Pub Date : 2022-12-29DOI: 10.31891/2308-4081/2022-12(2)-10
Майя Сова
У статті висвітлено окремі аспекти розвитку та реалізації білінгвальної освіти в Китаї. Зосереджено увагу на внутрішніх та зовнішніх чинниках, що зумовили потребу у запровадженні білінгвальної освіти в Китаї. З’ясовано вплив англійської мови на формування та розвиток мовної політики Китаю, а також залежність стану економіки країни, розвитку людських ресурсів від якості білінгвальної освіти. Встановлено, що у процесі активного залучення Китаю до глобальної економіки і міжнародного співробітництва англійська мова набула великого значення в білінгвальній освіті країни. Узагальнено погляди китайських науковців на трактування поняття «білінгвальна освіта», що дало змогу розглядати її як процес навчання двома мовами та використовувати дві мови як засобів навчання для частини або всієї освітньої програми; використання іншої мови як засобу навчання для мовних меншин; навчання з домінуванням рідної мови та обмеженим знанням іноземної мови тощо. За результатами експериментальних досліджень, проведених науковцями Китаю, підтверджено доцільність запровадження білінгвальної освіти в початковій та базовій школі у великих містах та розвинених регіонах країни. Розглянуто особливості запровадження імерсійних освітніх програм у вищих навчальних закладах Китаю. Окреслено суперечливі питання та проблеми, які мають місце в білінгвальній освіті, зокрема недостатня кількість викладачів-білінгвів, низька мотивація здобувачів освіти до вивчення другої мови; недостатні педагогічні умови для запровадження двомовного навчання; відсутність автентичного навчально-методичного забезпечення та інші. Окрему увагу приділено заходам, які запроваджено китайськими навчальними закладами для підвищення рівня білінгвальної освіти, зокрема реалізація адаптованої моделі білінгвальної освіти у вищих навчальних закладах Китаю.
{"title":"БІЛІНГВАЛЬНА ОСВІТА ЯК СТРАТЕГІЧНИЙ НАПРЯМ РОЗВИТКУ ЛЮДСЬКИХ РЕСУРСІВ КИТАЮ","authors":"Майя Сова","doi":"10.31891/2308-4081/2022-12(2)-10","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(2)-10","url":null,"abstract":"У статті висвітлено окремі аспекти розвитку та реалізації білінгвальної освіти в Китаї. Зосереджено увагу на внутрішніх та зовнішніх чинниках, що зумовили потребу у запровадженні білінгвальної освіти в Китаї. З’ясовано вплив англійської мови на формування та розвиток мовної політики Китаю, а також залежність стану економіки країни, розвитку людських ресурсів від якості білінгвальної освіти. Встановлено, що у процесі активного залучення Китаю до глобальної економіки і міжнародного співробітництва англійська мова набула великого значення в білінгвальній освіті країни. Узагальнено погляди китайських науковців на трактування поняття «білінгвальна освіта», що дало змогу розглядати її як процес навчання двома мовами та використовувати дві мови як засобів навчання для частини або всієї освітньої програми; використання іншої мови як засобу навчання для мовних меншин; навчання з домінуванням рідної мови та обмеженим знанням іноземної мови тощо. За результатами експериментальних досліджень, проведених науковцями Китаю, підтверджено доцільність запровадження білінгвальної освіти в початковій та базовій школі у великих містах та розвинених регіонах країни. Розглянуто особливості запровадження імерсійних освітніх програм у вищих навчальних закладах Китаю. Окреслено суперечливі питання та проблеми, які мають місце в білінгвальній освіті, зокрема недостатня кількість викладачів-білінгвів, низька мотивація здобувачів освіти до вивчення другої мови; недостатні педагогічні умови для запровадження двомовного навчання; відсутність автентичного навчально-методичного забезпечення та інші. Окрему увагу приділено заходам, які запроваджено китайськими навчальними закладами для підвищення рівня білінгвальної освіти, зокрема реалізація адаптованої моделі білінгвальної освіти у вищих навчальних закладах Китаю.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125140988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.31891/2308-4081/2022-12(2)-3
I. Gromov, Yu. A. Hordiienko, Maiia Suprun, Julia Falshtynska
The article considers certain issues of increasing the effectiveness of teaching foreign languages to students of humanitarian institutions of higher education in Eastern Europe. It was shown that after the approval of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) some radical changes took place in the methods of teaching foreign languages in many Eastern European countries. Taking into account the fact that among the most effective ways to improve the quality of foreign language education the CEFR determines an increase in the level of personal motivation of students to learn foreign languages, Eastern European educators more actively apply didactic solutions that meet as many criteria as possible, leading to deep learning of knowledge. Since motivation is an individual internal matter of the student, it is more logical for the teacher to create an educational context that the students themselves would recognize as motivating, rather than to directly motivate each student individually. The authors note that the creation of a motivational context, in particular for students of liberal arts colleges, takes place through a constant demand to combine the acquired knowledge (internalization) with what students have previously learned, reflected on and are able to express independently (externalization); emphasis on higher-order thinking (analysis, synthesis, evaluation) and performance of tasks that are more focused on mental activity (minds-on) than on physical activity (hands-on), while remembering that activating exercises are often mistakenly identified with physical activity load on students; students’ analysis of their own experience, attitudes, and values. The authors consider in detail three didactic solutions that are widely used by Eastern European teachers in the process of creating a motivational context for foreign language training of future humanitarians: the creation of conceptual maps, the «flipped classroom» method, and the method of duo-ethnographic dialogues. The authors conclude that the given didactic solutions relate to the field of issues, the study of which is determined by the students themselves as having personal value and being useful for their future career. By performing these exercises, students express their own points of view, present their personal understanding of the essence of the phenomena mentioned in the framework of the lesson, sometimes even revise and change their previous beliefs. Therefore, students’ progress in learning a foreign language is not only a consequence of studying, but is due to the motivating educational environment created by their teachers.
