Науковий журнал Педагогічний процес: Теорія і практика

• №1-2, 2015
• Bratko M.
• Sysoieva S., Halytska M.
• Semenova A.
• Melnychuk T.
• Volkova N.
• Kozak L.
• Ivaniuk H.
• Vovk L.
• Naboka O., Glazova V.
• Osiptsov A.
• Belenka G.
• Vydaichuk T.
• Rusachenko N.
• Trishkina N.
• Litvinova-Holovan O., Beskorovaynaya L.
• Ogurtsova O.
• Truskavetska I.
• Briukhanova G.
• Diachkova Y.
• Martynenko S., Novyk I.
• Synekop O., Kolomiyets S.
• Masimova L.
• Babiychuk S.
• Lynova I.
• Zaiats L.
• Lytvyn L.
• Tryhub I.
• Hryshchuk Y.
• Redko S.
• Ribachuk V.
• Усі сторінки

THEORY OF PEDAGOGICAL PROCESS

Bratko M. EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS: THE FUNCTIONAL ASPECT

Sysoieva S., Halytska M. CULTUROLOGICAL APPROACH TO THE ORGANIZATION OF THE EDUCATIONAL PROCESS

Semenova A. PROFESSIONAL CAREER EDUCATOR AND MASTER TEACHERS OF: COMMON AND DIFFERENT

Melnychuk T. ARTISTIC ACTIVITY AS A COMPONENT OF SPIRITUAL DEVELOPMENT OF AN INDIVIDUAL

Volkova N. MULTICULTURAL EDUCATION IN THE TRAINING OF FUTURE ECONOMISTS

Kozak L. PREPARATION OF FUTURE TEACHERS OF PRESCHOOL EDUCATION AND PSYCHOLOGY TO INNOVATIVE PROFESSIONAL ACTIVITIES:CONCEPTUAL BASIS

Ivaniuk H. DEVELOPMENT OF VARIABLE MODELS OF SPECIALIZED SCHOOLS IN RURAL AREA: SOCIAL AND PEDAGOGICAL ASPECTS

Vovk L. IMPACT ON GENDER STEREOTYPE SOCIALIZATION PROCESS CHILD

PRACTICE OF PEDAGOGICAL PROCESS

Naboka O., Glazova V. MANAGEMENT OF THE PROCESS OF THE IMPLEMENTATION OF DISTANCE LEARNING IN HIGHER EDUCATIONAL INSTITUTION

Osiptsov A. PSYCHOLOGICAL, PEDAGOGICAL AND SOCIAL ASPECTS OF FORMATION OF UNIVERSAL VALUES OF STUDENTS IN HIGHER EDUCATIONAL ESTABLISHMENTS

Belenka G. FORMATION OF THE RESPONSIBILITY IN PRESCHOOLERS

Vydaichuk T. THE SIGNIFICANCE OF HISTORICO-LINGUISTIC DISCIPLINES

Rusachenko N. THE PROFESSIONAL TRAINING OF THE FUTURE PHILOLOGISTS: THE CONCEPTUAL BASES

TECHNOLOGY OF PEDAGOGICAL PROCESS

Trishkina N. THE LATEST TECHNOLOGIES OF EDUCATION IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION

Litvinova-Holovan O., Beskorovaynaya L. CURRENT PROBLEMS OF FUTURE SPECIALIST TOURISM TO ANIMATION ACTIVITI

Ogurtsova O. TEACHING BUSINESS ENGLISH IN THE NEW DIGITAL AGE

Truskavetska I. THE ROLE OF TRAINING FIELD PRACTICES INVERTEBRATE ZOOLOGY IN THE PREPARATION OF FUTURE TEACHERS OF BIOLOGY

Briukhanova G. TOOLS OF DESIGN EDUCATION IN UKRAINE: ANALYTICAL REVIEW

Diachkova Y. PRACTICAL USE OF A SHORT-TERM WEBQUEST IN THE PROCESS OF ENGLISH SPEAKING TEACHING

PRINCIPLES OF COMPETENCE OF ORGANIZATIONS OF PEDAGOGICAL PROCESS

Martynenko S., Novyk I. APPLICATION OF DIAGNOSTIC TASKS IN THE PROCESS OF MEASURING EDUCATIONAL COMPETENCE OF PRIMARY SCHOOL CHILDREN

Synekop O., Kolomiyets S. RESEARCH AND STRATEGIC COMPETENCE CONTENTS OF THE FUTURE DOCTOR OF PHILOSOPHY (PhD)
Masimova L. FORMATION OF PROFESSIONAL COMPETENCIES OF A SPECIALIST IN PUBLISHING AND EDITING DURING A WORK WITH A VISUAL MASS-MEDIA TEXT

Babiychuk S. THE MODEL OF FORMATION GEOINFORMATION COMPETENCE OF SENIOR PUPIL

FOREIGN PEDAGOGICAL EXPERIENCE

Lynova I. BASIC CRITERIA OF THE ENSURING THE QUALITY OF DOCTORAL PROGRAMS IN THE EUROPEAN EDUCATION-RESEARCH AREA: ESTONIAN EXPERIENCE

Zaiats L. THE NETHERLANDS UNIVERSITY EDUCATION: THE STATE OF THE PROBLEM RESEARCH IN UKRAINIAN SCIENCE

Lytvyn L. VIEWS H. SCHRADER-BREYMAN EDUCATION KINDERGARTEN TEACHERS FOR PRESCHOOL CHILDREN IN GERMANY (XIX CENTURY)

Tryhub I. THE ANALYSIS OF INTERNATIONAL TRAINING PROGRAMS ON TRAINING THE EXPERTS IN EDUCATION

Hryshchuk Y. HISTORICAL AND PEDAGOGICAL ANALYSIS OF EDUCATIONIN POLAND

PSYCHOLOGY OF PEDAGOGICAL PROCESS

Redko S. TO STUDY THE PROBLEM OF EMOTIONAL BURNOUT SYNDROME HEADS OF SECONDARY SCHOOLS

Ribachuk V. FEATURES AGGRESSIVE BEHAVIOUR IN ADOLESCENCE

Bratko M. EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS: THE FUNCTIONAL ASPECT

Abstract

The article explains the functios of educational environment of higher educational institution - educational professional, educational, cultural, educational and social. All findings are based on scientific understanding of the function of education as a social institution (forming personality, technological, humanistic, educational, cultural, professional, economic, social, social protection, historical heredity and acquiring of social experience, socialization, social control, selection, testing),the target purpose of higher education (training the individual for the profession; his involvement in the culture of the society in which he has realize himself, socialization and acculturation individual), the phenomenal features and structure of the educational environment of higher educational institution.

The author defends the idea that the structure of the educational environment of higher education institutions should provide training of future specialists combined with personal development, to meet the needs of the individual in self-development, self-realization, to create basis for the formation of values and motives of activity. The author’s model of educational environment of higher educational institution is composed of the following structural components: personal, axiological and semantic, information and content, organization and activity, bimensal and objective.

Keywords:  educational and professional, educational and cultural, educational and socialization functions of the educational environment of higher education institutions;  educational environment;  educational environment of higher education institutions;  the function of the educational environment of higher education institutions.

References 

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3. Encyclopedia of Education (2008). Akad. ped. nauk Ukraine; (Ed.) V. Kremen. K .: Yurinkom Inter, 1040 p. (in Ukrainian).
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5. Kvit,S. M. (2014). Reforms in education – the key to successful reforms in Ukraine in general. Governmental Courier, April 29, 2014. Retrieved from: http://ukurier.gov.ua/uk/articles/sergij-kvit-reformi-v-osviti-zaporuka-uspishnih-re/ (in Ukrainian).
6. Communiqué of the World Conference on Higher Education (2009). The New Dynamics of Higher Education and Research for Societal Change and Development (UNESCO, Paris, 5-8 July 2009) Retrieved from: http://zakon4.rada.gov.ua/laws/show/952_011/ (in Ukrainian).
7. Kremen, V. G. (2010). Mancentrism philosophy in educational space. [2nd ed.]. K .: T-vo «Znannia» Ukraine, 520 p., р. 384 - 395 (in Ukrainian).
8. Luhovyy, V. I.(2007). Problem conceptual and categorical apparatus pedagogy. Educational and Psychological science in Ukraine/ (Ed.) A. V. Sukhomlinsky. K.: Educational thought, Vol 1. Theory and History of Education. P. 24 - 35 (in Ukrainian).
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11. Smelser, N. (1998). Sociology. M .:Feniks, 688 p. (in Russian).
12. Soroka, M.(2012). University College Educational Environment as facility management. Neperevna professional education: Theory and Practice. Issue 1-2, 176 p., 55-61 (in Ukrainian).
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15. Toffler, A. (2003). Powershift. Knowledge, Wealth, Violence at the edge of the 21st century. Transl.by English. Kiev: AKTA, р. 687 (in Ukrainian).

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Sysoieva S., Halytska M. CULTUROLOGICAL APPROACH TO THE ORGANIZATION OF THE EDUCATIONAL PROCESS

Abstract
The article deals with the content and value сultural of education as a part of osvitology and discipline, which is part of an interdisciplinary master’s program «Osvitology»; analysis the relationship of the concepts of «culture» and «education», principles and practices underlying the Culturologyof Education.

Keywords: culturology of education;  cultural approach to education;  interdisciplinary training program «Сulturology of Education»;  osvitology (educology).

References

1. Abramovych, S. D. (2005). Cultural Studies: Textbook, K.: Kondor, 352 p. (in Ukrainian).
2. Bahats’kyy, V. V., Kormych, L. I. (2004). Cultural Studies: History and theory of the world culture of XX century: Textbook, K.: Kondor, 304 p. (in Ukrainian).
3. Gurevich, P. (2005). Cultural Studies: Textbook, M.: Gardariki, 280 p. (in Russian).
4. Kremen’, V. H. (2012). Spirituality and culture of a society are determined by the development of education. Osvita u polikul’turnykh suspil’stvakh. Red. V.Kremen’,
   T. Levovyts’kiy, Y. Nikitorovych, S. Sysoyeva. Vyshcha pedahohichna shkola SPV. Universytet v B’yalostotsi, Varshava, 392 p., 45-55 (in Ukrainian).
5. Krylova,  N. B. (2000). Cultorology of education, M.: Narodnoe obrazovanie, 272 p. (in Russian).
6. Sysoieva, S. O., Halytska, M. M. (2014).  Culturology of education: working educational program. K.: Vydavnytstvo VP «Edelveis», 64 p. (in Ukrainian).
7. Ohneviuk, V. O. (2009). Philosophy of education and its place in the structure of the phenomenon of education research. Naukovo-metodychnyy zhurnal «Shlyakh osvity», №4(54), P. 2-6 (in Ukrainian).
8. Ogneviuk, V. A., Sysoeva S. A. (2014). On the problem of scientific researches towards integrated education. Ezhemesjachnyj nauchnyj zhurnal Ministerstva obrazovanija i nauki Rossijskoj Federacii «Alma Mater» (Vestnik vysshej shkoly), Filosofija i sociologija obrazovanija, №3, P. 22-30 (in Russian).
9. Sysoieva, S. O. (2012). Culturological concepts of Osvitology in the context of a multicultural society. Osvita u polikul’turnykh suspil’stvakh. Red. V. Kremenya,
   T. Levovyts’koho, Y. Nikitorovycha, S. Sysoyevoyi. Vyshcha pedahohichna shkola SPV. Universytet v B’yalostotsi, Varshava, 392 p., 131-157 (in Ukrainian).
10. Sysoieva, S. O. (2012). The sphere of education as an object of researches. Pol’s’ko-ukrayins’kyy/ ukrayins’ko-pol’s’kyy shchorichnyk «Osvitolohiya». K.: VP «Edel’veys», Vypusk I, 120 p, P. 22-29 (in Ukrainian).
11. Halytska, М. M. (2014). Research education іn the context of cultural аpproach.  Neperervna profesiina osvita: teoriia i praktyka, Vypusk 1-2, P. 19-22 (in Ukrainian).

