation and development]. Kyjiv: IZMN, 160 (ukr).

Lysenko O. PLAYING COMPUTER PLATFORM AS MEANS OF CONTROL IN THE MEDICAL INTERNS’ PREPARATION PROCESS

Oleksandra Lysenko, candidate of pedagogical sciences, Deputy Director of the Institute of Postgraduate Education, Bogomolets National Medical University, blvd. T. Shevchenka, 13, 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.99102

Abstract   

This article highlights the necessity of control as a feedback form, which aims to verify compliance with the actual level of knowledge and practical skills of interns to set requirements for postgraduate stage of preparation; defines the features inherent in postgraduate stage of doctors training to be taken into account to ensure proper control, including its practical orientation, order full-time and part-time part of the training and andragogical characteristics of the individual adult learner (awareness of self independents, self-managed individual, accumulated experience, readiness to study, which is due to the motivation to achieve specific goals through education, commitment to rapid implementation of the acquired knowledge and skills, limited training activities over time at regular spatial, personal, professional and social factors); identifies the need of information and communication technologies usage for distance learning, particularly as those which least restrict the mobility of interns and not violate their self-perception as independent and self-governing individual, including through the use of computer gaming platforms, such as «Google Forms», «Quizlet, Proprofs», «Kahoot!», «Classmarker», «Plickers», «Easy Test Maker» to establish a feedback of the interim evaluation of learning, and creating a basis for discussion control with regard to structural features of postgraduate doctors’ training.

Keywords: computer gaming platform;  feedback;  information and communication technology.


References

1. Zvarych I. (2000). Problema udoskonalennya kontrolyu i otsinky znan' studentiv [The problem of improving the monitoring and evaluation of student learning]. Ridna shkola, #10, 43-45 (ukr).
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7. Sysoyeva S. O. (2011). Interaktyvni tekhnolohiyi navchannya doroslykh: navchal'nyy posibnyk [Interactive technologies of Adult Education]. K.: VD «Ekmo», 324 (ukr).
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Full Text: PDF (ukr)

Petrova S. RATIONALE FOR INNOVATION ORPHANAGE MODEL

Petrova Svitlana, PhD applicant, Municipal Educational Institution «Orphanage «Perlynka», director, Monastyrskyi lane 3, 65038 Odessa, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:
https://doi.org/10.28925/2078-1687.2016.4.10108

Abstract  

The article reviews a brief analysis of the structure and characteristics of innovative type orphanage model (for example orphanage “Perlynka” in Odessa.). This model is a tool for the integral result of the process of personal and social education, training and development. Structurally, it consists of six components: managerial, conceptual, organizational, educational, social partnership, resource. All components have system-creating character, affecting the development and functioning of the institution.

Modern orphanage has to take care of individual problems and needs of aconcretechild, it must be the center of successful socialization of orphans, their education, training, social and professional adaptation. That is why for many years we are working on the project “Model of Innovative Institution “Orphanage”Perlynka”.Within the project the research of improvement of orphanages is carried out, as well as creation of appropriate organizational and pedagogical conditions for the child, capable for conscious and responsible choice ofhis/her own way of development in different circumstances.

The orphanage “Perlynka” is not only an experimental teaching platform; the developed innovative educational technologiesare not only used, but improved and corrected. Teachers are improving themselves, respectively, all staff is involved in the creative process. Therefore, “Perlynka”can be called a pedagogical and research center, and the question of orphans’ personality formation occupies a central place in its theoretical research, teaching and implementation of innovative programs. Exactly this aspect connects together all areas of work with orphans and the developed and implemented innovative model of modern orphanage must be admitted as optimal one.

Keywords: innovative model of socio-cultural educational environment, socialization, personal and social self-realization.