{"title":"CREATING A MOTIVATIONAL CONTEXT FOR FOREIGN LANGUAGE TRAINING OF STUDENTS AT HUMANITARIAN COLLEGES IN EASTERN EUROPE","authors":"I. Gromov, Yu. A. Hordiienko, Maiia Suprun, Julia Falshtynska","doi":"10.31891/2308-4081/2022-12(2)-3","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(2)-3","url":null,"abstract":"The article considers certain issues of increasing the effectiveness of teaching foreign languages to students of humanitarian institutions of higher education in Eastern Europe. It was shown that after the approval of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) some radical changes took place in the methods of teaching foreign languages in many Eastern European countries. Taking into account the fact that among the most effective ways to improve the quality of foreign language education the CEFR determines an increase in the level of personal motivation of students to learn foreign languages, Eastern European educators more actively apply didactic solutions that meet as many criteria as possible, leading to deep learning of knowledge. Since motivation is an individual internal matter of the student, it is more logical for the teacher to create an educational context that the students themselves would recognize as motivating, rather than to directly motivate each student individually. \u0000The authors note that the creation of a motivational context, in particular for students of liberal arts colleges, takes place through a constant demand to combine the acquired knowledge (internalization) with what students have previously learned, reflected on and are able to express independently (externalization); emphasis on higher-order thinking (analysis, synthesis, evaluation) and performance of tasks that are more focused on mental activity (minds-on) than on physical activity (hands-on), while remembering that activating exercises are often mistakenly identified with physical activity load on students; students’ analysis of their own experience, attitudes, and values. The authors consider in detail three didactic solutions that are widely used by Eastern European teachers in the process of creating a motivational context for foreign language training of future humanitarians: the creation of conceptual maps, the «flipped classroom» method, and the method of duo-ethnographic dialogues. The authors conclude that the given didactic solutions relate to the field of issues, the study of which is determined by the students themselves as having personal value and being useful for their future career. By performing these exercises, students express their own points of view, present their personal understanding of the essence of the phenomena mentioned in the framework of the lesson, sometimes even revise and change their previous beliefs. Therefore, students’ progress in learning a foreign language is not only a consequence of studying, but is due to the motivating educational environment created by their teachers.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116139161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-4
Irina Buzhina, O. Vorokhaev
The article analyzes the problem of the need to train highly qualified specialists in pedagogical specialties in the field of health care, who are able to act at the level of the requirements of international professional standards for the formation of a healthy lifestyle. The article highlights that the regular process of health care for future primary school teachers contributes to the assimilation of new knowledge and skills of both future teachers and primary school students, helps to avoid psychological injuries and professional challenges and to comply with the rules that exist in higher education institutions of Ukraine and Canada. It was determined that a professional future teacher who works in an elementary school and is engaged in health care activities is a subject of professional activity with a high level of professionalism, self-efficacy, has a professional and social status, is constantly aimed at self-development, personal and professional achievements in the formation of a healthy lifestyle of primary school students. The purpose of the article is to theoretically analyze the Ukrainian and Canadian experience of introducing health care into the system of professional training of future primary school teachers. In the result of the analysis of scientific literature dedicated to the problem, we can state that in the process of professional training of future primary school teachers both in Ukraine and in Canada, universities follow directions that have a positive effect on the formation of a healthy lifestyle in general and health care in particular. There is a need to create a platform for the active involvement of educators (students of higher pedagogical institutions and teachers) in the formation of a healthy lifestyle during university studies. It has been proven that there are specific components of healthy lifestyle formation of Ukrainian youth studying at higher education institutions. This field of activity is given attention to in Canadian universities that train primary school teachers.