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Semenova A. PROFESSIONAL CAREER EDUCATOR AND MASTER TEACHERS OF: COMMON AND DIFFERENT

Abstract

In this paper, specific features of teacher professional masters and teachers of their common and distinctive features. Explained that in the pedagogical action, man (as a teacher and as a student) begin analytical study itself as a unit - the subject of interaction that is able to perform different roles, but is not limited to them. Global difference of teacher professional masters and teachers of is that the first «working» directly with mental personality structure, and the second - with information, knowledge. Regardless of the nature of specialization, psevdomayster group brings undoubted damage, considering it as a means to meet their own needs, inventing ghostly group goals. No flames are not equal in strength of influence of language inspired Master. Profanation spirituality can be prevented only positive direction - by improving the efficiency and quality of advanced groupware all subjects pedagogical action running Master-Master. Masters not just «appeal» to people and work with them, while referring to the deep, motivational structure of personality, not only to the intellect as such; unlike the professionals who develop almost nothing – they «arm» knowledge and skills. Therefore, any topic, conceptual models, and others. not have any intrinsic value to the Master and are actually visual means. On the other hand, information about past masters come to us thanks to the teams that streamline and systematize such as historical archives, which were able to understand them. For the harmonious development of trainees needed as teachers of labor and coordination of efforts Teacher-Master. Therefore, in the work of the Master, in the teams in learners is very important manifestations of sincerity and honesty.

Keywords: communication;  specialist teacher;  teacher-master.

References

1.    Ziaziun, I. A. (2008). Philosophy Teacher steps: a monograph. Kyiv : [b. v.] ; Cherkasy : ChNU im. B. Khmelnytskoho, 608 (in Ukrainian).

2.   Questions that from time to time, depending on the circumstances, must offer public school teacher myself (1858). Russkij pedagogicheskij vestnik, № 1, 73-74 (in Russian).

3.   Questions that from time to time, depending on the circumstances, must offer public school teacher myself (1858). Russkij pedagogicheskij vestnik, № 2, 169-172 (in Russian).

4.    Spirituality: Methodology, Theory and Practice: Proceedings  (2004). Ed. H. P. Shevchenko. Vyp. 1, Luhansk: Vyd-vo Skhidnoukr.nats.un-tu im. V.Dalia, 224 (in Ukrainian).

5.     Parotts, Yu. (1875). General history of pedagogy to guide students in normal schools (A. Herkharda, Trans.). SPb., 386 (in Ukrainian).

6.  Semenova, A. V. (2009). Modeling paradigm in the training of future teachers monograph. Odesa : Yurydychna literatura, 504 (in Ukrainian).

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Melnychuk T. Artistic activity as a component of spiritual development of an individual

Abstract

The article covers artistic activity as a multifunctional psychological component during activity and spiritual growth of an individual and conditions which influence the formation of  artistic activeness as a component of creative potential; some concepts are defined such as  «passionarity» as a splash of goal-orientedenergy and active artistic activity of an individual in creating art masterpieces and other products as a result of an individual’s work connected with life and environment protection; the rebirth of spirituality,  humane and moral principles of life purposes, values which are underlain in «The Ten Commandments» of  Christian religion as an ensample of purposes of life and spiritual development during the activity for humankind; the importance of artistic performance ensembles and a non-governmental female organisation in the system of cultural and educational work at the university while shaping spiritual virtues of an individual, patriotic attitude towards cultural heritage and traditions of Ukrainian nation is presented.

Keywords:  artisticactiveness;  humanism;  nationalshrines;  passionarity;  patriotic attitude;  sacred art;  spiritual and material culture;  spiritualgrowth;  spirituality;  traditions;  values.

References 

1. Bekh, I.D. (2008). Character education. Кyiv. Lybidj (in Ukrainian).
2. Gumilev, L.N. (1990). Ethnogenesis and Earthbiosphere. Leningrad: Gidrometeoizdat (in Russian).
3. Kremenj, V.Gh. (Eds). (2008). Encyclopedia of  Education. Kyiv: Jurinkom Inter (in Ukrainian).
4. Address of the Holy Father John Paul II to University Professors of all Nations. (2000). Roma (in English).
5. Rozhko, V.I., Antonjuk, O.V. (Eds). (2011). Culturological dictionary. Kyiv: NMAU (in Ukrainian).
6. Material from Wikipedia – free encyclopedia. Retrieved from http://uk.wikipedia.org/wiki/%D0%94%D1% (in Ukrainian).
7. Pomytkin, E. O. (2007). The Psychology of Spiritual development of an individual. Kyiv: Nash chas, 252-278 (in Ukrainian).
8. Sysojeva, S. O. (2006). Outlines of pedagogical creativity. Kyiv: Milenium (in Ukrainian).
9. Turynina, O.L. (2007) The Psychology of Creativity. Kyiv: MAUP, 156-157 (in Ukrainian).
10. Shevchenko, G.P., Butenko L.L., Shkurin, A.I. (2014). Poeticimage of morality in art: the experience of moral education of senior pupils.Lugansk: Izd-vo «NOULIDZh» (in Russian).

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Volkova N. MULTICULTURAL EDUCATION IN THE TRAINING OF FUTURE ECONOMISTS

Abstract

The article analyzes the problem of multicultural education of future economists; the basic building blocks of multicultural education is shown; functions of multicultural education training students of economic specialties of higher educational institutions is described; the formation of the new formation economists are more effective in the targeted multicultural education carried out by implementing professional training in multicultural component of educational content.

We consider a multicultural component as a component of professional training of future economists. Its content is realized in the areas of professional economist, aims to develop value-orientation basis of personality and contributes to the preparation of a future professional multicultural interaction.

The component of multicultural training component includes a set of interrelated elements as external (social, ethnic and cultural, socio-cultural, cross-cultural) and internal (ideological) plans, the content of the training based on the introduction of the learning process of theoretical and practical material, characterized multicultural focus.

Keywords:  future economist;  multicultural component;  multicultural education;  training. 

References 

1. Abakumova, I. V., Ermakov P. N. (2003). On the formation of a tolerant personality in multicultural education. Voprosy psihologii, № 3, P. 78-82 (in Russian).
2. Bolharina, V., Loshchenova, I. (2002). Culture and multicultural education. Shliakh osvity, №1., P.2–6 (in Ukrainian).
3. Holik, L. O., Klynchenko, T. V., Krasovytskyi, M. Yu., Levchenko, H. I.(1999).Multicultural Education in Ukraine. Zavuch., № 29/35., P. 3–4(in Ukrainian).
4. Hrynova, V. N. (1988). Formation of pedagogical culture of future teachers (theoretical and methodological aspects): dys... d-ra ped. nauk. 345 p. (in Ukrainian).
5. Kuzmenko, V. V, Honcharenko, L. A. (2006). Formation of multicultural competence of teachers in general-education schools: Tutorial. Kherson, 92 p. (in Ukrainian).
6. Kremen, V. H. (2010). The philosophy of man at the center of educational space, 520 p. (in Ukrainian).
7. Ohneviuk, V. O. (2003). Cognition Education: Results of the XX century, 111p. (in Ukrainian).
8. Poiasok, T. B. (2011). Multiculturalism in higher economic education. Problema polikulturnosti u neperervnii profesiinii osviti., P. 66-70 (in Ukrainian).
9. Rudnytska, O. P. (2000). Culturological approach in art education. Neperervna profesiina osvita: problemy, poshuky, perspektyvy: monohrafiia. (Ed.) I. A. Ziaziun., P. 108-134 (in Ukrainian).
10. Sysoieva, S.O. (2011). The development of education in the multicultural globalized world. Problema polikulturnosti u neperervnii profesiinii osviti., P. 11-18 (in Ukrainian).
11. Chobitko, M. H. (2011). Components of multicultural education in the training of future teachers. Problema polikulturnosti u neperervnii profesiinii osviti., P.38-42 (in Ukrainian).

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Kozak L. PREPARATION OF FUTURE TEACHERS OF PRESCHOOL EDUCATION AND PSYCHOLOGY TO INNOVATIVE PROFESSIONAL ACTIVITIES:CONCEPTUAL BASIS

Abstract
In the proposed article showing the main provisions on which based the concept of training future teachers of preschool education and psychology to an innovative professional activity, defines a central conceptual idea, based on the assumption that the teacher training preschool education and psychology to an innovative professional activities should be aimed at the formation of his ability to subject-subject interaction in educational innovation environment of the university, providing innovative provision of professional status of the transformation mechanism of students innovation towards the formation of his willingness to innovate in the preschool education system; presents goal, key objectives, principles and approaches of training future teachers preschool education and psychology to an innovative professional activities; outlines the organizational and methodological principles of training future teachers of preschool education and psychology to an innovative professional activities. Implementation conceptual positions of preparation makes it possible to prepare a competitive labor market Teachers Preschool Pedagogy and Psychology, capable of innovative professional activities, self-development and self-improvement.

Keywords: conception; innovative teacher professional activity;  preparation for innovative professional activity.

References

1. Borshch, Zh. (2012). Andragogical approach to future teacher’s preparation. Pedagogichni nauky, 55, 58-63 (in Ukrainian).
2. Morozov, A. V. & Chernilevskiy, D. V. (2004). Creative pedagogics and psychology. Moskow. Akademicheskiy proect (in Ukrainian).
3. The national strategy of education developement in Ukraine for the period by 2021 (Decree of the President of Ukraine №344 / 2013). Retrieved from: http://www.president.gov.ua/documents/15828.html
4. Ohneviuk, V. O.(2006). Special mission of preschool education. Doshkilne vyhovannia, 4, 3-7 (in Ukrainian).
5. Zagviazinskiy, V. I. & Zakirova, A. F. & Strokova, T. A. (2008) Pedagogical dictionary. (Ed.). V. I. Zagviazinskiy, A. F. Zakirova. Moskow: Academy (in Ukrainian).