References

1. Bodnar O. S. (2015). Otsiniuvannia efektyvnosti upravlinnia analityko-ekspertnoiu diialnistiu u sferi zagalnoi serednoi osviti regionu [Measuring performance of management of analytical and expert activities in the field of secondary education in the region]. Scientific Journal «Science Rise», №4/1(9), 61-65. Available at: http://journals.uran.ua/sciencerise/article/ view/40114, DOI: 10.15587/2313-8416.2015.40114 (ukr.).
2. Derzhavna tsilova sotsialna programa reformuvannia sistemy zakladiv dlia ditei-syrit ta ditey, pozbavlenikh batkivskogo pikluvannia (2007; 2012). [The state social program reform of institutions for orphans and children deprived of parental care. Law of Ukraine]. Postanova vid 17 zhovtnia 2007 r. № 1242 (iz zminami, vnesenymy zgidno z Postanovoiu KM № 970 vid 24.10.2012). Available at: http://zakon5.rada.gov.ua/laws/show/1242-2007-%D0%BF (ukr).
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4. Pro provedennia doslidno-eksperimentalnoi roboty na bazi komunalnogo navchalnogo zakladu «Dityachii budynok «Perlynka» m. Odesy (2010). [On carrying out the experimental work at the municipal educational institution «Orphanage «Perlynka», Odessa. Law of Ukraine]. Nakaz Ministerstva Osviti i Nauky Ukraini vid 18 serpnia 2010 roku № 824. Available at: http://document.ua/pro-provedennja-doslidno-eksperimentalnoyi-roboti-na-bazi-ko-doc33644.html (ukr).
5. Petrova S. M. (2010). Proekt «Model innovatsii nogonavchalnogo zakladu «Dityachiibudynok «Perlynka». [The model of innovative educational institution «Orphanage «Perlynka»]. Available at: http://perlinka.org.ua/en/zhemchuzhinka/eksperimentalnaya-rabota-detskogo-doma/563-model-innovatsijnogo-navchalnogo-zakladu (ukr).
6. Tipove polozhennia pro dityachii budynok-internat (2008). [Model Regulations of the orphanage. Law of Ukraine]. Nakaz Ministerstva pratsi ta sotsialnoi politiki Ukrainy vid 02.04.2008 № 173. Available at: http://zakon5.rada.gov.ua/laws/show/z0675-08 (ukr).
7. Chechel I. D., Potemkina T. V. (2014). Upravlencheskaia problema kak obekt analiza eksperta-konsultanta po voprosam razvitiia obrazovaniia [The management problem like an object of analysis of expert & consultant on development education question]. Sovremennyie issledovaniia sotsialnyikh problem, №6. Available at: http://www.sisp.nkras.ru, DOI: 10.12731/2218-7405-2014-6-23 (rus).

Olishevych V.  WORKING SPECIFICITY OF FOREIGN LANGUAGES TEACHER WITH STUDENTS OF DIFFERENT AGES

Violetta Olishevych, postgraduate, G. S. Skovoroda Kharkiv National Pedagogical University 49 Chobotarska Str., 61052 Kharkiv, Ukraine,  This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.109112

Abstract  

This article refers to the specificity of work of a teacher of foreign languages with students of different ages. The age characteristics of students and their impact on the study of several foreign languages are considered. Particular attention is paid to the issue of the simultaneous study of several languages in the pedagogical and psychological aspects. On the basis of the scientific and technical literature it is determined that there are several stages of training activities of learning foreign languages which have their own characteristics. The student is considered as a subject of study who is in these educational stages and faces some problems in the study of foreign languages. On the basis of experience of the teachers of foreign languages the major problem is identified an antimotivational aspect in the process of teaching. Attention is focused on the formation of communicative competence in the training of each age period.

The publication refers to the expediency of the choice of methods and approaches that will enhance the educational process in the teaching of several foreign languages.

Key words:approaches; education; foreign language; interactive; methods; motivation; period.