{"title":"UKRAINIAN AND CANADIAN EXPERIENCE OF IMPLEMENTATING HEALTH CARE INTO THE PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS","authors":"Irina Buzhina, O. Vorokhaev","doi":"10.31891/2308-4081/2022-12(1)-4","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(1)-4","url":null,"abstract":"The article analyzes the problem of the need to train highly qualified specialists in pedagogical specialties in the field of health care, who are able to act at the level of the requirements of international professional standards for the formation of a healthy lifestyle. \u0000The article highlights that the regular process of health care for future primary school teachers contributes to the assimilation of new knowledge and skills of both future teachers and primary school students, helps to avoid psychological injuries and professional challenges and to comply with the rules that exist in higher education institutions of Ukraine and Canada. \u0000It was determined that a professional future teacher who works in an elementary school and is engaged in health care activities is a subject of professional activity with a high level of professionalism, self-efficacy, has a professional and social status, is constantly aimed at self-development, personal and professional achievements in the formation of a healthy lifestyle of primary school students. \u0000The purpose of the article is to theoretically analyze the Ukrainian and Canadian experience of introducing health care into the system of professional training of future primary school teachers. \u0000In the result of the analysis of scientific literature dedicated to the problem, we can state that in the process of professional training of future primary school teachers both in Ukraine and in Canada, universities follow directions that have a positive effect on the formation of a healthy lifestyle in general and health care in particular. There is a need to create a platform for the active involvement of educators (students of higher pedagogical institutions and teachers) in the formation of a healthy lifestyle during university studies. It has been proven that there are specific components of healthy lifestyle formation of Ukrainian youth studying at higher education institutions. This field of activity is given attention to in Canadian universities that train primary school teachers.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132927238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-6
L. Baranovska, N. Zhuravel
The study of foreign experience is necessary for innovative modernization of domestic higher education. Education in Australia guarantees successful studying, mastering of the latest technologies, promising development, and successful employment of graduates in the future. That is why interest in the development trends of higher education in this country is justified. The purpose of the article is to outline the main trends in the development of higher education in Australia. In the preparation of the article a number of theoretical methods were used. Among them are general scientific (analysis, synthesis, comparison, generalization, specification, which contributed to the identification of the main ideas for determining the key trends in the development of higher education in Australia) and specific scientific (cause and effect analysis, which helped to study the influence of international and state educational policies on the development of higher education in the country). The following main trends in the development of higher education in Australia have been identified: higher education sector is developing with state funding and on the basis of forward-looking government laws, improving conditions for the provision of educational services; the Australian system of higher education successfully cooperates with the European Higher Education Area, whose integration is based on thorough observance of national traditions and trends; there is close cooperation among enterprises and universities, support and development of scientific research; The National Workforce Strategy (2022–2027) defines a coordinated approach to solve the problem of personnel control (student employment and further professional development); lifelong learning is a link to educational success. Highlighting the main trends in the development of higher education in Australia will help to further determine the specifics of the professional training of specialists in English Philology at the country’s universities.