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Ivaniuk H. DEVELOPMENT OF VARIABLE MODELS OF SPECIALIZED SCHOOLS IN RURAL AREA: SOCIAL AND PEDAGOGICAL ASPECTS

Abstract
In the article highlights the results of theoretical analysis and study of the problem of the functioning and development of varied models of specialized schools in rural areas of the independent Ukraine.According to the results of scientific research revealed the factors that influenced the formation of models of specialized schools, namely: socio-cultural (needs of labor market of village, district, state); motivation of parents regarding the education of children and prepare them for work; close relations with the social environment conducive cooperative educational resources; early socio-cultural self-identification of the individual, which leads to early formation of professional motivation; small size and incomplete completeness of rural schools.By pedagogical factors include the following: personal social and professional trajectory of the student; integration of teacher professional functions; create educational environment ofspecialized schools.

Justified the essence of internally school and externally school forms of profile differentiation. According to this characteristic are allocated and systematized models of specialized schools in rural areas.

To models that distinguish for externally school formof profile studies include the following: «school - socio-cultural center», «education district», «Comprehensive schools - vocational schools», «Comprehensive schools - higher education institution», «training-educational complex».

In most of the complete schools operates models that are based on internal school profiled differentiation: Single field comprehensive schools, dynamic profile group, specialized education for individual plans and programs.

The article describes the essential features of models specialized schools that have proliferated in rural areas and are promising for further development.

Key words: factors ofschool development;  modelof specialized schools;  ruralschool;  specialized education;  trends of the developmentof specialized schools.

References

1. Ivaniuk, H. I. (2011). Social and educational conditions of designing specialized schools in rural area. Ped nauky : teoriia, istoriia, innovatsiini tekhnolohii : zb. nauk. pr. Sum. derzh. ped. un-t im. A.S. Makarenka. Sumy, № 4/5 (14/15), 221-230 (in Ukrainian).
2. Kyzenko, V. I., Malovanyi, Yu. I., Sofiants, E. M.(1999). The school educational component: the nature, functions, implementation : posib., Donetsk: TOV «KUHIS», 71 (in Ukrainian).
3. Kremen, V. (2007). Formation of professional trajectory of student begins with school, Dyrektor shkoly, litseiu, himnazii, № 6, 19-23 (in Ukrainian).
4. Krychok, V. (2006). Remotely controlled selfeducation as a means of solving the problems of rural schools profiling. Osvita i upravlinnia, № 2, 39-43 (in Ukrainian).
5. Madzihon, V. Levchenko, H. (2006). Profiling high school and professional self-determination of school youth. Molod i rynok, № 1(16), 5-11 (in Ukrainian).
6. Nemova, N. V. (2005). Management of system of special education at school (handbook). M.: Sentjabr’,160 (in Russian).
7. Novikova, T. (2005).Modern educational innovation (Preparation of prespecializing). M. : GO UDODFCRSDOD, 64 (in Russian).
8. Piddiachyi, M. I. (2008). Preparing high school students for professional careers in terms of profile education: monohrafiia. K.: Pedahohichna dumka, 288 (in Ukrainian).
9. Samodryn, A. P. (2006). Formation of teaching and educational space region. Kremenchuk: PP Shcherbatykh, 455 (in Ukrainian).
10. Siechniak, M. (2006).Specialized training in high school. Dyrektor shkoly, litseiu, himnazii. № 3, 67-69 (in Ukrainian).
11. Syniachov, I. (2008). Specialized training in EC: how to minimize the negative effects during its implementation in schools. Dyrektor shkoly, litseiu, himnazii, № 3,100-103 (in Ukrainian).
12. Shamova, T. (2006). Management profile training based on student-orientation approach .M.: Centr «Pedagogicheskij poisk», 160 (in Russian).
13. Shyian, N. I. (2004).Specialized teaching in schools in rural areas: theory and practice. Poltava: ASMI, 442 (in Ukrainian).

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Vovk L. IMPACT ON GENDER STEREOTYPE SOCIALIZATION PROCESS CHILD

Abstract
The article examines patterns of gender development rights; studied the concept of socialization; summarizes the current understanding of socialization; the notion of stereotypes and gender stereotypes as one of their species; the particular sex-role stereotypes in education and their importance in the socialization of the child; studied social role theory of gender differences in social behavior; analyzed the effects of sexual stereotypes; studied traditional notions of masculine and feminine in society; highlighted the positive and negative effects of gender stereotypes; organized distribution of social rolesdiagnosis and study of gender stereotypes; carried description stereotypical image, social and cultural facilities; researched problem offormation of images "true" femininity and masculinity; the problem of the emergence of gender stereotypes due to the fact that because of cultural and historical relationship models were built views about gender identity of men and women; made interpretation and evaluation of the same events, depending on which sex belongs participant of the event; the problem of combining certain properties, behaviors and attitudes on the one hand, and the perceptions of men and women on the other, which together form a culturally acceptable characteristics of representatives of both genders; the problem of limitation of personal development, the possibility of self-selection models and manners, professional activities, career advancement, narrowing or widening economic, political and social human capabilities; the model of an educational plan that conveys gender discrimination and is a tool for implementing gender stereotypes.

Keywords:  gender development;  gender roles;  effects of sex stereotypes;  masculinity;  sotsializtsiya child;  social-role theory of gender differences;  sex-role stereotypes; femininity.

References

1. Hovorun, T.V., Sharhan, O.M. (1990). Parents of children sex education. Kyiv: Soviets. School (in Ukrainian).
2. Yhly, E. (1996). Intersexual differences in social behavior. Moscow (in Russian).
3. Kravets V.P. (2003). Gender pedagogy. Textbook. Ternopil (in Ukrainian).
4. Logvinov, D.V. (2002). Influence of gender on the development of plants and identity formation. Bulletin HDPU them. GS Pans. Psychology. Kharkov: HDPU, 9, 154-155 (in Ukrainian).
5. Orban-Lembryk L. E. (2003). Social psychology: Handbook. Kyiv: Akademvydav (in Ukrainian).
6. Ryabovа, T. B. (2003). Stereotypes and stereotyping as a problem of gender studies. Personality of research. Culture. Society. Moscow, 1-2 (15-16) (in Russian).

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Naboka O., Glazova V. MANAGEMENT OF THE PROCESS OF THE IMPLEMENTATION OF DISTANCE LEARNING IN HIGHER EDUCATIONAL INSTITUTION

Abstract
In the article there is uncovered the experience of management of the process of the implementation of distance learning at Donbas State Pedagogical University (DSPU).

At the stage of the drafting working out of the regulatory documents there has been developed the Statute concerning distance education at DSPU, which has defined the basic principles of the organization and implementation of distance learning, has regulated the scientific and methodological, psychological, pedagogical, educational, system technical support of this process, has outlined the range of the participants of the process, their rights and responsibilities.

The basis of the organizational structure and the appropriate support has become the established Distance Learning Center, the staff of which includes the experts responsible for the technical component of distance learning, for the training and methodological support base. The Distance Learning Center is responsible to solve the issues of planning, organization and introduction of teaching and learning activities of the students using distance learning technologies, coordination of the activity of the faculties and departments in this area.

Training of the staff through training and extension on the questions concerning mastering the distance learning technologies is organized by means of training in the leading national educational institutions and using the resources of the Distance Learning Center of DSPU.

Technical infrastructure is represented by the set of the following elements: hardware, software, broadband Internet, multimedia labs.

The learning content is structured by the components: lectures with the expanded thematic plan; glossary; guidelines for assignments; entry tests and control tests; links to educational materials on the Internet and electronic libraries; electronic versions of teaching aids; terms and schedule of passing the distance course.

The system of the effective feedback and control allows responding quickly to the identified deficiencies in the organization of distance education in DSPU.

Keywords:  a higher educational institution; an educational content; organizational structure; remote training; the personnel.

 References

1. Distance learning (experience in implementing pedagogical experiment in Poltava University of Economics and Trade) (2013). Poltava. Retrieved from: http://el.puet.edu.ua/sites/default/files/book_el.pdf (in Ukrainian).
2. Lyubchak, B., Kupenko, O., Lavryk, T. [et al.]. (2009). Distance Learning: experience of implementing in Ukrainian university / monograph . Sumy: SumSU, 160 (in Ukrainian).
3. On approval of the Statute of the Ministry of Education of Ukraine on distance learning (2013). Decree, Regulation of 25.04.2013, № 466. Retrieved from: http://zakon4.rada.gov.ua/laws/show/z0703-13 (in Ukrainian).

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Osiptsov A. PSYCHOLOGICAL, PEDAGOGICAL AND SOCIAL ASPECTS OF FORMATION OF UNIVERSAL VALUES OF STUDENTS IN HIGHER EDUCATIONAL ESTABLISHMENTS

Abstract
The article gives an analysis of modern theoretical and methodological problems of education of human values of the individual in students; cultural determinants, patterns, psychological and pedagogical conditions of the process of upbringing of human values of the individual in student youth of Ukraine are studied and systematized. Justification of human values and their structural position in the system of human culture and society is provided. The phenomenon of social and valuable, social and vital self-determination of the students, to whom we refer the students of classical universities in Ukraine, educational structure of which has to provide (at the level of national education) self-determination mentioned above on the basis of established human values is determined. The obtained results of the discourse regarding the phenomenon of human values of the individual, as an important manifestation of a holistic phenomenon of human and society culture actualize the problem of theoretical study of human values, as a constructive factor in the formation of future specialists who are brought up in classical universities of Ukraine. The solution of this problem is not only in the systematical study of scientific researches, but also in their practical implementation in the educational process of educational establishments.

Keywords: human values;  harmonious development;  psychological and pedagogical factors;  social values;  socialization;  self-realization.