References

1. Baryshnikov N. V. (2003). Metodika obuchenija vtoromu inostrannomu jazyku v shkole [The methods of learning a second foreign language at school]. М.: Prosveshhenie, 159 (rus).
2. Kazachiner О. S. (2014). Usi zanyattya z anhlijs"koyi movy v DNZ (za bazovym komponentom doshkil"noyi osvity) [All English lessons in PEI (on the base component of preschool education)], Kh.: Vyd. hrupa «Osnova» (Series PEL. For tutor), 285 (ukr).
3. Lozanov G. (1976). Suggestologija. Metodika prepodavanija inostrannyh jazykov za rubezhom [Suggestologija. Methods of teaching foreign languages in abroad]. М.: Progress, 226 (rus).
4. Derzhavnyj standart pochatkovoyi zahal"noyi osvity (2011). Postanova № 462 KMU vid 20 kvitnya 2011 roku. [The state standard of primary education. CMU Decree number 462 of April 20, 2011]. Available at: http://zakon2.rada.gov.ua/laws/show/462-2011-%D0%BF (ukr).
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6. Johnstone R. (2004). Language teacher education. In: The handbook of applied linguistics, Malden: Blackwell publishing, Pp. 649–671, DOI: 10.1002/9780470757000.ch26
7. Lambelet A. (2015). Age and Foreign Language Learning in School. Basingstoke: Palgrave Macmillan, 134 p., DOI: 10.1057/9781137525901.0009.

 
Full Text: PDF (eng)

Kulbashna Y., Tkachuk O. THE DEVELOPMENT OF GENERAL COMPETENCIES OF FUTURE PHYSICIANS

Kulbashna Yaroslava, Professor of the Maxillofacial Surgery Department, Doctor of Education, MD, O. Bogomolets National Medical University, 13 Shevchenko B., 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Tkachuk Elena, lecturer of the Department of physical education and health, O. Bogomolets National Medical University, 13 Shevchenko B., 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.113118

Abstract  

In the article considers the urgency of implementing competency approach in higher medical education, analyzes the real state of common competencies formation in future doctors according to domestic and foreign scientific sources. In particular, back in 1998 the Association of American Medical Colleges and faculty Medical College Charles Schmidt (Florida Atlantic University) identified 11 general competencies that graduates should obtain in all medical specialties, including: knowledge and research skills; patient care; ethics and law; professionalism; communication skills; general culture; promotion of healthy lifestyles and disease prevention population; lifelong learning and self-improvement; protection and preservation of health; self-awareness and personal development; active citizenship, service and protection of their rights. In following development of this process the Council for Accreditation of Postgraduate Medical Education «Accreditation Council for Graduate Medical Education» (1999) within «Outcome Project» has identified six general competencies for physicians of all specialties, namely medical knowledge; patient care; professionalism; interpersonal and communication skills; practice-oriented learning and improving, fundamentals of practice. The European experts in 2004 drafted «The Tuning Project Medicine», which reflected the formation of main general competencies in doctors, such as: professional properties; professionalism; doctor as an expert; global physician.

Active professional activities of physicians associated with high concentration, making quick decisions, speed and precision motor responses, and therefore requires formation of competencies that will ensure a healthy lifestyle, ability to overcome obstacles both in the profession and in everyday life to achieve optimal result in work and professional success. One of the subjects that contrsbute to shape appropriate professional competences, especially selfhelthcare and leadership is «Physical Education».

Based on the achivements of international educational organizations and own teaching experience, some of general competencies, which could be successfully formed in the learning process of discipline «Physical Education» was defined and their importance for future doctors in students of the first/ second courses and teachers of the National Medical University Bogomolets (Kyiv, Ukraine) were learned. The results of survey indicated a high level of significance of general competences (selfhelthcare, leadership, selfimprovement and selfdevelopment, desire to succeed, independent work, interpersonal skills and work in a team) according to assessment of students and teachers. They noticed, above mentioned competences could be formed in educational process of discipline «Physical Education». On the base of the obtained results, changes in labor training program discipline «Physical education» on basis of competence approach basis was proposed.

Keywords:  competence approach;  competence of health care;  general competence;  higher medical education;  leadership;  physical education;  physical training;  training future doctors.

References

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Manyuk L. TECHNOLOGY OF CONSIDERING THE LINGUISTIC PECULIARITIES OF FUTURE PHYSICIANS’ PROFESSIONAL COMMUNICATION 

Manyuk Lyubov, Seniour Lecturer, Department of Latin and Foreign Languages, Danylo Halytsky Lviv National Medical University, Pekarska St., 69, 79000 Lviv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.119124

Abstract  

Professional communicative skills play a significant role in the physician’s career. The reliable and trustful relationships between physicians and patients improve and fasten a recovery process. Furthermore, the knowledge of proper communicative techniques and strategies can aid a visit planning and save both physician’s and patient’s time.