{"title":"TRENDS IN THE DEVELOPMENT OF HIGHER EDUCATION IN AUSTRALIA","authors":"L. Baranovska, N. Zhuravel","doi":"10.31891/2308-4081/2022-12(1)-6","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(1)-6","url":null,"abstract":"The study of foreign experience is necessary for innovative modernization of domestic higher education. Education in Australia guarantees successful studying, mastering of the latest technologies, promising development, and successful employment of graduates in the future. That is why interest in the development trends of higher education in this country is justified. The purpose of the article is to outline the main trends in the development of higher education in Australia. In the preparation of the article a number of theoretical methods were used. Among them are general scientific (analysis, synthesis, comparison, generalization, specification, which contributed to the identification of the main ideas for determining the key trends in the development of higher education in Australia) and specific scientific (cause and effect analysis, which helped to study the influence of international and state educational policies on the development of higher education in the country). The following main trends in the development of higher education in Australia have been identified: higher education sector is developing with state funding and on the basis of forward-looking government laws, improving conditions for the provision of educational services; the Australian system of higher education successfully cooperates with the European Higher Education Area, whose integration is based on thorough observance of national traditions and trends; there is close cooperation among enterprises and universities, support and development of scientific research; The National Workforce Strategy (2022–2027) defines a coordinated approach to solve the problem of personnel control (student employment and further professional development); lifelong learning is a link to educational success. Highlighting the main trends in the development of higher education in Australia will help to further determine the specifics of the professional training of specialists in English Philology at the country’s universities.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"321 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131985877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-7
O. Sadovets
The article is dedicated to the study of BA, MA and PhD programs in Applied Linguistics at the universities of the USA. Special attention has been paid to Georgetown University where professional training of future specialists in Applied Linguistics has its specific features and experience that can be studied and borrowed into educational systems of developing countries. Special feature of Applied Linguistics study at the university is the ability of students to complete an accelerated Master’s degree program, write a Senior Honor Thesis and participate in inter-disciplinary research in cognitive science, which allows students to combine the study of language with broader study of human mind. The curriculum of Bachelor’s degree program has been analyzed and academic disciplines constituting it have been defined. Requirements to students’ knowledge, abilities and skills have been characterized. It is a notable fact that in American universities and in Georgetown in particular it is a privilege for students to write an Honors Thesis. Only a limited number of students in Applied Linguistics can be bestowed an honor to write it in their senior year of Bachelor’s study. The procedure of writing the Thesis and its presentation have been thoroughly described. Accelerated Master’s degree program that allows students to complete Bachelor’s degree training and start Master’s degree training simultaneously has been analyzed. Traditional Master’s degree program in Language and Communication – a two-year professional program that is based on Applied Sociolinguistics and provides training to students necessary to become professionals capable of using linguistic skills in business, government, non-profitable, technical and educational branches has been presented and its curriculum analyzed. Compulsory and elective academic disciplines have been characterized. It has been defined that after obtaining Master’s degree, students can submit application for PhD degree program in one of the following branches: Applied Linguistics, Computational Linguistics, Sociolinguistics, Theoretical Linguistics, and General Linguistics.
{"title":"PECULIARITIES OF APPLIED LINGUISTICS TRAINING AT THE UNIVERSITIES OF THE USA","authors":"O. Sadovets","doi":"10.31891/2308-4081/2022-12(1)-7","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(1)-7","url":null,"abstract":"The article is dedicated to the study of BA, MA and PhD programs in Applied Linguistics at the universities of the USA. Special attention has been paid to Georgetown University where professional training of future specialists in Applied Linguistics has its specific features and experience that can be studied and borrowed into educational systems of developing countries. Special feature of Applied Linguistics study at the university is the ability of students to complete an accelerated Master’s degree program, write a Senior Honor Thesis and participate in inter-disciplinary research in cognitive science, which allows students to combine the study of language with broader study of human mind. \u0000The curriculum of Bachelor’s degree program has been analyzed and academic disciplines constituting it have been defined. Requirements to students’ knowledge, abilities and skills have been characterized. It is a