References

1. Bezdukhov, V. P., & Zhyrnova, T. V. (2008). Moral and value sphere of the student: diagnosis and formation. Moskva: MPSI (in Russian).
2. Bekh, I. D. (2007). The spiritual development of the personality: the step to the unknown. Pedahohika i psykholohiia, 1, 5–28 (in Ukrainian).
3. Karpenko, I. P. (2004). Transformation of universal values in informational society. Extended abstract of candidate’s thesis. Kyiv: KNU im. Tarasa Shevchenka (in Ukrainian).
4. Korotiaev, B. Y. (2013). The look to the future of higher pedagogical education from the standpoint of the theory of pedagogical philosophy. Luhansk : LNU im.
   T. Shevchenko (in Russian).
5. Lomov, B. F. (1984). Methodological and theoretical problems of psychology. Moskva: Nauka (in Russian).
6. Maslou, A. (1999). Self actualized people: a study of mental health. Sankt-Peterburgh: Evrazyja (in Russian).
7. Osiptsov, A. V. (2014). Upbringing in students of classical universities of universal values as social and pedagogical problem. Spirituality of the personality: methodology, theory and practice (issue 2), (pp. 130–139). Luhansk: SNU im. V. Dalia (in Ukrainian).
8. Popova, D. A. (2002). Formation of human values in the high school by means of media in modern conditions. Extended abstract of candidate’s thesis. Rivne: REHI (in Ukrainian).
9. Sokhanj, L. V. (2010). Life art. Purpose. The fate. Sociological essays, social and psychological essays, interviews, a glossary. Kyev : Yzdat. dom Dmytryja Buragho (in Russian).
10. Shevchenko, H. P., Bielykh, O. S., Zelenov, Ye. A. at al. (2006). Formation of spiritual culture of school youth through art. Luhansk: SNU im. V. Dalia (in Ukrainian).
11. Frankl, V. E. (1990). Man’s search for sence. Moskva: Proghress (in Russian).
12. Khrykov, Ye. M. (2006). Management of educational establishment. Kyiv: Znannja (in Ukrainian).

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Belenka G. FORMATION OF THE RESPONSIBILITY IN PRESCHOOLERS

Abstract
The basic personality characteristics are considered to be: randomness, independence and responsibility, creativity, initiative, freedom and safety behavior, self consciences, self attitude, self-esteem. The article deals with the peculiarities of one of the basic personality traits formation - responsibility during the preschool childhood; peculiarities of formation and responsibilities of children in different types of productive activity, game, art, labor, communication; characterized cognitive component of responsibility are revealed; ways of children responsibility formation are discovered. The author emphasizes that responsibility as the personality quality does not arise spontaneously; for the education of preschool children’s responsibility it’s necessary to build educational facilities; the basis of education responsibilities should be assigned by children knowledge about moral standards that are specified in the rules of behavior and interaction with others. Formation of responsibility begins with the moment when the child is able to perform short-term assignments adult. The most intensive formation of responsibility occurs between the ages of five to ten years, when the child is actively acquires knowledge and builds relationships with others. The criteria for responsible behavior are: children’s idea of the significance and meaning of moral norms of responsibility; positive attitude to responsibility as a moral personality characteristics; ability to act in accordance with the rules of moral behavior.

Keywords:  activity;  basic personality traits;  criteria for responsible behaviour;  development;  interaction;  preschool children;  responsibility.

References

1. Basic component of preschool education (2012). (Ed.) Boghush A. M. K.: MON molodjsportu, 21 (in Ukrainian).
2. Bekh, I. D. Personality in the spiritual aria development: navch. pos. (2012). K.: Akademvydav, 256 (in Ukrainian).
3. Kononko, O.L. (2009). Educating socially competent preschooler. K.: Svitych, 208 (in Ukrainian).
4. Lysyna, M.I. (1976). Problems ontogeny of communication. M.: Prosveshhenye, 156 (in Ukrainian).
5. Sukhomlynsjkyj, V.O. (1977). Duties’ education. V 5 t., K.: Rad. shkola, T. 5, 472–488 (in Ukrainian).
6. Fasoljko, T. S. (2000). Preschool children’s responsible behavior upbringing. Extended abstract of candidate’s thesis. In-t probl. vykhovannja APN Ukrajiny, K., 18 (in Ukrainian).

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Vydaichuk T. THE SIGNIFICANCE OF HISTORICO-LINGUISTIC DISCIPLINES

Abstract
In the article, the role of historico-linguistic discipline in the process of Ukrainian language and literature teachers professional development is discussed; the meaning of each educational or special course in the traditional philologists training is analysed; the necessity of studying certain disciplines by future teacher is justified; the disciplines opportunities in expanding students linguistic erudition, a new type of scientist, capable of seeing language processes objectively and through, formation are revealed.

The necessity of «Introduction to Slavic Philology», «Old Church Slavonic», «The historical grammar of Ukrainian language», «The History of Ukrainian literary language» and special courses («The etymology of the Ukrainian language», «Ethnolinguistics», «The History of Ukrainian linguistics») studying is justified, the object of these disciplines studying, the main objective, tasks are highlighted; the principle of acquired professional competences succession in the process of each course module studying is explained, the necessity of their systematic and consistent acquirement is emphasized.

Nowadays when one of the main higher education tasks is the formation and development of national and civic identity, the origin of language, historical memory, the historical path of people and nation, relations with neighbouring countries have become an especially critical issue.

The deep professional knowledge, research experience, the ability to use and operate with historical facts and sources, brought to the audience by teacher, will be protection against junk informational, scientific argument against speculation and pseudo-theories.

Keywords: historico-linguistic disciplines;  pedagogical training; teacher philologist training.

References

1. Dovbnya, L.E.(2013)History of the Ukrainian linguistic idea is in the pedagogical system of preparation of teacher-philologist. Hymanitarnyi visnyk DVNZ «Pereiaslav-Khmelnytskyi SPU im. Gregory Skovoroda», 28, 89 – 94 (in Ukrainian).
2. Dovbnya, L.E.(2010) Pedagogical specific of study of old church slavonic language by students-philologists in the conditions of credit-module systems. Hymanitarnyi visnyk DVNZ «Pereiaslav-Khmelnytskyi SPU im. Gregory Skovoroda», 19, 43 – 49 (in Ukrainian).
3. Zhaivoronok, V.V.(2007)Ukrainian etnolingvistika: essays. Kyiv: Dovira(in Ukrainian).
4. The newest myths and fakes are about the origin of Ukrainians. (2008). Kyiv: Tempora (in Ukrainian).
5. Pivtorak, G.P. (2014) Ukrainians: from where we and our language: research, facts, documents. Kyiv: PAT «Vipol»(in Ukrainian).

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Rusachenko N. THE PROFESSIONAL TRAINING OF THE FUTURE PHILOLOGISTS: THE CONCEPTUAL BASES

Abstract
It is noted that modernization of higher education system significantly changes accents in the field of professional training linguists. Emphasized the problem of implementation of high school language courses in the educational process, which are focused on using acmeology’s opportunities. The general characteristic of the course «History morphonology of the Ukrainian language» is offered and it will promote the formation of the conceptual knowledge of future philologists.

The purpose of special course should be deepening skills of linguistic «vision» of current problems in Linguistics; learning the basic regularities and the most important facts of developing and formation of the system of morfonology of the Ukrainian language.

New discipline will promote a better understanding of phonetical and grammatical processes of the Ukrainian language; will open new opportunities to analyze the internal relationships between elements of the grammatical structure;  will deep the understanding of historical reasons, the conditions of the functioning of alternations and linear modifications of bases in the Ukrainian language; will introduce the morphonology processes in the nominal and verbal inflection and also in making the old Ukrainian literary language.

Introduction new special courses in the educational process, oriented to the latest achievements of linguistics, contribute to increasing of future professional linguists’ potential, to formation skills of studying and research work.

Key words:  diachrony;  linguistic;  modernization of higher education;  morphonology;  the formation of the conceptual bases;  Ukrainian Language;  university.

References

2.  Lyashenko, O. (2005) The quality of education as a basis for the functioning and development of modern education systems. Pedagogy and Psychology, 1(46), 5-12 (in Ukrainian).

3. National Doctrine of Education development inUkraine in the XXI century (2002). Osvita Ukraine, 33, 4–6 (in Ukrainian).

4. Rusachenko, N. (2011) Problems of morphonology in the Ukrainian historical linguistics.Modern trends languages: Scientific magazine National Pedagogical Dragomanov University, 7, 74-78(in Ukrainian).

5. Shevelov, Yu. (2002) Historical Phonology of the Ukrainian Language. Kharkiv: Akta (inUkrainian).

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Trishkina N. THE LATEST TECHNOLOGIES OF EDUCATION IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION

Abstract
Modernization of education in modern conditions associated primarily with the introduction of innovative technologies educational environment, based on a holistic model of the educational process, based on the dialectical unity of methodology and tools they use. The basis of content and innovative educational process is innovation, the essence of which is to upgrade the pedagogical process, making tumors in the traditional system. The desire to constantly optimize the educational process led to the emergence of new and improvement of traditional pedagogical techniques at different levels and different target orientation.

This article explores the importance and necessity of introducing modern educational technologies in the educational process of higher education; the components of the new technologies and their use in the formation of future professionals by further tasks with excellence using the latest technology education in the educational process of higher education institutions in order to create a competitive specialist.

Modern latest technology education in the educational process of higher education institution is developing training technologies, IT training and learner-oriented technology, module-rating technology research and technology training.

Thus, one of the most important strategic objectives, currently modernizing higher education in Ukraine makes active use in the classroom today the latest technology education in the educational process of higher education institutions that provide high quality training at international standards. Solving this problem is possible on condition that the pedagogical methods and implementation of new learning technologies.

Keywords:  education; educational process;  innovation;  innovative educational technology;  institution of higher education; teacher; the latest technology education;  student.

References

1. Ihnatenko, M. (2003) Modern educational technology. Matematyka v shk., №4, Р.2-6 (in Ukrainian).
2. Kukushkyna, V.S. (2002).Pedahohycheskye technology. V. S. Kukushkynoy (Eds.), Rostov na/D., 264 p. (in Russian).
3. Modern educationaltechnology training. Retrieved from: http://firstedu.com.ua/index (in Ukrainian).

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Litvinova-Holovan O., Beskorovaynaya L.CURRENT PROBLEMS OF FUTURE SPECIALIST TOURISM TO ANIMATION ACTIVITI

Abstract

In the article there was an analysis of actual problems of training future specialists in tourism to animation activities. The study made it possible to identify the most urgent problems of training future specialists in tourism to animation activities. Conclusions and some prospects for further research. The notion of «tourist animation» is treated as a tourist service that is attached to the tourist action. The success of professional activity on the animation in the labor market opredelyaetya level of professional readiness to adapt and self-realization in the profession. Study of the problems of training in tourism to the animation activity will help to identify gaps and find ways to improve vocational training specialists in this sphere . Professional education in the field of tourism in Ukraine is high, but there are certain problems of practical training and to improve and update the content of this training. These problems have arisen due to the low correlation of higher education institutions with direct employers in the tourism sector . Prospects for further research are discussed in the study of other aspects of professional training of future specialists in tourism to the animation activities visshih schools. Just find existing solutions to existing problems of training specialists in the sphere of tourism in modern higher education in Ukraine.

Keywords:  animation activities;  tourism;  training.

References

1.     Bailik, S.I. (2008). Entering is into animation of hospitality: Train aid. Х.: Publishing house «Krossroud», 128 (in Ukrainian).