Communication of physicians in professional medium can be classified as official and semi-official according to its stylistic features. It can have linguistic, paralinguistic and non-verbal forms, and it may be oral, written or computer-mediated depending on the purpose of interaction, namely: «doctor–patient», «doctor–patient’s family and friends», «doctor–doctor», «doctor–administration», «doctor–future doctor», «doctor–public», «doctor–media», «doctor–scientific society». The effective communication in the mentioned types of interaction depends on the list of professional and personal factors.  However, the unique instrument of professional doctor communication is professional medical language which is further subdivided as formal, semi-formal, official and commercial. Medical language is the main component of linguistic competence which includes literacy in State, foreign and Latin languages.

Thus, professional medical communicative skills develop as the result of the interaction of linguistic competence, professional competence and personal features of a physician. The paper proves the significance of professional communication skills, describes the influence of doctor-patient relationship on the treatment outcomes and preventive care. It gives a profound analysis of the linguistic peculiarities of professional communication of future physicians, defines the notion of “professional communication” and describes its linguistic components.

Keywords:«doctor – patient»;  interpersonal communication;  linguistic peculiarities of professional communication;  medical student;  physician;  professional communication.

References

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2. Humenna І. R. (2015). Osoblyvosti pidhotovky maibutnikh likariv do profesiinoi komunikatsii [Peculiarities of future physicians’ communicative training]. Naukovyi visnyk MNU imeni V. O. Sukhomlynskoho : Pedahohichni nauky, 1 (48), 100-104 (ukr).
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Skyba M. THE FORMATION OF ECOLOGO-PEDAGOGICAL ACTIVITY SKILLS OF FUTURE BIOLOGY TEACHERS DURING THE TRAINING PROCESS

Skyba Mariya, candidate of pedagogic sciences, associate professor, candidate for a doctor’s degree, Institute of higher education of the National academy of educational sciences of Ukraine, Bastionna strett, 9, r. 810, 01014, Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.124128

Abstract  

The article gives the definition of the term «training» and its value for higher education system. The main point of this article is to explain the importance of interactive methods and technology for the formation process of ecologo-pedagogical activity skills; to demonstrate the examples of their usage during the training process of future biology teachers, especially in the course of ecologo-pedagogical disciplines.   

We regard educational training as an active educational activity of students during which they do training exercises. The aim of the training exercises is to form organizational skills of ecologo-pedagogical activity under the teacher’s guidance which is based on the instructive and methodical materials. These materials correspond to all modern standards of professional activity. It is given the example of a training exercise developed for a discipline «The organization of ecologo-pedagogical activity” on the topic of «Ecological values in the system of National education».

It is also highlighted the value of the training exercise to form the knowledge about national ecology and to form the application of its elements during the process of studying biology (done both on the lessons and off-hour activities). Training exercise also helps to form cognitive, communicative, organizational, and constructive skills of ecologo-educational activity. There were made conclusions that realization of ecological training exercise attracts participant’s attention to the solving of environmental problems; activates nature protection activities; develops the independence of thought.

Key words:  ecologo-pedagogical activity;  future biology teachers;  training;  training exercise;  training structure.

References

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  15.   Fruktova Ya. S. (2013). Treninh yak zasib formuvannia sotsialno-komunikatyvnoi kompetentnosti fakhivtsia [Training as a way to form professional’s socio-communicative competence]. Pedahohichnyi protses: teoriya i praktyka, № 1, 184-194 (ukr).

Full Text: PDF (ukr) 

Mayer N. THE REFLEXIVE APPROACH TO THE FORMATION OF METHODICAL COMPETENCE OF FUTURE TEACHERS OF FOREING LANGUAGES IN THE PROCESS OF SELF STUDY

Mayer Natalia, Doctor of Pedagogical Science, senior lecturer, Kyiv National Linguistic University, 73 Vasylkovska St., 03680 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.129135

Abstract 

The article describes a reflective campaign as one of the fundamental for the organization of academic process to the formation of methodical competence of the future teachers of foreign languages in independent work. The features of realization of reflexive approach by the relevant organization of the educational process aimed at the formation and development in the graduate, the future teachers of foreign languages, reflective knowledge, reflective thinking, reflexive position, reflective skills, methodological reflection.