notable fact that in American universities and in Georgetown in particular it is a privilege for students to write an Honors Thesis. Only a limited number of students in Applied Linguistics can be bestowed an honor to write it in their senior year of Bachelor’s study. The procedure of writing the Thesis and its presentation have been thoroughly described. \u0000Accelerated Master’s degree program that allows students to complete Bachelor’s degree training and start Master’s degree training simultaneously has been analyzed. \u0000Traditional Master’s degree program in Language and Communication – a two-year professional program that is based on Applied Sociolinguistics and provides training to students necessary to become professionals capable of using linguistic skills in business, government, non-profitable, technical and educational branches has been presented and its curriculum analyzed. Compulsory and elective academic disciplines have been characterized. \u0000It has been defined that after obtaining Master’s degree, students can submit application for PhD degree program in one of the following branches: Applied Linguistics, Computational Linguistics, Sociolinguistics, Theoretical Linguistics, and General Linguistics.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"519 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134213499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-12
Наталія Ратушняк, Наталія Синюк
У статті означено вплив міжнародної співпраці на реалізацію освітніх реформ в Україні, закцентовано увагу на необхідності посилення цієї складової як важливого фактора інтеграції національної системи освіти в світовий освітній простір та посилення її конкурентоспроможності на ринку освітніх послуг. На прикладі Програми «Демократична школа», яка стала програмою підтримки освітніх реформ в Україні, проаналізовано такі напрями співпраці: розробка Державних стандартів початкової та базової середньої освіти, підвищення кваліфікації вчителів за допомогою онлайн-ресурсів, фасилітованих курсів та демократизація закладів освіти України. Так, для демократизації школи експертами та тренерами Програми «Демократична школа» було створено Інструмент демократичного розвитку школи, щоб допомогти вивчити та описати ситуацію в школі; ідентифікувати як досягнення, так і проблеми та виклики, обговорюючи їх відкрито; визначити можливі напрями розвитку; здійснювати моніторинг та оцінку досягнутих змін; сприяти усталенню демократичних практик у закладах освіти. Окрім того, співпраця між Державною службою якості освіти України та Європейським центром імені Вергеланда сприятиме підвищенню якості освіти та якості освітньої діяльності, впровадженню демократичних засад функціонування сфери освіти в Україні, розробленню і впровадженню стандартів та рекомендацій щодо організації внутрішньої системи забезпечення якості освіти закладів загальної середньої освіти. Зроблено висновки, що міжнародна співпраця України у сфері освіти сприяє розвитку та реалізації освітніх реформ, а участь закладів загальної середньої освіти у міжнародних програмах та проєктах інтегрує Україну у світовий освітній простір. Розширення міжнародних контактів за рахунок укладання угод та здійснення спільних проєктів посилюватиме процес обміну досвідом та інформацією з провідними країнами світу у сфері освіти, що сприятиме поглибленню наявних зв’язків та налагодженню нових контактів.
{"title":"МІЖНАРОДНА СПІВПРАЦЯ УКРАЇНИ ЯК ЧИННИК РЕАЛІЗАЦІЇ ОСВІТНІХ РЕФОРМ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ (НА ПРИКЛАДІ ПРОГРАМИ ПІДТРИМКИ ОСВІТНІХ РЕФОРМ В УКРАЇНІ «ДЕМОКРАТИЧНА ШКОЛА»)","authors":"Наталія Ратушняк, Наталія Синюк","doi":"10.31891/2308-4081/2022-12(1)-12","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(1)-12","url":null,"abstract":"У статті означено вплив міжнародної співпраці на реалізацію освітніх реформ в Україні, закцентовано увагу на необхідності посилення цієї складової як важливого фактора інтеграції національної системи освіти в світовий освітній простір та посилення її конкурентоспроможності на ринку освітніх послуг. \u0000На прикладі Програми «Демократична школа», яка стала програмою підтримки освітніх реформ в Україні, проаналізовано такі напрями співпраці: розробка Державних стандартів початкової та базової середньої освіти, підвищення кваліфікації вчителів за допомогою онлайн-ресурсів, фасилітованих курсів та демократизація закладів освіти України. Так, для демократизації школи експертами та тренерами Програми «Демократична школа» було створено Інструмент демократичного розвитку школи, щоб допомогти вивчити та описати ситуацію в школі; ідентифікувати як досягнення, так і проблеми та виклики, обговорюючи їх відкрито; визначити можливі напрями розвитку; здійснювати моніторинг та оцінку досягнутих змін; сприяти усталенню демократичних практик у закладах освіти. Окрім того, співпраця між Державною службою якості освіти України та Європейським центром імені Вергеланда сприятиме підвищенню якості освіти та якості освітньої діяльності, впровадженню демократичних засад функціонування сфери освіти в Україні, розробленню і впровадженню стандартів та рекомендацій щодо організації внутрішньої системи забезпечення якості освіти закладів загальної середньої освіти. \u0000Зроблено висновки, що міжнародна співпраця України у сфері освіти сприяє розвитку та реалізації освітніх реформ, а участь закладів загальної середньої освіти у міжнародних програмах та проєктах інтегрує Україну у світовий освітній простір. Розширення міжнародних контактів за рахунок укладання угод та здійснення спільних проєктів посилюватиме процес обміну досвідом та інформацією з провідними країнами світу у сфері освіти, що сприятиме поглибленню наявних зв’язків та налагодженню нових контактів.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134491051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-5