2.     Haranin, N.I., Bulyhina, N.I. (2002). Management of tourist and hotel animation. Moscow, 112 (in Ukrainian).

3.     Hunkevich, N.B. (2013). Modern tendencies of processes of preparation of specialists of industry of tourism are in Ukraine. An announcer of Lugansk national University is the name  of T. Shevchenko. Р.: Pedagogical sciences. Part 3, №18 (277),  34-39 (in Ukrainian).

4.     Kuskov, A.S. (2009). Hotel business. Train aid. М.: Dashkov and ko, 328 (in Russian).

5.     Plotnikova, V.S. (2013). Preparation of students to to animation pedagogical to activity in the educational process of INSTITUTE of higher. Abstract of thesis. Petrazavodsk, 2013. – 229 р. (in Ukrainian).

6.     Portnykh A.V. (2013). Problems of preparation of bachelors of turizma to animation activity in the conditions of studies in the INSTITUTE of higher. Yugorskiy state university, 16. Retrieved from http://novainfo.ru/archive/16/animacionnaya-deyatelnost (in Ukrainian).

7.     Fedorchenko, V. K. (2006). An encyclopaedic reference dictionary-book is from tourism. K.: the Publishing house «Word», 372 (in Ukrainian).

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Ogurtsova O. TEACHING BUSINESS ENGLISH IN THE NEW DIGITAL AGE

Abstract

Although research studies in education show that use of technology can considerably increase efficiency of foreign language learning, yet technology is still used as an additional not the main educational tool. In this paper we present a new concept for platform-based Business English teaching and assessment, based on the latest advances in computer assisted language learning, web-based educational applications, artificial intelligence, gamification of learning. The concept for this new approach is that teaching and assessment of Business English should become a highly technological process and the role of teacher is, on one hand, to guide students and to effectively manage their platform-based learning and, on the other hand, to develop Business English skills that could only be developed as a result of direct communication and interaction with students. This new learning management system can be referred to as Intelligent/ Smart Business English Learning Platform.

Key words:  Business English;  gamification of learning;  information-communication technologies;  intelligent Business English Platform;  smart learning.

References

1. Anderson, J.R., Conrad, F.G., Corbett, A.T. (1989). Skill acquisition and the LISP tutor. Cognitive Sciencee, 13 (4), 467-505 (in English).
2. Bandura, A. (1989). Self-regulation of motivation and action through internal standards and goal systems. In L. A. Pervin (Ed.), Goal concepts in personality and social psycology (pp. 19-85). Hillsdale, NJ: Erlbaum (in English).
3. Beatty B., Ulasewicz C. (2006). Faculty perspectives on moving from Blackboard to the Moodle learning management system. Tech Trends. 50. (4). pp. 36-45 (in English).
4. Beetham H., Sharpe R. (2013). Rethinking pedagogy for a digital age: Designing for 21 st century learning. Routledge, 311 p. (in English).
5. Carver, C.S. & Scheier, M.F. (1998). On the self-regulation of behavior. New York: Cambridge University Press (in English).
6. Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis (in English).
7. Misuraca, G. (2012). Envisioning digital Europe 2030: scenarios for ICT in future governance and policy modelling. European Foresight Platform, 63 p. (in English).
8. O’Sullivan, B. (2006). Issues in testing business English: the revision of the Cambridge Business English Certificates. (17). Cambridge University Press (in English).
9. Razak A., Connolly T., Hainey T. (2011). The use of Game-Based Learning Within Curriculum for Excellence’ Games-Based Learning. The 5th European Conference,  The National and Kapodistrian University of Athens, Greece, 20-21 October, UK: Academic Publishing Limited, P. 1 (in English).
10. Seidametova Z.S., Ablyalimova E.I., Medzhitova L.M., Seitvelieva S.N., Temnenko V.A.(2012). Cloud technologies and education. Simferopol: DIAIPI (in Russian).
11. Tarnopolsky O., Kozhushko S., Zhevaga V. (2006). Teaching/ Learning Business English by doing business in English: emotional and self-assessment aspects. Part 1. Business Issues.  (1). p.p.11-16 (in English).
12. Taylor T.L. (2006). Play between worlds. Exploring online game culture. England, London: The MIT Press (in English).
13. Van Looy J. (2010). Understanding computer game culture. Germany: Lambert Academic Publishing (in English).
14. Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press (in English).
15. Warschauer, M. (2011). Learning in the Cloud. Teachers College Press (in English).

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Truskavetska I. THE ROLE OF TRAINING FIELD PRACTICES INVERTEBRATE ZOOLOGY IN THE PREPARATION OF FUTURE TEACHERS OF BIOLOGY

Abstract
The special form of the educational process in higher education, in which fixed acquired in lectures, seminars and practical lessonss theoretical knowledge, forming ability not only to observe natural objects and phenomena, but also the relationship between man and nature, evaluate ways of nature are the educational field practices. The main objective of the practice is to consolidate and deepen the knowledge about the structure, biology and behavior of invertebrates in the wild.

Students carry out comprehensive research on the species composition of invertebrate fauna, namely, soil, forests, grasslands, freshwater, farmland (orchard, berry, backyard and field); educate careful attitude towards the environment, to study rare and endangered species of fauna researched area. Practical knowledge of receiving future specialists during their training field practice will provide an opportunity to deepen professional skills of organization and implementation of extra-curricula naturalistic works, ecological and environmental education of students.

The article deals with the peculiarities of educational field practice of Invertebrate Zoology as a prerequisite for the formation of professional competence of future teachers of natural sciences biology. Special attention is paid to training and field practice as a form of engaging students in the learning of motivated, independent scientific inquiry, observation and systematization of invertebrate fauna of the study area. Deals with methods of collecting and trapping, solved the issue of technology, collecting, recording, preserving and making systematic and biological collections of various groups of invertebrates.

Keywords:  collection of insects;  educational process; endangered and rare species;  expedition;  future teacher of biology;  invertebrate fauna the study area;  professional activity.

References

1. Kanivecz,` V. M., Lashhenko, V. F.(2000). Educational practice of Invertebrate Zoology and guidelines to determine insects. Nizhy`n : NDPU, 208 (in Ukrainian).
2. Kochanov, M. A., Shulaev, N. V. (2009). A teaching aid for the summer field practice on the territory of Invertebrate Zoology VKGPBZ with lists of common and rare species. Kazan': Izd-vo KGU, 49 (in Russian).
3. Mazurmovy`ch, B. M., Koval`, V. P. (1977). Practicum on Invertebrate Zoology. K. : Vy`shha shkola, 229 (in Ukrainian).
4. Pavlyuchenko, O. V., Uvayeva O. I. (2014). Zoology of invertebrates. Educational and field practice: Study Guide. Zhy`tomy`r : Vy`d-vo ZhDU im. I. Franka, 356 (in Ukrainian).
5. Ty`tarenko, L. M. (2007). Formation of ecological competence of students of the university of biological specialties: Author. dissertation.  candidate. ped. sciences: 13.00.07. K., 20 (in Ukrainian).
6. Fasulati K. K. (1971). Country setting study of terrestrial invertebrates. M . : Vysshaja shkola, 424 (in Russian).
7. Jahontov, V. V., Shilenkov, V. G.(1964). Educational field practice on Invertebrate Zoology: a teaching aid. Irkutsk : Izd-vo IGU, 154 (in Russian).

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Briukhanova G. TOOLS OF DESIGN EDUCATION IN UKRAINE: ANALYTICAL REVIEW

Abstract
Today, solving the problem of design education in Ukraine requires academic and practical direction. The design should facilitate the solution of public problems in various areas of public life and the economy, to support policy of accelerating economic development. For this, we use the power of the impact design decisions, especially in the printed product.

With the rapid global changes necessary detailed analysis of the issues and problems of design education in Ukraine. It is necessary to identify all the productive possibilities of design development for solving problems of various industries. Work of designers will help in addressing environmental, social and spiritual problems in personal and social life.

It is necessary to be conscious importance of design problem overall and separately design of print products, to realize social meaningfulness of design school for a country. Its economic position very depends on it, in particular on oversea markets. Accordingly, maintenance of educational process preparation of specialists in area of design print products is one of the important tasks of state education. Life shows us, what huge meaning have in developed countries questions of preparation print production spesialists.

Education should ensure competitiveness of designers in the job market, in accordance with international standards. For this theoretical and practical training for students should be built as a single educational system, aimed at fostering professional competence. The student must be provided with the desire and ability to self-development and improvement. The training and future professional activities should be based on the personal development of their own intellectual and creative potential. Such an approach increases the efficiency of the creative process.

Keywords:  advertising;  creation;  culture;  design;  designer activity;  preparation of specialists;  printing products.

References

1. Astafev, I. A. (1988). Sociological perspectives of marketing and design. Sociological research into the design. Proceedings VNIITE. «Tekhnicheskaya estetika». Vol. 54, M .: VNIITE. P. 40-50 (in Russian).
2. Bizunova, E. (1970). Cultural and psychological time design. Tekhnicheskaya estetika. № 12, p. 4-6 (in Russian).
3. Zubov, E. (2004). The business interest: social and philosophical analysis: Extended abstract of candidate’s thesis: 09.00.03 / Zaporіzky Reigning unіversitet. - Zaporіzhzhya, p. 15 (in Russian).
4. Kuzmenko, K.(2010). The main method of economic coordination and its impact on the market of promotional products. «Efektivna ekonomіka». Retrieved from: http://www.economy.nayka.com.ua/?op=1&z=151 (in Ukrainian).
5. Prusak, V. (2006). Organizational and pedagogical principles of training future designers uvyschyh educational institutions of Ukraine: Extended abstract of candidate’s thesis, Ivano-Frankivsk (in Ukrainian).
6. Rizhova, S. (2008). Socio-philosophical paradigm of modern design. Gumanitarny`j visny`k ZDIA, P.111-129 (in Ukrainian).
7. Sobolev, O. (2005). Interaction design and marketing in contemporary design culture. Visn. Xark. derzh. akad. dy`zajnu i my`stecz. № 3, P. 82-88 (in Ukrainian).
8. Tatiyivs`ky`j, P. (2002). Features of formation and development prospects design in Ukraine. Extended abstract of candidate’s thesis. Kyiv National University of Construction and Architecture, Kyiv (in Ukrainian).
9. Fursa, O. (2013). The main trends and factors of design education. Naukovy`j visny`k NLTU Ukrayiny. Vol. 23.18, p.392-398 (in Ukrainian).