It is proved that methodological reflection in the process of mastering the methodological competence is realized in two ways: while the undergraduates with the proposed teacher training materials in information and communication and learning environment under actual conditions of the educational process in pedagogical practice.

As a result of formation of methodical competence, taking into account the basic provisions of the reflexive approach should be professional and methodological development and personal transformation of the future teachers of foreign languages, formed readiness for constant reflexive activity, the interpretation of its own methodological advances on a personal level, that during the life will contribute to the formation of its own reflexive strategies and It will serve as a basis for improving teacher skills.

The prospect of further research in this direction could be a theoretical basis and practical development of complex tasks for the formation and development of methodological reflection in the process of professional and methodical preparation of the future teachers of foreign languages.

Keywords:  future teacher of foreign languages;  independent work;  information and communication training environment;  methodical competence; methodological reflection; reflective approach;  undergraduate.

References

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19. Fritsko Zh. S. (2006). Proektnaya deyatelnost studentov pedagogicheskogo kolledzha pri obuchenii inostrannomu yazyiku kak sredstvo formirovaniya metodicheskih umeniy [Project activities teaching college students when learning a foreign language as a means of formation of methodical skills] : Candidate’s thesis, Ekaterinburg, 208 (rus).
20. Hutorskoy A. V. (2006). Problemyi i tehnologii obrazovatelnogo tselepolaganiya [Problems and technology educational goal setting]. Available at: http: // www.eidos.ru/journal/2006/0822-1.htm (rus).
21. Shcherbyna O. A. (2015). Shvydke stvorennya oblikovykh zapysiv studentiv ta yikh reyestratsiya v kursakh platformy Moodle 2 [Quickly create accounts for students and their registration in courses platform Moodle 2]. Information Technology in Education, 23, 79 – 89, DOI: 10.14308/ite000538 (ukr).

Rzhevskaya N. FOUNDATIONS OF LEGAL COMPETENCE OF BACHELORS IN BUSINESS, TRADE AND EXCHANGE ACTIVITIES

Rzhevskaya Natalia, the competitor of a scientific degree, SHEE «Pereyaslav-Khmelnitsky State Pedagogical University of G. Skovoroda», Sukhomlinsky s., 30, 08401 Pereyaslav-Khmelnitsky, Ukraine; Methodist of educational department, Kyiv National University of Trade and Economic, Kyoto str., 19, 02156 Kiev, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

 https://doi.org/10.28925/2078-1687.2016.4.135140

Abstract 

In the article is noted the importance of forming not only professional, but also general competencies. The author attempts to investigate the package of the actual competences of Bachelor in Enterprise, Trade and Exchange activities.

The article emphasizes the impossibility of determining a sustainable set of competencies, as new realities of the economic sphere make adjustments to the functional responsibilities specialist. The author analyzed and summarized the list of competencies of profiles of educational programs of higher education in Ukraine. Investigated and substantiated the legal basis of specific competencies. The author concluded that the phenomenon of legal competence in education process for Bachelor in Enterprise, Trade and Exchange activities is on the basis of the results of research on the concept of legal culture, legal mentality, legal awareness and legal behavior as the primary basis for the formation of other competencies. Based on the general list of competencies Bachelor of Enterprise, Trade and Exchange activities have been allocated competence with the legal framework. It was analyzed each allocated competence and based on the legal, philosophical and social principles proved its legal basis. It is concluded that the legal competence profile program Bachelor of Enterprise, Trade and exchange activity is determined by a separate authority and is also the basis for the other competencies. This is its fundamental role can be defined as a phenomenon in education training.

Legal competence acts as a founder in the formation of other competencies, formation of legal thinking, legal awareness and legal culture, legal behavior, legal updating mentality that define professional and life success. In a broader sense the legal competence is a prerequisite for a harmonious integration into the European system of values and education.

Keywords:  bachelor in Business, Trade and Exchange activities;  competence;  legal awareness;  legal behavior;  legal culture;  legal mentality.