N. Bidyuk, Olha Babich, Alina Fast
The article is devoted to the disclosure of the peculiarities of the professional training of Police Corps officers of the Slovak Republic, and the professional education at the Academy of the Police Corps of the Ministry of Internal Affairs of Slovakia in particular. The content of the professional training of future Police Corps officers of the Slovak Republic in the departmental educational institution has been analyzed. It has been established that at the Academy, cadets of higher education undergo training at three levels of education (Bachelor, Master and Doctorate) in accordance with generally accepted European standards of professional training of border guards and the adopted Unified Basic Level Curriculum for the training of border guard specialists (Common Core Curriculum) developed by the FRONTEX agency (European Border and Coast Guard Agency). It has been defined that Police Corps officers obtain higher education at three levels of education. Thus, the Bachelor's degree lasts for 3 years full-time and 4 years part-time. Police officers also obtain the Master’s degree in both forms of education. The term of study is 2 years (full-time) and 3 years - part-time, respectively. In addition, Masters’ students take an oral exam to obtain a Doctor of Philosophy. Doctoral students study 3 years (full-time) and 4 years (part-time), respectively. The education received by the graduates of the above-mentioned departmental educational institution is equivalent to that which prepares the personnel of other police agencies of the EU countries. This ensures the mobility of graduates not only within Slovakia, but also within the European Union. A detailed analysis of the accredited training curricula “Law Enforcement Insurance of the Security of People and Facilities” and “Law Enforcement Services in Public Administration” has been carried out. It has been determined that the training at the Police Corps Academy in Bratislava is conducted in accordance with them. The structure of the above-mentioned professional training has been characterized, namely forms of education (full-time and part-time), training terms and educational workload (list of academic disciplines, their distribution by semesters and types of classes, etc.).
{"title":"PECULIARITIES OF POLICE CORPS OFFICERS’ PROFESSIONAL TRAINING AT THE POLICE CORPS ACADEMY OF THE SLOVAK REPUBLIC","authors":"N. Bidyuk, Olha Babich, Alina Fast","doi":"10.31891/2308-4081/2022-12(1)-5","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(1)-5","url":null,"abstract":"The article is devoted to the disclosure of the peculiarities of the professional training of Police Corps officers of the Slovak Republic, and the professional education at the Academy of the Police Corps of the Ministry of Internal Affairs of Slovakia in particular. The content of the professional training of future Police Corps officers of the Slovak Republic in the departmental educational institution has been analyzed. It has been established that at the Academy, cadets of higher education undergo training at three levels of education (Bachelor, Master and Doctorate) in accordance with generally accepted European standards of professional training of border guards and the adopted Unified Basic Level Curriculum for the training of border guard specialists (Common Core Curriculum) developed by the FRONTEX agency (European Border and Coast Guard Agency). \u0000It has been defined that Police Corps officers obtain higher education at three levels of education. Thus, the Bachelor's degree lasts for 3 years full-time and 4 years part-time. Police officers also obtain the Master’s degree in both forms of education. The term of study is 2 years (full-time) and 3 years - part-time, respectively. In addition, Masters’ students take an oral exam to obtain a Doctor of Philosophy. Doctoral students study 3 years (full-time) and 4 years (part-time), respectively. The education received by the graduates of the above-mentioned departmental educational institution is equivalent to that which prepares the personnel of other police agencies of the EU countries. This ensures the mobility of graduates not only within Slovakia, but also within the European Union. \u0000A detailed analysis of the accredited training curricula “Law Enforcement Insurance of the Security of People and Facilities” and “Law Enforcement Services in Public Administration” has been carried out. It has been determined that the training at the Police Corps Academy in Bratislava is conducted in accordance with them. \u0000The structure of the above-mentioned professional training has been characterized, namely forms of education (full-time and part-time), training terms and educational workload (list of academic disciplines, their distribution by semesters and types of classes, etc.).","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116571475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-9
Alla Shtepura
