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ПРОФЕСІЙНА ПЕДАГОГІЧНА ОСВІТА НА СУМЩИНІ (ДРУГА ПОЛОВИНА 40-х – 50-ті рр. ХХ ст.)

100%

Бугрій В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 1(55)

349-256

EN

The purpose of this article is to analyze vocational teacher education in Sumy region in the second half of the 40-ies – 50-ies of the XXth century. Method: analysis, synthesis, comparison, generalization. Results: the system of pedagogical educational establishments of Sumy region is characterized, the content of educational process in them is clarified. Practical value: the possibilities of creative use of the experience of professional-pedagogical establishments of Ukraine at the present stage are revealed. Conclusions and prospects for further research: the study found out that the restoration of educational institutions in Sumy region after the liberation from Nazi occupation began in 1943. In the Sumy region the system of professional pedagogical education consisted of Sumy Pedagogical Institute, Glukhiv, Konotop, Lebedyn teachers Institutes, Putyvl Pedagogical College. In 50-ies of the XXth century there was a reform of professional teacher education in the USSR, which also touched the educational institutions of Sumy region. In particular, ceased to exist Konotop Teachers Institute (it joined Glukhiv Pedagogical Institute), instead of Lebedyn Teachers Institute began the activities Lebedyn Pedagogical College. First post-war years were characterized by a constant increase in terms of recruitment of students and the lack of competition for teacher training programs. It is stressed that educational process in professional-pedagogical educational institutions of the Sumy region was based on a stable schedule. Subjects were taught according to the work programs discussed in the departments and approved by teaching departments. A negative impact on the content of the educational process in professional-pedagogical educational institutions of Sumy region had a common socio-political situation that prevailed in the USSR during the 40–50-ies of the XXth century, Great importance was given to the conduct of teaching practice. It was preceded by careful preparation and deep analysis of the results. Further study is required for the issues of organization of educational process (forms, methods, means) in the pedagogical educational establishments of Sumy region during the studied period.

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ФОРМУВАННЯ ГРОМАДЯНСЬКОЇ ПОЗИЦІЇ МАЙБУТНІХ УЧИТЕЛІВ У ПРОЦЕСІ ПЕДАГОГІЧНОЇ ПРАКТИКИ НА БАЗІ КОЗАЦЬКИХ КЛАСІВ ЗАГАЛЬНООСВІТНЬОГО НАВЧАЛЬНОГО ЗАКЛАДУ

75%

Бушнєв Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 6(40)

167-175

EN

The citizen of the XXI century is a person possessing the legal culture and sense of responsibility for his country, its prosperity, knowing and respecting the laws, its rights and duties, able not only to live in the civil society and legal state, but also to create it. So the main purpose of educational work during the pedagogical practice on the basis of the Cossack classes of secondary educational institution is to versatile the development of a personality of the future competitive specialist with high legal and political culture, social activity and qualities of a citizen-patriot. The formation of citizenship of future teachers during the pedagogical practice on the basis of the Cossack classes of the secondary educational institution is an unified, purposeful process of formation of the personality of the citizen-patriot, worker and professional. The success of citizenship the future teachers education, largely determines the spiritual space of the students, which guides him to the purchase and use of the personal experience of democratic relations that characterize the student government, the design and establishment of a similar space in the future professional activity. Civic education should form a large piece of education in any young modern country which has chosen a democratic way of development. In Ukraine, there have been many programs and projects related to the development of civic background and significant experience exists both in the governmental and non-governmental sector. However, in order to develop future teachers’ civic position during the pedagogical practice on the basis of the Cossack classes of the secondary educational institution in the country it is necessary to create a systematic process that allows all citizens to obtain civic education. The matter is not in unification of approaches and methods, but in their diversity which has been observed in the educational activity of the informal sector. The main obstacle for coordinated development of the formation of citizenship of future teachers in the governmental and non-governmental sector is the absence of a common conceptual base for development. The time has come to develop a single, unified strategy for the development of future teachers’ civic position in the extracurricular activities in Ukraine taking into consideration the accumulated experience herein, reliance on existing national programs and best practices from other countries.