References

1. Sysoyeva S. O., Batechko N. H. (2011). Vyshcha osvita Ukrayiny: realiyi suchasnoho rozvytku [Higher education of Ukraine: realities of modern development]. K.: VD EKMO, 368 (ukr).
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Van Y. THE CONTENT AND STRUCTURE OF COMMUNICATIVE CULTURE OF THE FUTURE TEACHER OF MUSIC

Van Yatszyun, Ph.D-student, South Ukrainian K. D. Ushynsky National Pedagogical University, 26 Staroportofrankivs'ka str., 65020 Odesa, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

 https://doi.org/10.28925/2078-1687.2016.4.141144

Abstract 

The modern idea about culture as an integral personal characteristic consists of many components that collectively, reflect the diversity of life relations, the level of comprehensive personal development and wealth of the inner world of man. The art that is not only a living embodiment of the central subsystem and culture, but also a powerful tool for development and takes a leading position in shaping human culture. Therefore, the closest to stand next to the concept of "culture" definitions that are associated with arts: aesthetic culture, art, music.

Communicative culture serves as the basis of general culture of personality, basic component of culture that ensures the readiness of the individual to life of self is the condition for achieving harmony with oneself and the surrounding reality. Communicative culture expresses the degree of mastery of the communicative process when an individual is able to differentiate its key components - the relationship and interaction - while consciously control each of them.

Established that communicative culture of the future teacher of music presupposes knowledge, skills and personal qualities that allow him to solve professional tasks in professional and creative level. In the study the professional field of vocational students in the process of conducting and choral studies we have identified the foundations of their culture of communication, namely the values, knowledge and skills, attitudes and experience.

Keywords:  communicative culture;  content;  structure;  the future teacher of music.

References

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3. Volkova V. V., Mihal'chi E. V. (2015). Issledovanie pedagogicheskih uslovij realizacii inkljuzivnogo obrazovanija v vuzah [Investigation of pedagogical conditions for implementation of inclusive education in universities]. Psihologicheskaja nauka i obrazovanie. Tom 20, № 2, 5–15, DOI:10.17759/pse.2015200201 (rus).
4. Zimnjaja I. A. (2006). Obshhaja kultura i socialno-professionalnaja kompetentnost cheloveka [A common culture and socio-professional competence of the person]. Internet-zhurnal «Jejdos», 4/5. Aviable at: http://vvv.eidos.ru/2006/0504.htm (rus).
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7. Lobova O. V. (2011). Dydaktyko-metodychna systema formuvannya osnov muzychnoyi kultury molodshyh shkolyariv u procesi zagalnoyi muzychnoyi osvity [The didactic-methodical system of the musical culture’s formation of the younger schoolchildren in the process of general music education]: Extended abstract of candidate’s: 13.00.02. K., 40 (ukr).
8. Mudrik A. V. (1980). Sootnoshenie kategorii obshhenija s drugimi pedagogicheskimi kategorijami [The ratio of categories of communication with other pedagogical categories]. A. A. Bodaleva, V. Ja. Ljaudis (Ed.). M., 9 – 16 (rus).
9. Popkov A. D. (2009). Formirovanie kommunikativnoj kompetentnosti dirizhera - hormejstera v processe obuchenija v vuze [The formation of communicative competence as a conductor, choirmaster in the learning process at the University ]: Extended abstract of candidate’s: 13.00.02. Krasnodar, 19 (rus).
10. Sergiyenko A. V. (2015). Formuvannya muzychno-estetychnoyi kultury studentiv vyshhyh mysteczkyh specialnostej u  poza audytornij diyalnosti  [Formation of students’ musical-aesthetic culture of higher artistic disciplines outside the classroom activities]: Extended abstract of candidate’s: 13.00.02. K., 20 (ukr).
11. Yusef Yu. V. (2014). Formuvannya komunikatyvnoyi kultury majbutnix likariv u procesi vyvchennya gumanitarnyh dyscyplin [Formation of communicative culture of future doctors in the process of studying humanitarian disciplines]: Extended abstract of candidate’s: 13.00.04. K., 18 (ukr).