The article considers and analyzes a new generation of students who have specific abilities and skills to work with modern digital devices. The term «digital natives», determined by the American researcher M. Prensky, has its synonyms – generation Z or network generation. Each generation is distinguished by certain values inherent in its representatives, has its own objectively determined, spontaneously formed social program, which depicts the state of material and spiritual culture, type of social relations, specific material and ideal relations through which the generation is formed. Generation Z also has its values and features. The aim of the study is to analyze the views of foreign researchers on the main characteristics and stereotypes of Generation Z as a new generation of students of higher education. Therefore, it is not surprising that many scientists, both practitioners and theorists (including psychologists, educators, and methodologists) pay close attention to the development of digital technologies and their impact on worldviews, relationships with other people, life in general. A number of characteristic features of Generation Z has been highlighted and characterized: freedom, personalization, information control, honesty, cooperation, entertainment and satisfaction, speed, desire for innovation. Two approaches to assessing the capabilities of modern students – Generation Z have been presented, and both positive and negative stereotypes of the generation (distraction syndrome, Internet addiction, health problems, social immaturity, low motivation, selfishness, narcissism, etc.) have been analyzed. Each subsequent generation (generation Z, Alpha) will always be different from the previous generation, because there are many different factors (external or internal) that affect the formation of the generation. The task of modern education is to study and analyze the changes taking place in ICT, the educational process, society and to predict the impact of these changes on the educational process and on students.
{"title":"MAIN CHARACTERISTICS AND STEREOTYPES OF GENERATION Z: ANALYSIS OF FOREIGN EXPERIENCE","authors":"Alla Shtepura","doi":"10.31891/2308-4081/2022-12(1)-9","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(1)-9","url":null,"abstract":"The article considers and analyzes a new generation of students who have specific abilities and skills to work with modern digital devices. The term «digital natives», determined by the American researcher M. Prensky, has its synonyms – generation Z or network generation. Each generation is distinguished by certain values inherent in its representatives, has its own objectively determined, spontaneously formed social program, which depicts the state of material and spiritual culture, type of social relations, specific material and ideal relations through which the generation is formed. Generation Z also has its values and features. The aim of the study is to analyze the views of foreign researchers on the main characteristics and stereotypes of Generation Z as a new generation of students of higher education. Therefore, it is not surprising that many scientists, both practitioners and theorists (including psychologists, educators, and methodologists) pay close attention to the development of digital technologies and their impact on worldviews, relationships with other people, life in general. A number of characteristic features of Generation Z has been highlighted and characterized: freedom, personalization, information control, honesty, cooperation, entertainment and satisfaction, speed, desire for innovation. Two approaches to assessing the capabilities of modern students – Generation Z have been presented, and both positive and negative stereotypes of the generation (distraction syndrome, Internet addiction, health problems, social immaturity, low motivation, selfishness, narcissism, etc.) have been analyzed. Each subsequent generation (generation Z, Alpha) will always be different from the previous generation, because there are many different factors (external or internal) that affect the formation of the generation. The task of modern education is to study and analyze the changes taking place in ICT, the educational process, society and to predict the impact of these changes on the educational process and on students.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131214833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-10
Катерина Дубініна
У статті продемонстровано унікальне місце літератури в культурі людства як доказ найвищого функціонування мови і одного з основних ознак формування нації та держави. Доведено актуальність дослідження в умовах Російсько-української війни 2022 р. та проаналізовано історію стосунків Росії і України як ключ до розуміння природи цієї війни. В центрі дослідження розглянуто поняття «геноциду», з метою продемонструвати очевидні паралелі у долі українського та єврейського народів. У дослідженні також розкрито особливі культурні та історичні аспекти, які впливають на підбір та формування індивідуальних науково-педагогічних підходів до залучення німецького (для Ізраїлю) та російського (для України) компонентів у курс історії зарубіжної літератури та національних літературознавчих наук. У статті проаналізовано науково-педагогічний досвід Ізраїлю у формуванні основних підходів до дослідження та концепції вивчення німецької літератури як в Ізраїлі, так і у світі. Розглянуто шляхи залучення німецького компоненту в програми літературознавчих наук. Все це зроблено на основі ґрунтовного опрацювання магістерських та бакалаврських програм різних факультетів, відділів і кафедр гуманітарних та класичних університетів Ізраїлю, а також на основі праць провідних ізраїльських й світових дослідників в напрямку історії, літератури та педагогіки. Як відповідь на запит суспільства, у статті розкриваються основні важелі, які слід враховувати при залучені чи вилучені російського компонента з програм вивчення зарубіжної літератури та української літератури. Запропоновано україноцентричну концепцію, враховуючи ізраїльський досвід, з відповідними науковими, літературознавчими, педагогічними, історичними, соціальними, культурними, політичними механізми роботи з російським літературним компонентом в українському науково-освітньому полі.