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ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ТЕОРІЇ МНОЖИННОГО ІНТЕЛЕКТУ ГОВАРДА ГАРДНЕРА В НАВЧАЛЬНОМУ ПРОЦЕСІ

75%

Лещенко М. , Гринько В.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 10(74)

115-133

EN

Thearticledescribesthe essence of the theory of H. Gardner, developmentofitsmainprinciples, foreignexperienceof its realization in educational practices. H. Gardner suggested that each person had a plurality of types of intelligence. Each of these different types represents special ways of processing and interpreting information, thus informing in which way each person cognizes the world. Creation and dissemination of the theory of multiple intelligences began a revolution in understanding and developing of the thinking processes in learning. H. Gardner argued that intelligence was dynamic and multidimensional, beyond the limits of the capabilities of linguistic-logical abilities that had traditionally been diagnosed in the learning process. G. Gardner’s theoryofmultipleintelligences has generated doubts about sustainable concepts in the field of cognitive science and education. According to H. Gardner’s theory, every person has different types of mind, the so-called intelligences, which reflect different ways of cognitive interaction with the world. Initially, H. Gardnerdistinguishedsevenintelligences– verbal-linguistic, logical-mathematical, intrapersonal, visual-spatial, musical-rhythmic, kinesthetic, interpersonal, laterthescientistaddednaturalistic, existentialandpedagogical. These types of intelligence are used by each individual to varying degrees, but one or more can dominate. The theory was not unambiguously accepted by scholars in the field of psychology, since, according to critics, was not subjected to a detailed experimental test.In response to critical remarks H. Gardner argued that his theory was based solely on scientific data taken from psychology, anthropology and biology (neurobiology, genetics). H. Gardner emphasized that the theory was based on the evidence of science; it changed on the basis of new scientific evidence, for example, only fifteen years after the initial formulation of the theory pedagogical intelligence had been determined as a human potential that began to develop in the early years of human life and manifested itself in the ability to teach. The theory of multiple intelligences is developing successfully. In particular, based on an analysis of the intrapersonal and interpersonal types of intelligence, D. Goleman distinguished emotional and social intelligences. Although Gardner’s theory was the subject of many discussions, it became a kind of catalyst that stimulated educators to rethink educational practices in the last century. At present, the theory is realized in many educational projects. H. Gardner summed up the recommendations for teachers about the implementation of the theory of multiple intelligence in educational practices: • Individualizetheteachingstyle (accordingtothemosteffectivemethodofperceivingthe learningmaterialforeachstudent); • to pluralize the ways of teaching material (studying important material in multiple ways); • avoidtheterm “styles” usexperimentallyunverified. H. Gardner described ways to solve problems that may arise during the implementation of the theory of multiple intelligence in pedagogical activity. The introduction of the theory of multiple intelligence into the pedagogical practice of foreign countries changed the presentation of teachers about the essence of teaching and learning processes in such a way that they began to take into account the individual differences of students in the ways of perceiving the educational material, provided a wide range of different activities, enriching personal experience and accelerating and facilitating the process learning helped to improve the student’s learning achievements. Today, most foreign educators believe that the theory of multiple intelligences is an axiom that needs to be taken into account, first of all, when designing and conducting various educational classes.In the conditions of development of a new Ukrainian school, foreign experience of implementing the theory of multiple intelligence in educational practices becomes of special relevance for a broad pedagogical community.

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МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ГЕОГРАФІЇ ДО ПРОФІЛЬНОГО НАВЧАННЯ СТАРШОКЛАСНИКІВ

75%

Мантуленко С.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 1(55)

