Pub Date : 2022-04-27DOI: 10.31499/2706-6258.1(9).2023.279340
Olha Ttretiak, H. Smolnykova
The article reveals the state of formation of partnership pedagogy competence in accordance with the “New Ukrainian School” Concept and pedagogical standards of primary school teachers.The purpose of the article is to highlight the state of formation of partnership pedagogy competence among primary school teachers. In determining the competence of partnership pedagogy, we relied on cognitive, motivational-value, and practical-activity criteria. The role of a modern primary school teacher in the context of building his partnership with students and parents is outlined. The expediency of partnership with parents as important subjects of the educational process is emphasized.The pedagogy of partnership is substantiated as a factor in the formation of effective interaction of participants in the educational process based on the principles of pedagogy of partnership. The results of the research on the level of formation of partnership pedagogy competence of primary school teachers in interaction with participants of the educational process based on partnership pedagogy are presented.The leading essential feature of partnership pedagogy is proven, which is cooperation between the teacher, students and parents as equal participants in the educational process in a modern school.The conclusion is substantiated that an important task of the New Ukrainian School is a new format of partnership interaction between the teacher and parents, which allows defining a common vision of the child's development trajectory.The obtained results will help to adjust the process of improving the competence formation of partnership pedagogy among primary school teachers.The practical significance of the article is that its materials can be used in the organization of the educational process of general education institutions and primary school teacher training. Keywords: New Ukrainian school; competence; partnership pedagogy; criteria; indicators; interaction; participants in the educational process.
{"title":"DIAGNOSTICS OF THE FORMATION OF THE COMPETENCE OF PEDAGOGICAL PARTNERSHIP AMONG PRIMARY SCHOOL TEACHERS","authors":"Olha Ttretiak, H. Smolnykova","doi":"10.31499/2706-6258.1(9).2023.279340","DOIUrl":"https://doi.org/10.31499/2706-6258.1(9).2023.279340","url":null,"abstract":"The article reveals the state of formation of partnership pedagogy competence in accordance with the “New Ukrainian School” Concept and pedagogical standards of primary school teachers.The purpose of the article is to highlight the state of formation of partnership pedagogy competence among primary school teachers. In determining the competence of partnership pedagogy, we relied on cognitive, motivational-value, and practical-activity criteria. The role of a modern primary school teacher in the context of building his partnership with students and parents is outlined. The expediency of partnership with parents as important subjects of the educational process is emphasized.The pedagogy of partnership is substantiated as a factor in the formation of effective interaction of participants in the educational process based on the principles of pedagogy of partnership. The results of the research on the level of formation of partnership pedagogy competence of primary school teachers in interaction with participants of the educational process based on partnership pedagogy are presented.The leading essential feature of partnership pedagogy is proven, which is cooperation between the teacher, students and parents as equal participants in the educational process in a modern school.The conclusion is substantiated that an important task of the New Ukrainian School is a new format of partnership interaction between the teacher and parents, which allows defining a common vision of the child's development trajectory.The obtained results will help to adjust the process of improving the competence formation of partnership pedagogy among primary school teachers.The practical significance of the article is that its materials can be used in the organization of the educational process of general education institutions and primary school teacher training. \u0000Keywords: New Ukrainian school; competence; partnership pedagogy; criteria; indicators; interaction; participants in the educational process.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129077581","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 : 2022-04-27DOI: 10.31499/2706-6258.1(9).2023.279328
O. Kleho, T. Chetverykova
The article examines the peculiarities of using the “flipped classroom” technology in the educational process of the communal institution of higher education “Lutsk Pedagogical College”. The advantages of this educational technology are noted, the essence, peculiarities of organization and content are highlighted. Training future primary school teachers for professional activities using digital online tools.It is noted that the use of this technology in a modern school is an integral component of the organization of the educational process, which determines the relevance of the formation of the skills of future teachers to effectively use modern methods for preparing lessons, organizing remote interaction and communication between participants of the educational process. The work analyzes the latest publications of researchers and practicing teachers and emphasizes that the use of innovative technologies should be taken into account when training specialists in the field of education.With this in mind, the task of practical work was proposed, taking into account the types of activities that a teacher performs during his professional activity: development of methodical materials, handouts and didactic materials, creation of educational videos and their use in the educational process, electronic systems for checking knowledge, tools for demonstration, interactive presentations of various types and video explanations of educational material.During the work on the publication, scientific research methods were used: study, analysis, systematization, comparison and generalization of sources on the research problem, observation of the pedagogical process. Keywords: flipped classroom technology; digital competence; information technology; innovation; innovative methods; primary school teacher; higher education institution; online learning; educational process; professional training; methods and forms of work.