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Diachkova Y. PRACTICAL USE OF A SHORT-TERM WEBQUEST IN THE PROCESS OF ENGLISH SPEAKING TEACHING

Abstract
The article introduces a practical development of theshort-term individual WebQuest devoted to the topic«Class Meal. Widening Future Horizons». The scientific paperdiscloses methodological potential of the WebQuest as ateaching tool for the future specialists’ English language speaking competence development. The definition of the WebQuest as an instructional Internet resource for future specialists’ English language speaking competence development is given in the paper. The result of the WebQuest (in the format of PowerPoint presentation) is determined. The role of the teacher within the short-term individual WebQuest is noted and the results of the teacher’s operations for the organization of students’ activity are thoroughly disclosed (both during the classroom and out-of-class activity). The article represents general structure of the WebQuest. The realization of each structural component of the WebQuest and its goals in the context of future specialists’ leading learning speaking objective’s implementation are shown practically. The efficiency of the WebQuest as a teaching tool is confirmed. In the article the effectiveness of introduction of this teaching tool for English language speaking competence development into the learning process is proven practically on the example of a real WebQuest created for the future specialists (who study General English and have the proficiency level of language B1+). The represented WebQuest serves as an example of effective integration of out-of-class activity and individual students’ work into classroom activity. Also in the paper the perspective of the short-term individual WebQuest use is shown.

Keywords:  English language speaking competence; future specialists;  instructional Internet resources;  the WebQuest.

References

1. Baguzina, Y. (2012). Web Quest Technology as a Means of Didactic Development of English Speaking Competence (for the students of non-linguistic high school). Doctor’s thesis: Moscow, 238 (in Russian).
2. Regulation on «Electronic Educational Resources» from 01.10.2012, № 1060. Retrived from http://zakon4.rada.gov.ua/laws/show/z1695-12#n13 (in Ukrainian).
3. Sysoiev, P., & Yevstigneiev, M. (2010). Methodology of the English Language Teaching Using New Communicative Information Technologies of the Internet: Methodguide for teachers, applicants and students: Rostov n/D, Phoenix, Glossa Press, 182 (A manual for a Foreign Languages Teacher) (in Russian).

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Martynenko S., Novyk I. APPLICATION OF DIAGNOSTIC TASKS IN THE PROCESS OF MEASURING EDUCATIONAL COMPETENCE OF PRIMARY SCHOOL CHILDREN

Abstract
The article highlights the features of formation of diagnosing learning competencies (key, and interdisciplinary subject) of primary school children; here’s a description of the key, and the subject of interdisciplinary competence; disclosed practice-oriented diagnostic task based on the life story, during the performance of which the student must apply the generated knowledge and skills within the curriculum objectives elementary school, they are designed in such a way that allow you to check formation of younger pupils key, subject and interdisciplinary competences and measure the mathematical, natural sciences and foreign language competence of primary school children; describes the diagnostic tools to evaluate the levels of educational competencies of primary school children according to the diagnostic task.

Diagnostic tasks, that were developed by us, for primary school are practice-oriented based on life story, during the implementation of which child should apply existing knowledge and skills within the curriculum objectives and primary school to verify formation of key, subject and inter-subject competences of the younger pupils. 

To test the formation of mathematical competence of  the first-graders we offer diagnostic tasks «Mathematical discovery»; to verify the formation of natural science competencies of the first-graders we offer diagnostic tasks «Nature around us» and to verify the formation of foreign language competence of the first-graders we offer diagnostic method «Interesting language».

Key words:  diagnostic task;  educational competencies;  interdisciplinary competencies;  key competencies;  measuringof learningcompetencies;   primary school children;  subject competencies.

References

1. Bibik,N. M. (2010). Сompetence and competenceof in the results of primary education. Primary school, 9, 1-4 (in Ukrainian).
2. State Standard for primary education – Retrieved from: http://www.mon.gov.ua/ua/often-requested/state-standards/ (in Ukrainian).
3. Martynenko, S. M. (2014). The study of individuality of primary school children by means of pedagogical diagnostics. Kyiv: Kyiv. un-t im. B. Hrinchenka (in Ukrainian).
4. Savchenko, O. Ya. (2012). Didactics of primary education. Kyiv: Hramota (in Ukrainian).
5. Khoruzha,L. L. (2011). Ethical competence teaching staff in the context of a competency oriented education. Postgraduate education in Ukraine, 2, 14-16 (in Ukrainian).

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Synekop O., KolomiyetsS. RESEARCH AND STRATEGIC COMPETENCE CONTENTS OF THE FUTURE DOCTOR OF PHILOSOPHY (PhD)

Abstract
The problem of the research and strategic competence contents of the future Doctors of philosophy (PhD) is determined. The experience of scientists about research competence is generalized; the components of the mentioned competence contents (the ability, knowledge and skills) are outlined. For realization of the research the key strategies such as cognitive, metacognitive and communicative are outlined.  Cognitive strategies include the search of information, material selection, analysis and processing, content presentation of the research.  The search of information is necessary for defining the topic of the research, studying and selection of information (electronic and paper) connected with the problem. The strategy of information analysis is based on practical necessity and importance, authenticity and completeness, relevance and compliance of information with contemporary trends in science. The strategy of information processing includes the following strategies: noting, schematization, condensation, summarizing, synthesis, reasoning, clustering, classification, specification, comparison, abstracting, generalization, systematization. The strategy of research content presentation contains such strategies as inductive, deductive, spiral, comparative and chronological. Metacognitive strategies that include planning, organizing and managing the process of research, monitoring, self-control and self-assessment of research results are specified.  Communicative strategies realize the intentions of the speaker in a given communicative situation. The research self-perfectionstrategy is considered as the ability to develop the research and cognitive style, using both direct and indirect strategies to achieve academic, professional and personal goals. The essence of research self-perfection  strategy is detailed.

Keywords: cognitive strategies;  contents;  Doctor of Philosophy (PhD);  metacognitive strategies;  research and strategic competence;  self-improvement-research strategy. 

References

1. Arkhypova,M.V. (2009). Research competence of future engineers-teachers. Proceedings of the 5th International scientific conference «Professional personality formation: problems and perspectives», Khmelnitsky, 22–24 October, 144–148 (in Ukrainian).
2. Gholovanj, M.S. & Jacenko, V.V. (2012). The essence and meaning of «research competence». Teorija ta metodyka navchannja fundamental’nyh dyscyplin u vyshhij shkoli: zbirnyk naukovyh prac’. Volume VII. Kryvyj Righ: Publishing Department NMetAU, 55−62 (in Ukrainian).
3. Zghurovsjkyj, M.Z. (2011). University science and innovation economy. The report on International Innovation Forum of the CIS. September 27. Retrieved from: http://kpi.ua/1132 (in Ukrainian).
4. Enikeev, E. I. (2002). Encyclopedia. General and Social Psychology. M.: Publish Group NORMA-INFRA, 436 (in Russian).
5. Klarin, M. V. (1995). Innovations in the world pedagogy: learning through research, discussions and games. (Analysis of foreign experience). Riga: NPC «Jeksperiment», 176 (in Russian).
6. Kolomiyets, S. S. & Synekop, O. S.(2014).The concept of creation of educational and research training program on the educational and scientific level – doctor of philosophy (PhD). Neperervna profesijna osvita: teorija i praktyka. Naukovo-metodychnyj zhurnal, 3-4, 5-10 (in Ukrainian).
7. Bighych O. B., Borysko N. F., Borecjka Gh. E. and others (2013). Methods of teaching foreign languages and cultures: theory and practice: a textbook for students of classical, educational and linguistic universities. S. Ju. Nikolajeva (Ed.). K., 590 (in Ukrainian).
8. Soper, P. L. (1995). Fundamentals of art speech. Rostov-na-Donu: Feniks, 448  (in Russian).
9. Ushakov, A. A. (2008). Development of research competence of pupils of a comprehensive school in the conditions of profile training [Text]. Extended abstract of candidate’s thesis: 13.00.01. Majkop, 26 (in Russian).
10. Ficula, M. M. (2014). Higher Education Pedagogy: teach. guidances. 2-nd ed., dopovn. K. : «Akademvydav», 456 (in Ukrainian).
11. Shevchuk, S. P., Skorokhodov, V. A. & Shevchuk, O. S. (2009). Interactive technologies training of managers. Textbook. K. : «Vydavnychyj dim «Profesional», 232 (in Ukrainian).
12. Faerch, C. & Kasper, G. (1983). Strategies in interlanguage communication. L. and N.Y., 20−60. (in English).
13. O’Malley, J.M. & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge : Cambridge University Press, 265 (in English).
14. Oxford, R. L. (1990). Language Learning Strategies. What every teacher should know. Boston : Heinle & Heinle Publishers, 342 (in English).

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Masimova L. FORMATION OF PROFESSIONAL COMPETENCIES OF A SPECIALIST IN PUBLISHING AND EDITING DURING A WORK WITH A VISUAL MASS-MEDIA TEXT

Abstract
The article considers the features of formation of professional competencies of a specialist in publishing and editing during a work with a visual media text. The actual purpose of the current work is realized by means of analysis of professional competencies and description of methods of their formation.  The paper justifies necessity of forming such instrumental competencies of a specialist in publishing and editing: basic knowledge about visual language as means of communication; common professional – creativeness of visual thinking in the process of information conditioning, skills in effective use of notional and emotional potential of visual mass media text; special professional – basic knowledge in architectonics of visual text, knowledge in specifics of different visual media text genres, knowledge of approaches in visual text editing. The proposed system of teaching methods of formation of professional competencies, on the one hand, takes into account the essential features of the visual media text and the main stages of its creation and, on the other hand, allows one to create professional creative experience of the future, taking into account his or her identity. It is seen perspective to continue description and systematization of methods of educational technology in the field of visual communication in order to create a bank of ideas.

Keywords:  methodological tools; professional competencies;  specialist in publishing and editing;  visual media literacy;  visual media text.

References

1. Bylyna Yu. L. (2013). Formation of informational competency of future specialists in publishing and editing using interactive teaching method CASE-STUDY. Inzhenerni ta osvitni tehnologii v elektrotehnichnyh i kompyuternyh systemah , 4, 40-46. Retrievet from: http://nbuv.gov.ua/j-pdf/itot_2013_4_7.pdf (in Ukrainian).
2. Bylyna Yu. L. (2014). Features of formation of professional competency of future specialists in publishing and editing. Imidzh suchasnogo pedagoga,10, 6-8 (in Ukrainian).
3. Vidomenko D. D.(2014). Essence of professional competency of future specialists in publishing and editing. Pedagogika formuvannya tvorchoyi osobystosti u vyschiy i zagalnoosvitniy shkolah , 34, 100-106. Retrievet from: http://nbuv.gov.ua/j-pdf/Pfto_2014_34_16.pdf (in Ukrainian).
4. Zaychuk G. (2013). Pedagogical technologies as a means of formation of professional competencies of future specialists in the sphere of tourism.Visnyk Natsionalnogo tehnichnogo universytetu Ukrayiny «Kyivskiy politehnichniy instytut». Philosophia. Psyhologia. Pedagogika, 1,166-168. Retrievet from: http://nbuv.gov.ua/j-pdf/VKPI_fpp_2010_1_29.pdf (in Ukrainian).
5. Masimova L. G. (2013). Visual literacy in the system of media education. Uchonyie zapiski Tavricheskogo nats. u-ta im. V. I. Vernadskogo, 26 (65), 172—176 (in Ukrainian).
6. Solyanyk A. A. (2011). Preparation of specialists for the book industry of Ukraine: traditions and innovations Visnyk Kharkivskoyi derzhavnoyi akademii kultury ,32, 116-125. Retrievet from: http://nbuv.gov.ua/j-pdf/hak_2011_32_13.pdf (in Ukrainian).
7. Tsehmistrova G. S. (2002). Diagnostics of efficiency of teaching process in institutions of higher education. Extended abstract of candidate’s thesis. Sumy: SumSU (in Ukrainian).