Veremchuk O. FORMATION OF PROFESSIONAL CULTURE OF THE FUTURE DOCUMENTATION EXPERTS IN HIGHER EDUCATION: THE CONTENT ASPECT

Veremchuk Olena, senior lecturer of documentary communications and librarianship, Rivne State University of Humanities, 12 S. Bandera str., 33028 Rivne, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To link to this article:

https://doi.org/10.28925/2078-1687.2016.4.145149

Abstract  

In the proposed article grounds the necessity of formation of professional culture of the future experts in particular of the future of a documentation expert in higher educational institutions, which becomes important in the context of strengthening the culture in accordance aspect of their training. Reveals the urgency of forming the professional culture of the future experts in the conditions of higher education institutions is developed and revealed this issue in the scientific literature in the article.

The author's position is submitted by in the content of professional culture of a documentation expert. The author taking into account the views of scientists and the features of professional work of documentation experts by gives interpretation of the term "Professional culture of a documentation expert". There are basic aspects of the features of formation of professional culture of the future of documentation experts in higher education in this article.

According to the author, this problem is indirectly reflected in the content of a professional training a documentation expert and has not a systemic nature. This study confirms the documents regulating the content of training of the future of documentation experts.

The author proposed pedagogical conditions of to promote to the efficient resolution of this problem under this investigation. These are important pedagogical conditions for the professional training of future specialists and implementation of these pedagogical conditions can be in the professional training if these are to occur to simultaneously and in the interconnection.

Keywords:  culture;  pedagogical conditions; professional culture;  professional culture of a documentation expert;  professional training of are documentation experts.

References

1. Vlasenko O. (2013). Rol osvity i kultury u formuvanni profesiinoi osobystosti [The role of education and culture in the formation of professional a identity]. Formuvannia zahalnokulturnoi kompetentnosti maibutnikh fakhivtsiv: zb. nauk. pr. molodykh naukovtsiv. O. I. Bereziuk, O. M. Vlasenko (Ed.). Zhytomyr: ZhDU im. I. Franka, 2–21 (ukr).
2. Hrynova V. M. (2001). Formuvannia pedahohichnoi kultury maibutnoho vchytelia (teoretychnyi i metodychnyi aspekty) [Formation of pedagogical culture of the future teacher (theoretical and methodological aspects)]: Extended abstract of Doctor’s thesis: 13.00.04. K., 45 (ukr).
3. Husak V. M. (2010). Shliakhy formuvannia profesiinoi kultury maibutnikh sotsialnykh pratsivnykiv v umovakh universytetu [The ways of forming a professional culture of the future are social workers in terms of university]. Naukovi pratsi. Pedahohika, T. 136, vyp. 123, 69–73 (ukr).
4. Zhuravskyi V. S. (2003). Vyshcha osvita yak faktor derzhavotvorennia i kultury v Ukraini [The higher education is a factor of state and culture in Ukraine]. K.: Vydavnychyi Dim «In Yure», 416 (ukr).
5. Min'ko Je. V., Min'ko A. Je.(2016).Professional'nye kul'tura i stil' prepodavanija v vysshej shkole [Professional culture and style of teaching in the higher school]. Vestnik vysshej shkoly, Vyp. № 2 (fevral'). 83–89. (rus).
6. Palshkova I. O. (2011). Pedahohika: profesiino-pedahohichna kultura vchytelia [Pedagogy: professional and pedagogical culture of teachers]. K.: Vydavnychyi dim «Slovo», 192 (ukr).
7. Popchuk O. V. (2013). Profesiina kultura dokumentoznavtsia [Professional culture of a documentation expert]. Rivne: RDHU, 80 (ukr).
8. Popchuk O. V. (2013). Profesiina kultura dokumentoznavtsia: sutnist fenomena [Professional Culture of a Documentation Expert in: the Essence of the Phenomenon]. Pedahohika i psykholohiia profesiinoi osvity: nauk.-metod. zhurnal. L.: Vyd-vo Lvivskoi politekhniky, № 1, 128–134 (ukr).
9. Khmelnytska O. I. (2011). Aktualni problemy formuvannia profesiinoi kultury studentiv humanitarnykh fakultetiv [Actual problems of formation of professional culture of are students of the humanitarian faculties]. Dukhovnist osobystosti: metodolohiia, teoriia, praktyka. № 6 (47), 162–168 (ukr).