{"title":"IMPLEMENTATION OF THE INVERTED CLASSROOM TECHNOLOGY WHEN TEACHING ELECTIVE EDUCATIONAL COMPONENTS IN THE COLLEGE OF TEACHERS","authors":"O. Kleho, T. Chetverykova","doi":"10.31499/2706-6258.1(9).2023.279328","DOIUrl":"https://doi.org/10.31499/2706-6258.1(9).2023.279328","url":null,"abstract":"The article examines the peculiarities of using the “flipped classroom” technology in the educational process of the communal institution of higher education “Lutsk Pedagogical College”. The advantages of this educational technology are noted, the essence, peculiarities of organization and content are highlighted. Training future primary school teachers for professional activities using digital online tools.It is noted that the use of this technology in a modern school is an integral component of the organization of the educational process, which determines the relevance of the formation of the skills of future teachers to effectively use modern methods for preparing lessons, organizing remote interaction and communication between participants of the educational process. The work analyzes the latest publications of researchers and practicing teachers and emphasizes that the use of innovative technologies should be taken into account when training specialists in the field of education.With this in mind, the task of practical work was proposed, taking into account the types of activities that a teacher performs during his professional activity: development of methodical materials, handouts and didactic materials, creation of educational videos and their use in the educational process, electronic systems for checking knowledge, tools for demonstration, interactive presentations of various types and video explanations of educational material.During the work on the publication, scientific research methods were used: study, analysis, systematization, comparison and generalization of sources on the research problem, observation of the pedagogical process. \u0000Keywords: flipped classroom technology; digital competence; information technology; innovation; innovative methods; primary school teacher; higher education institution; online learning; educational process; professional training; methods and forms of work.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117115433","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 : 2022-04-27DOI: 10.31499/2706-6258.1(9).2023.279330
O. Bielova
The purpose of this study is to identify the current state of formation of verbal attention of older preschool children with logopathology, which affects their speech readiness for learning in general secondary education institutions. Research task: theoretical analysis of scientific sources on the problem of study; specify research methods and parameters revealing the level of verbal attention; carrying out a comparative analysis of the results of the study of older preschool children with logopathology and normotypical psychophysical development. Research methods are methods with tasks aimed at studying the semiotic and psychological components of speech readiness, in the criteria of which the parameters for evaluating the properties of verbal attention (selectivity, stability, distribution, concentration, switching, volume) are outlined. The results of the experimental study give a clear idea that there are significant differences between the groups of children with speech pathology and those with normotypical psychophysical development regarding the formation of verbal attention of the psychological component of speech readiness: children with speech pathology have insufficiently developed properties of verbal attention, which prevents them from listening carefully to tasks (concentration), focused on it for a long time (persistence), performed other exercises in parallel (distribution), worked on several verbal tasks during the lesson (volume), switched to other actions (switching), focused on a specific task (selectivity). The inability to concentrate attention on educational activities leads to the impaired perception of speech information, its memorization, representation, reflection and verbal reproduction. Research materials indicate the unformed readiness of this category of children to integrate into the conditions of general secondary education institutions. Keywords: verbal attention; selective attention; stability of attention; distribution of attention; the concentration of attention; switching of attention; amount of attention; children of older preschool age; speech disorder.