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Babiychuk S.THE MODEL OF FORMATION GEOINFORMATION COMPETENCE OF SENIOR PUPIL

Abstract
The use of Geographic Information Systems and Geographical Information plays a key role in human activities today. GIS is widely applied in everyday life by many of the services we rely on. It is one of the fastest growing uses of computer technologies and is a fundamental part of modern geography. Modern education based on the practical use of knowledge, a component of which is the formation among school students specific competence. The study of geoinformation systems in high school based on the formation of geoinformation competence. Formation geoinformation competence senior pupils depicted as a pedagogical model. The definition of this concept is multifaceted as contains set of competencies that a student should formed. The article considers the practical development geoinformation competence of students’ «Geographic Information Systems in Geography» of Kyiv Small Academy of Sciences.

Is carried out the analysis of the existing definitions of term «geoinformation system». Are proposed the prospects for the development of the new directions of the Geographic Information Systems within the framework of geographical studies. Are opened essence, methodological bases, contradictions and prospects for integration processes in the geography and Geographic Information Systems. GIS is a tool that is being used extensively by researchers, scientists and administrators to inform decision making about real issues . Educators are now investigating innovative approaches to using GIS in learning/teaching environments.

Keywords:  competence;  geoinformation competenc;  geoinformation system;  high school students;  model.

References

1. Bibik, N.M. (2008). Competence in education. Encyclopedia of Education, Academy of Pedagogical Sciences of Ukraine, (Ed) V.Gh. Kremenj, K: Jurinkom Inter, 408 p. (in Ukrainian).
2. State standards of basic and secondary education(2011). Cabinet of Ministers of Ukraine dated 23 November 2011 № 1392, p. 1-70. Retrieved from: http://www.mon.gov.ua/ua/often-requested/state-standards (in Ukrainian).
3. Law of Ukraine about education.Retrieved from: http://zakon2.rada.gov.ua/laws/show/1060-12 (in Ukrainian).
4. Lubenecj, L. S., Moroz, O. I., Tartachynsjka, Z. R. On the question of accuracy paper and electronic maps. Geodesy, Cartography and Aerial Photography. Publication. 74. 20 Retrieved from: http://www.nbuv.gov.ua/portal/natural/Geodez/2011_74/09.pdf (in Ukrainian).
5. Ovcharuk, O. V. (2004). Competence approach in modern education: international experience and Ukrainian prospects. К, 6-15, 34-47 p. (in Ukrainian).
6. Selevko, G. K. (2006). Encyclopedia of Educational Technology: in 2 books B. 2. М.: School technology, 459 p. (in Russian).
7. Trubacheva, S. I. (2009). The role school textbook in the formation of general education competencies of pupils. Problems of modern textbook: collection of scientific papers. К, № 9, 50-57 p. (in Ukrainian).
8. Shypulin, V. D. (2011). Guide to learn to use cadastre registration system. К.: Gheoghrafika, 439 p. (in Ukrainian).
9. The new ArcGIS at 10.1 Retrieved from: http://resources.arcgis.com/en/help/getting-started/articles/026n00000012000000.htm (in English).

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Lynova I. BASIC CRITERIA OF THE ENSURING THE QUALITY OF DOCTORAL PROGRAMS IN THE EUROPEAN EDUCATION-RESEARCH AREA: ESTONIAN EXPERIENCE

Abstract
The author of this article is defines basic criteria of the ensuring the quality of doctoral programs in the European education and research area.  The Declaration and communiqué of the Bologna process of Ministers responsible for higher education concerning the European Higher Education Area and the Law of Ukraine «On Higher Education» have been reviewed, analyzed and discussed. International experience shows that to ensure the quality of doctoral training necessary to develop criteria that are the basis of structured doctoral programs. Presented in the article materials of the Estonian Independent Quality Assurance Agency for Higher Education can be used for development and evaluation of new doctoral programs in Ukraine.  Number of fixed criteria ensuring the quality of doctoral programs such as requirements for the degree of Doctor of Philosophy applicant, for teaching staff, for the content of educational programs and conducting research, for resource providing institution curriculum has been singled out.

Key words:  criteria of the ensuring the quality of doctoral programs;  doctorate training;  European Higher Education Area;  European Research Area;  interdisciplinarity;  mobility;  structured doctoral programs;  the third cycle of higher education.

                                   References

1. The Law of Ukraine on higher education: as of September 18, 2014. (2014). X: Pravo, 104 (in Ukrainian).
2. Lynova, I.A. (2014). Approaches to quality doctoral programs in the European educational and research space. Vusha osvita Ukrainu: theoretical and methodical journal, № 1, Annex 1: Science and Higher Education, Kyiv, 234-237 (in Ukrainian).
3. Lynova, I.A. (2014). Principles of quality doctoral programs in the European educational and research space. Theoretical and methodical journal «Vusha osvita Ukrainu», № 3. (Annex 1): Thematic issue «European integration of higher education in Ukraine Bologna process», Kyiv, 92-94 (in Ukrainian).
4. Lobanovа, L.S. (2012). The internationalization of research training in developed European countries: problems and lessons. Nayka i Osvita, 58-70 (in Russian).
5. Materials National independent agency of Estonian to ensure the quality of higher education (ESTONIAN HIGHER EDUCATION QUALITY AGENCY - Transitional evaluation - from for standard proceeding), 1-16 (in English).
6. Lugovoi, V., Kalashnikova, S. (Eds.) (2014). Legal basis of the implementation of the Bologna Process in Ukraine: Monograph. Authors: Bugrov V., Hozhyk A., Zhdanov, K., Zarubinsky I., Zakharchenko V., Kalashnikov S., et al.; by the Society. K. : SE «SPC «Priorities», 256 (in Ukrainian).
7. Salzburg ІІ Recommendations European universities’ achievements since 2005 in implementing the Salzburg Principles. Retrieved from:  http://www.eua.be/Libraries/ Publications_homepage_list/Salzburg_II_Recommendations. sflb.ashx (in English).

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Zaiats L. THE NETHERLANDS UNIVERSITY EDUCATION: THE STATE OF THE PROBLEM RESEARCH IN UKRAINIAN SCIENCE

Abstract
The article is devoted to the analysis of the research state of the Netherlands university education development in Ukrainian pedagogical science. The aspects of the problem that had not been studied previously are highlighted in the article. The tasks for research in this field are outlined. The author characterizes research of Ukrainian scientists who consider the problem of the Netherlands university education development in the context of Western Europe Higher Education Study.

The scientific works of such Ukrainian researchers are analyzed in the article:
A. Rzhevska («Western Europe university education development»), O. Meshchaninov («Modern models of university education in Ukraine: theory and practice»),
H. Poberezska («The trends of higher education development in Western Europe and Ukraine»), S. Sysoieva and T. Krystopchuk («Educational systems of European Union countries: general characteristics»).

The author concludes that there is no scientific research directly devoted to the Netherlands higher education development in Ukrainian pedagogical science. The majority of scientists covering the Netherlands in their studies research only some aspects of education in this country, but there is no thesis based on the analysis of the formation and development of the Netherlands modern university education in the Ukrainian pedagogical heritage. Considering the absence of such research relevance of Ukrainian higher education modernization based on the developed European countries experience author proves the advisability of carrying out the systematic analysis of the Netherlands university education development.

Key words:  the main trends in the Netherlands university education development;  the Netherlands higher education reform;  the university education of the Netherlands.

References

1. Dzvinchuk, D. I. (2005). The theory and practice of higher education monitoring: the Netherlands experience. Philosophy research, 6, 133-139 (in Ukrainian).
2. Zhyvotovskaia, I. H. (2005). The system of higher education funding in the Netherlands. Economy of education, 1, 107-125 (in Russian).
3. Zhyvotovskaia, I. H. (2004). The economical aspects of the Netherlands higher education reform. Economy of education abroad: modern trends and prospects, 104-125 (in Russian).
4. Meshchaninov, O. P. (2005). Modern models of the university education in Ukraine. Monograph. 460 p. (in Ukrainian).
5. Poberezska, H. H. (2005). The trends of higher education development in Western Europe and Ukraine. Thesis: 13.00.01, 216 p. (in Ukrainian).
6. Rzhevska, A. V. (2011). The trends of higher education development in Western Europe and Ukraine. 355p. (in Ukrainian).
7. Sysoieva, S. O., Krystopchuk, T. E. (2012). Educational systems of European Union countries: general characteristics.352 p. (in Ukrainian).
8. Sysoieva, S. O. (2008). Education role in modern world. Ridnashkola:Monthlyscientific and pedagogicalmagazine.11, 3-6 (in Ukrainian).
9. Uskova, B. A. (2000). The peculiarities of general pedagogical professional school teacher training in Belgium and the Netherlands higher education. Thesis: 13.00.01, 152 p. (in Russian).

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Lytvyn L. VIEWS H. Schrader-BREYMAN EDUCATION kindergarten teachers for preschool children in Germany (XIX century)

Abstract
In the article analyzes approaches to solving the problem of professional training kindergarten teachers in Germany in the nineteenth century. Examined the concept of education H. Schrader-Breyman; defined the basic principles of training future kindergarten teachers preschools to the profession; disclosed the requirements for professional competence of kindergarten teachers of preschool education; carried characterization of the professional activities of H. Schrader-Breyman to the field of education of preschool children and kindergarten teachers in character education in Germany.

H. Schrader-Breyman tried to create education that would be close to life and practice, which was expressed in the use of different types of economic activities for education of kindergarten teachers. It was developed in detail the opportunities of introduction of different activities, their succession and change, subordination to the whole and methodology of teaching. This theme was an important part of the education of kindergarten teachers in Pestalozzi-Froebel’s house; such education aimed at the image of the kindergarten teacher with maternal features, that had to create family atmosphere in the national kindergarten.

In general H. Schrader-Breyman’sactivity can be observed as significant progress in the field of preschoolers’ education and in the field of the kindergarten teachers’ professional training.