{"title":"ПРОБЛЕМА ВИВЧЕННЯ РОСІЙСЬКОЇ ЛІТЕРАТУРИ В КУРСІ ІСТОРІЇ ЗАРУБІЖНОЇ ЛІТЕРАТУРИ В УКРАЇНІ НА ТЛІ РОСІЙСЬКО-УКРАЇНСЬКОЇ ВІЙНИ 2022 РОКУ: ПОРІВНЯЛЬНИЙ АНАЛІЗ ІЗ ДОСВІДОМ ІЗРАЇЛЯ У ФОРМУВАННІ ПРОГРАМ ЛІТЕРАТУРОЗНАВЧИХ ДИСЦИПЛІН ІЗ ВКЛЮЧЕННЯМ НІМЕЦЬКОЇ ЛІТ","authors":"Катерина Дубініна","doi":"10.31891/2308-4081/2022-12(1)-10","DOIUrl":"https://doi.org/10.31891/2308-4081/2022-12(1)-10","url":null,"abstract":"У статті продемонстровано унікальне місце літератури в культурі людства як доказ найвищого функціонування мови і одного з основних ознак формування нації та держави. Доведено актуальність дослідження в умовах Російсько-української війни 2022 р. та проаналізовано історію стосунків Росії і України як ключ до розуміння природи цієї війни. \u0000В центрі дослідження розглянуто поняття «геноциду», з метою продемонструвати очевидні паралелі у долі українського та єврейського народів. У дослідженні також розкрито особливі культурні та історичні аспекти, які впливають на підбір та формування індивідуальних науково-педагогічних підходів до залучення німецького (для Ізраїлю) та російського (для України) компонентів у курс історії зарубіжної літератури та національних літературознавчих наук. У статті проаналізовано науково-педагогічний досвід Ізраїлю у формуванні основних підходів до дослідження та концепції вивчення німецької літератури як в Ізраїлі, так і у світі. Розглянуто шляхи залучення німецького компоненту в програми літературознавчих наук. Все це зроблено на основі ґрунтовного опрацювання магістерських та бакалаврських програм різних факультетів, відділів і кафедр гуманітарних та класичних університетів Ізраїлю, а також на основі праць провідних ізраїльських й світових дослідників в напрямку історії, літератури та педагогіки. \u0000Як відповідь на запит суспільства, у статті розкриваються основні важелі, які слід враховувати при залучені чи вилучені російського компонента з програм вивчення зарубіжної літератури та української літератури. Запропоновано україноцентричну концепцію, враховуючи ізраїльський досвід, з відповідними науковими, літературознавчими, педагогічними, історичними, соціальними, культурними, політичними механізми роботи з російським літературним компонентом в українському науково-освітньому полі.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115802177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.31891/2308-4081/2022-12(1)-8
H. Lysak
The use of modern immersive technologies in the educational process is due to changes in the development of information and communication technologies and the challenges of the pandemic, which forced learning and working remotely. The article summarizes the Ukrainian and foreign experience of using immersive technologies in education in general and in the process of learning foreign languages in particular. A general description of the concepts “virtual reality”, “immersion” and “immersive technologies” in the context of their use in the educational process has been presented. The advantages of using immersive technologies over traditional ones have been defined and proved. They are visibility, concentration, involvement and effectiveness It has been determined the expediency of using immersive technologies in the process of learning foreign languages as a method and technology of long-term immersion of students in a foreign language space based on a foreign language or bilingual education, which involves the use of video, audio, and text information by students to form relevant professional competencies. The research of scientists and their main results related to the selection and application of immersive technologies in teaching foreign languages have been analyzed. Virtual applications that can be used for learning a foreign language have been analyzed. The conclusion has been formulated that immersive technologies provide the formation and development of a new information method of presenting and learning educational material, which positively affects the formation of basic and professional competencies of students studying a foreign language. The opinion about the possibility of combining immersive learning methods with other interactive methods has been substantiated.
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