{"title":"DESCRIPTIVE DEVELOPMENT OF VERBAL ATTENTION IN OLDER PRESCHOOL CHILDREN WITH LOGOPATHOLOGY","authors":"O. Bielova","doi":"10.31499/2706-6258.1(9).2023.279330","DOIUrl":"https://doi.org/10.31499/2706-6258.1(9).2023.279330","url":null,"abstract":"The purpose of this study is to identify the current state of formation of verbal attention of older preschool children with logopathology, which affects their speech readiness for learning in general secondary education institutions. Research task: theoretical analysis of scientific sources on the problem of study; specify research methods and parameters revealing the level of verbal attention; carrying out a comparative analysis of the results of the study of older preschool children with logopathology and normotypical psychophysical development. Research methods are methods with tasks aimed at studying the semiotic and psychological components of speech readiness, in the criteria of which the parameters for evaluating the properties of verbal attention (selectivity, stability, distribution, concentration, switching, volume) are outlined. The results of the experimental study give a clear idea that there are significant differences between the groups of children with speech pathology and those with normotypical psychophysical development regarding the formation of verbal attention of the psychological component of speech readiness: children with speech pathology have insufficiently developed properties of verbal attention, which prevents them from listening carefully to tasks (concentration), focused on it for a long time (persistence), performed other exercises in parallel (distribution), worked on several verbal tasks during the lesson (volume), switched to other actions (switching), focused on a specific task (selectivity). The inability to concentrate attention on educational activities leads to the impaired perception of speech information, its memorization, representation, reflection and verbal reproduction. Research materials indicate the unformed readiness of this category of children to integrate into the conditions of general secondary education institutions. \u0000Keywords: verbal attention; selective attention; stability of attention; distribution of attention; the concentration of attention; switching of attention; amount of attention; children of older preschool age; speech disorder.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126373557","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 : 2022-04-27DOI: 10.31499/2706-6258.1(9).2023.279338
Alla Zaliznyak
The subject of consideration in the article is agile game as a means of forming physical qualities in preschool children. Attention is drawn to the fact that it is in the period of preschool childhood that the foundations of health and longevity are laid in children, many motor skills are formed and physical qualities are developed. Development of physical qualities is an important task of physical education of preschool children. It is emphasized that the basis of the comprehensive development of preschoolers is physical education, which provides for the achievement of the best development of such physical qualities in preschoolers as: speed, dexterity, flexibility, endurance, strength. The meaning of the concepts: “game”, “preschool age” is outlined. The main purpose of the agile game is revealed, which consists in the formation of the physical activity of a preschool child and the development of motor qualities. It has been proven that the agile game is not only a means of physical education, but also a method of learning. It is emphasized that agile games, correctly selected by the teacher, will have a positive effect on the cardiovascular, respiratory, and central nervous systems, stimulate the appetite and promote sound sleep. The types of agile games (by complexity; by degree of physical exertion; by group composition) and their influence on the formation of physical qualities in preschool children were analyzed. It is indicated that it is in the process of agile play in preschool children that motor experience is enriched and motor skills and physical qualities are formed. Kewords: movinggame; preschoolers; physical qualities; physical education; childrenʼs movements; signs of the game; game types; physical development; comprehensive personality development; physical activity.
{"title":"MOVING GAMES AS A MEANS OF FORMING PHYSICAL QUALITIES IN PRESCHOOLERS","authors":"Alla Zaliznyak","doi":"10.31499/2706-6258.1(9).2023.279338","DOIUrl":"https://doi.org/10.31499/2706-6258.1(9).2023.279338","url":null,"abstract":"The subject of consideration in the article is agile game as a means of forming physical qualities in preschool children. Attention is drawn to the fact that it is in the period of preschool childhood that the foundations of health and longevity are laid in children, many motor skills are formed and physical qualities are developed. Development of physical qualities is an important task of physical education of preschool children. It is emphasized that the basis of the comprehensive development of preschoolers is physical education, which provides for the achievement of the best development of such physical qualities in preschoolers as: speed, dexterity, flexibility, endurance, strength. The meaning of the concepts: “game”, “preschool age” is outlined. The main purpose of the agile game is revealed, which consists in the formation of the physical activity of a preschool child and the development of motor qualities. It has been proven that the agile game is not only a means of physical education, but also a method of learning. It is emphasized that agile games, correctly selected by the teacher, will have a positive effect on the cardiovascular, respiratory, and central nervous systems, stimulate the appetite and promote sound sleep. The types of agile games (by complexity; by degree of physical exertion; by group composition) and their influence on the formation of physical qualities in preschool children were analyzed. It is indicated that it is in the process of agile play in preschool children that motor experience is enriched and motor skills and physical qualities are formed. \u0000Kewords: movinggame; preschoolers; physical qualities; physical education; childrenʼs movements; signs of the game; game types; physical development; comprehensive personality development; physical activity.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132974110","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.248206
M. Tkachuk
The article highlights the main global trends of today, demonstrating the growing role of continuing adult education as an important factor in social progress. It had been found that “the Concept of Lifelong Learning” acquires the features of a transnational character. The focus is on anthropocentrism as practical and worldview oriented, which is one of the main conditions for the modern system development of social assistance and a socially-oriented state; the main value is human, his/her development and self-realization.It has been clarified that the purpose of lifelong learning is the formation and development of personality both in periods of its physical and socio-psychological maturation, flowering and stabilization of vital forces and abilities and in periods of ageing when the task of compensating for lost strengths and opportunities. European and world experience of formation and development of the education system during life is considered. The main objectives, advantages and problematic aspects of such education in Ukraine have been identified.The domestic and foreign practice of “Universities of the Third Age” has been analysed. The main tasks of these institutions are clarified: creating conditions and promoting the comprehensive development of the elderly; their reintegration into the active life of society; assisting the elderly in adapting to modern living conditions by acquiring new knowledge; acquisition of self-help skills; formation of the principles of a healthy lifestyle; development of skills in the use of the latest technologies, primarily information and communication; potential and opportunities for volunteer work; improving the quality of life of the elderly by ensuring access to modern technologies and adaptation to technological change; opportunity to expand the circle of communication and exchange of experiences. Keywords: continuing education; lifelong learning; global trends; anthropocentrism; adults; education; foreign experience; national interests; creative and innovative potential; social and cultural progress.