Keywords:  concept of education H. Schrader-Breyman;  folk kindergarten;  professional training kindergarten teachers.

References

1. Barow-Bernstorff, E.,Güntler, K.-H.,Krecker, M.,Schuffenhauser, H. (1974). Beiträge zur Geschichte der Vorschulerziehung, 4. Aufl., Berlin, S. 219-222 (in German).
2. Hoffmann, E. (1971). Vorschulerziehung in Deutschland. Historische Entwicklung im Abrib, Witten, S. 39-45 (in German).
3. Keine, M. (1964). Das Kind im Kindergarten,Freiburg, S. 167 (in German).
4. Krecker, M. (1979) Quellen zur Geschichte der Vorschulerziehung, Berlin (DDR), S. 189 (in German).
5. Metzinger, А. (1993) Zur Geschichte der Erzieherausbildung: Quellen-Konzeptionen-Impulse-Innovationen / Adalbert Metzinger. – Frankfurt am Main; Berlin; New York; Paris; Wien: Lang, S. 61-85 (in German).

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Tryhub I. THE ANALYSIS OF INTERNATIONAL TRAINING PROGRAMS ON TRAINING THE EXPERTS IN EDUCATION

Abstract
The author studied the experience of preparing the expert consultants in the field of education in the institutions that accompany the development of education in foreign countries (European, American and Russian experience); the analysis of existing qualifications in higher education are held; the foreign programs of training experts in the field of education are analized; the subject of programs for experts in the field of assessing the quality of education are described; the main programs and modules of training leading consultants on the development of the education system in the Russian Federation are grouped.

The forms of implementing training programs capable of performing consulting services in the field of education can range from short (seminars, roundtables) and long term (up to 500 hrs.). The structure of training programs correlated with the shape of the implementation study (seminar, training courses, post-graduate studies).

Implementation of an expert in the field of education and training professionals – the experts in education raises important task before the Ukrainian education today as well as new specialists will be able to evaluate and further growth and ensure the quality of education in our country. Therefore the problem of selection of high-quality content of training material for training experts in the field of education is very important.

Keywords:  education;  expert in the field of education;  expertise;  manager of the quality of education;  senior consultant of the education system.

References

1. Bratchenko, S. L. (2007). World of expertise and its possible coordinates.
   H. N. Prozumentovа (Eds.), Expertise of educational innovation. Tomsk: TomskSU, 31-45 (in Russian).
2. Ohneviuk, V., Sysoieva, S. (2012). Osvitologia – the integrated scientific field of education research. Ridna shkola, № 4/5, 44-51 (in Ukrainian).
3. Conduct the research to identify topical areas of training leading consultants of Education (to the Report on the State contract number 03.r.20.11.0026 from 12.08.2011). The Ministry of Education and Science of the Russian Federation, The International Institute of mendzhment LINK. T. № 1.3, 223. Retrieved from: http://www.ou-link.ru/projects/files/research.doc (in Russian).
4. Sukhanova, E. A. (2007). Organizational changes in innovative educational institutions as an object of expertise. H. N. Prozumentovа (Eds.), Expertise of educational innovation. Tomsk: TomskSU, pp. 61-68 (in Russian).
5. The European Association for Quality Assurance in Higher Education (ENQA) (2013). Retrieved from: http://www.enqa.eu/files/ESG%20in%20Ukrainian.pdf (in English).

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Hryshchuk Y. HISTORICAL AND PEDAGOGICAL ANALYSIS OF EDUCATIONIN POLAND

Abstract
The article examines the genesis of education in Poland; analyzed the impact of socio-political and socio-economic factors on the formation and development of education in independent Poland; identified key trends and characteristics of education in Poland at various stages of historical development.

Evolution of education in Poland took place under the influence of a combination of cultural and national traditions and complex socio-political, socio-economic, internal and external factors, including: obtaining state independence of Poland and the resulting need for education of citizens able to maintain and establish it; changes in the ideological orientation of Polish society that influenced the formation of educational and pedagogical priorities; phased implementation of universal compulsory education to the extent of primary school; the need to rebuild their shattered during the War of the economy, the association of Polish society around the idea of building a socialist state; transformation of the social system in 90 years, building a democratic system and open society, based on the realization of human rights and civil liberties, the transition from democracy to participatory democracy representation; transition from centralized to the state social market economy; changes in social consciousness and social position; integration processes of state and public institutions of the European Union; the increasing role of culture in shaping the image of the future, national, European and global identities; enhance the role of science, of scientific research results into practice.

Keywords: education;  education science;  magisterium;  pedagogical education;  teacher training.

References

1. Binnytska, K. (2012). Socio-economic transformations in Republic of Poland in ХХ century is a factor of development of the system of higher pedagogical education in a country. Psykholoho-pedahohichni problemy silskoi shkoly, 42, 176-185 (in Ukrainian).
2. Hromov, Ye. V. (2010). Modern trends in vocational education in Poland. Extended abstract of candidate’s thesis. Vinnytsia, 22 (in Ukrainian).
3. Pasichnyk, V. R. (2001). The system of preparation of history teachers in Poland (80-90th XX of century). Extended abstract of candidate’s thesis. K., 16 (in Ukrainian).
4. About Bologna process and higher education in Poland. Retrieved from: http://www.osvita.org.ua/articles/875.html (in Ukrainian).
5. Savina, A. K. (2012). National traditions and historical features of the development of education in Poland (XI - the beginning of the twentieth century). Istoriko-pedagogicheskij zhurnal, 2, 119-140 (in Russian).
6. Shemprukh, I. (2001) Trends in the teacher education teachers in Poland (1918-1999). Extended abstract of Doctor’s  thesis.  K., 44(in Ukrainian).
7. Bеdnarski S. Upadеk i odrodzеniе szkol jеzuiеkiеh w Polsсе. Studium z dziеjow kultury i szkolniсtwa polskiеgo / S. Bеdnarski. – Krakow: Wroсław, 1933. – 227 s. (in Polish).
8. Piramowicz G. Powinnosci nauczyciela oraz wybor mow i listow /
   G. Piramowicz. – Wroclaw; Krakow: Ossolineum, Wydawnictwo PAN, 1958. – 198 s. (in Polish).
9. Szybiak L. Szkolniсtwo Komisji Edukaсji Narodowеj w Wiеlkim Ksiеstwiе Litеwskim / L. Szybiak. – Wroсlaw: Polska Akadеmia Nauk, Praсownia Dziеjow Oswiaty, 1973. – 599 s. (in Polish).

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Redko S. TO STUDY THE PROBLEM OF EMOTIONAL BURNOUT SYNDROME HEADS OF SECONDARY SCHOOLS

Abstract
Professional experience head of an educational institution is among the most complex and demanding activities. It is characterized by considerable intellectual and emotional load requires a large amount of operational and long-term memory, considerable willpower manifestation of stress and contains elements of creativity.

Professional deformation, which gradually develops school leaders, often leads to the fact that the high degree of «burnout» growing trend to negative, often hidden-aggressive towards others, to communicate with them by critics and assessments pressure.

Currently, research is relevant emotional burnout syndrome among the heads of secondary schools, after an analysis of studies of domestic and foreign researchers suggest that it is the leaders of educational organizations with regard to this problem is particularly «at risk».

In this regard, an important issue is prevention and preventing the emergence of burnout in the heads of secondary schools. This can contribute to a system of measures of active social-psychological training, especially during the period of training CEI heads. The successful implementation of this system further study of burnout seen us in the diagnosis of individual psychological factors and social and psychological factors. Finally, search and testing of measures aimed at maintaining the necessary level of effectiveness of the heads of secondary schools through prevention and emotional burnout syndrome during training will improve the level of professional competence manager-educator.

Keywords:  a syndrome of emotional (professional) burnout;  head of an educational institution.

References

1. Aminov, N.A. and Shpital’nyj, D.V. (2002). Syndrome of «emotional burnout» as a kind of professional maladaptation. Professional’nyj potencіal, vol. 1, pp. 37-42 (in Russian).
2. Bojko, V.V. (2004). The energy of emotions. 2nd ed, SPb: Piter, St. Petersburg (in Russian).
3. Bulatevych, N. M. (2002). On the problem of mental burnout. Visnyk Kyivs’koho natsional’noho universytetu imeni Tarasa Shevchenka. Seriia «Sotsiolohiia. Psykholohiia. Pedahohika», vol. 12-13, pp. 121-124 (in Ukrainian).
4. Vodop’janova, N. E. (2005). Burnout syndrome: diagnosis and prevention. SPb: Piter, St. Petersburg (in Russian).
5. Zajchykova, T. V. (2005). Social and psychological determinants of teachers’ «professional burnout» syndrome. Ph.D. Thesis, Psychology, Kyiv (in Ukrainian).
6. Nikiforov, G. S. (2003). Health Psychology: Textbook for Universities. SPb: Piter, St. Petersburg (in Russian).
7. Samoukina, N. T. (2003). Career without stress. SPb: Piter, St. Petersburg (in Russian).
8. Maksymenko, S. D. Karamushka, L. M. and Zajchykova, T. V. (2004). The syndrome of «professional burnout» and professional career of employees of educational institutions: gender aspects. The manual for students of higher education institutions and students of postgraduate education. Milenium, Kyiv (in Ukrainian). 

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Ribachuk V. FEATURES AGGRESSIVE BEHAVIOUR IN ADOLESCENCE

Abstract
The article presents the results of research on specific manifestations of aggression in adolescence. Describes the main theoretical and methodological foundations of the study and the proposed battery of psycho-diagnostic methods, aimed at a comprehensive study of this problem. A dedicated and relatively psychological characteristics of aggressive responses of adolescents, aggression as personality traits and emotional aggression. Presents the types of aggression, the most characteristic of adolescence.Investigated different types of aggression and forms of expression were also analyzed aggressiveness as a personality trait, that is, to define those characteristics that constitute the whole complex of aggression as personal education. Were analyzed the results of the study of communicative forms of aggression, which also characterize the aggressiveness as a personality trait. Also interesting was the approach to aggression as emotions, specific manifestations of which we also experimentally investigated. The results of the analysis, the analyzed have a slightly increased emotional sensitivity and negative emotional response to situations or events that have aggressive content.The qualitative analysis showed that in the study appeared to be elevated such forms and types of manifestations of aggressiveness, as resentment, temper, obstinacy, physical, verbal and non-verbal aggression. Among the forms of communicative aggression received high scores on scales propensity reflected aggression, tendency to get aggressive crowds, provocation of aggression from others, as well as the inability to switch aggression. After analyzing the data as a whole and the individual results of each of adolescents, it was noted a certain tendency to increase the level of aggressiveness of the subjects that requires the introduction of appropriate means of psycho-correction.

Key words:  adolescence;  aggressiveness;  becoming aggressive;  interpersonal aggression;  personal aggression;  types of aggression.

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