102-110

EN

The methodological aspects of formation of the future geography teachers’ readiness for specialized education of senior pupils are revealed in the article. The essence of the concepts “methodology”, “methodology of the formation of the future geography teachers’ readiness for specialized education of senior pupils”, “readiness for specialized education” are described. The author emphasizes that consideration of the content of professional training of students as an integrated structure predetermines the necessity of building methodology, which is characterized by a complex organization of educational process, an organic combination of various forms of training, independent work, research work, teaching practice. Each of these forms of work is characterized by their technologies and methods of problem solving. The results of independent work, research activities of students can be designed in the form of scientific abstracts, presentations, reports, training projects, research papers, creative works, writing term papers, theses and dissertations. The author determines the stages of the researched readiness (organizational and motivational, informative and educational, technological, analytical). The determined directions of further activity in the training of the future geography teachers to high school profile education, according to the proposed methodology are viewed. They should be: - to use additional information as for profile study to the content of the methodology of teaching of Geography; - to develop a course “The profile teaching of Geography in a modern school”; - to improve individual, independent, scientific-research work of students, to develop themes for the course and qualification works concerning the problems of profile education; - to improve tasks of pedagogical practice taking to consideration requirements of profile education.

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READINESS TO INNOVATIVE ACTIVITY IN THE PROCESS OF PEDAGOGICAL PRACTICE AS AN IMPORTANT PROFESSIONAL QUALITY OF FUTURE TEACHERS

63%

Калюжна Т. , Радченко Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 3(47)

354-360

EN

The article deals with the theoretical bases of forming the future teacher readiness for innovative educational activity in the process of pedagogical practice. Nowadays the readiness to innovative educational activity is one of the most important qualities of a teacher and the factor of his successful professional activity. The aspects of teacher readiness are considered to innovative activity taking into account modern priorities of education. Teacher’s readiness to development, testing and implementation pedagogical innovation in the educational process appears as a necessary component of their professional readiness. The term «readiness to innovative educational activity» is defined as a personal and professional quality, characterized by awareness of the importance and students’ interests to the training and educating pupils on the basis of innovation; presence of motivation while obtaining special knowledge, skills, which are embodied in the organization of educational work; requirements to creative self-actualization and self-realization. It has been found that teaching practice develops the students’ creativity and independence, promotes them as socially active individuals with innovative potential. The structural components of readiness to innovative educational activity are characterized. Readiness to innovate activity is an integral quality of the individual, and it is characterized by a certain degree of formation of motivational, cognitive, creative, reflective and technological components in their unity, which is manifested in the desire to innovative educational activity, in readiness for its implementation at the professional level. The pedagogical conditions of students’ readiness forming to innovative educational activity during teaching practice are determined. The formation of teachers’ readiness to innovative activity is a process that allows the teacher to help in the developing of his values and humanistic orientation, awareness of solving methodology vocational and educational problems, the specific concepts, the ways to implement the conceptual schemes of experience; understanding his results of pedagogical innovations, criteria development of their evaluation and self-esteem.

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Istota środowiska refleksyjno-edukacyjnego w profesjonalnym przygotowaniu nauczycieli muzyki – konfrontacje polsko-ukraińskie

63%

Kisiel M. , Dubrovina I. B.

Ars inter Culturas

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2019

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tom 8

219-232

EN

The article discusses the problem of creating an environment conducive to shaping the attitude of reflexivity of future music teachers. The work presents the achievements in this area by institutes in selected universities in Poland and Ukraine. The conditions for creating pedagogical self-sufficiency of students were the subject of consideration. The authors describe the essence of such concepts as “pedagogical self-efficacy”, “pedagogical reflection”, “evaluation environment” and their approximation in the process of increasing a teacher’s professionalism. They thus clarified the essence of the pedagogical effectiveness of their own educator–musicians and showed the place and role of the reflective and evaluation environment in the process of its formation.

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Samokształtowanie się praktyków pedagogicznych

63%

Gołek B.

Rocznik Komisji Nauk Pedagogicznych

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2013

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nr LXVI

69-87

EN

The question of self-formation of a human being, that is the formation of the self, is being debated today in the fields of different academic disciplines, including philosophy, pedagogy and psychology. Depending on the approach a given discipline adopts, different aspects of this process are highlighted, including the cognitive, social, moral and cultural one. Self-formation is a process of development of the self, of one’s whole personality and it is a creative process of cognition and realization of personal and moral values, being a conscious work on oneself in all possible forms and ranges.