{"title":"LIFELONG LEARNING AS A WORLDWIDE HUMAN-CENTERED TENDENCY OF MODERNITY","authors":"M. Tkachuk","doi":"10.31499/2706-6258.2(6).2021.248206","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.248206","url":null,"abstract":"The article highlights the main global trends of today, demonstrating the growing role of continuing adult education as an important factor in social progress. It had been found that “the Concept of Lifelong Learning” acquires the features of a transnational character. The focus is on anthropocentrism as practical and worldview oriented, which is one of the main conditions for the modern system development of social assistance and a socially-oriented state; the main value is human, his/her development and self-realization.It has been clarified that the purpose of lifelong learning is the formation and development of personality both in periods of its physical and socio-psychological maturation, flowering and stabilization of vital forces and abilities and in periods of ageing when the task of compensating for lost strengths and opportunities. European and world experience of formation and development of the education system during life is considered. The main objectives, advantages and problematic aspects of such education in Ukraine have been identified.The domestic and foreign practice of “Universities of the Third Age” has been analysed. The main tasks of these institutions are clarified: creating conditions and promoting the comprehensive development of the elderly; their reintegration into the active life of society; assisting the elderly in adapting to modern living conditions by acquiring new knowledge; acquisition of self-help skills; formation of the principles of a healthy lifestyle; development of skills in the use of the latest technologies, primarily information and communication; potential and opportunities for volunteer work; improving the quality of life of the elderly by ensuring access to modern technologies and adaptation to technological change; opportunity to expand the circle of communication and exchange of experiences. \u0000Keywords: continuing education; lifelong learning; global trends; anthropocentrism; adults; education; foreign experience; national interests; creative and innovative potential; social and cultural progress.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"287 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114549395","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247625
K. Averina
The paper considers the procedural aspects of social communication such as meeting the requirements of today’s comprehensive characteristics of social skills of the future specialist, which is manifested in his ability and ability to effectively perform professional duties adequately to each situation by activating socially and professionally important qualities in the competent application of the existing arsenal of professional knowledge, skills and abilities. The semantic elements of social communication as forms of expression of will, practical actions of an individual or a social group in a certain collective activity to achieve a socially significant result are revealed. It is established that the level of development of social and communicative skills can characterize not only the mechanisms of acquiring knowledge, skills, professionally significant qualities in the learning process, but also the peculiarities of the students’ understanding of social reality in general and in specific situations in particular, when both the adaptive mechanisms and the integrated life narratives of the individual are significantly influenced by the characteristics of the social environment. The need for coordination and focus on creating appropriate conditions for attracting external and internal resources (as a set of objectively existing conditions, means, opportunities that can be mobilized and used in the process of development of any system) to address this issue, including the intensification of participation in the development of communication skills of leading agents of influence ‒ subjects of all levels and types of education – traditional, alternative, extracurricular, “non-formal”, etc. Keywords: social communication; educational environment; communicative approach; social interaction; subjects of social communication; extracurricular activity; socialization skills; applicants of higher education.
{"title":"ACTUAL ASPECTS OF THE DEVELOPMENT OF SOCIAL AND COMMUNICATIVE ACTIVITY OF STUDENTS","authors":"K. Averina","doi":"10.31499/2706-6258.2(6).2021.247625","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247625","url":null,"abstract":"The paper considers the procedural aspects of social communication such as meeting the requirements of today’s comprehensive characteristics of social skills of the future specialist, which is manifested in his ability and ability to effectively perform professional duties adequately to each situation by activating socially and professionally important qualities in the competent application of the existing arsenal of professional knowledge, skills and abilities. The semantic elements of social communication as forms of expression of will, practical actions of an individual or a social group in a certain collective activity to achieve a socially significant result are revealed. It is established that the level of development of social and communicative skills can characterize not only the mechanisms of acquiring knowledge, skills, professionally significant qualities in the learning process, but also the peculiarities of the students’ understanding of social reality in general and in specific situations in particular, when both the adaptive mechanisms and the integrated life narratives of the individual are significantly influenced by the characteristics of the social environment. The need for coordination and focus on creating appropriate conditions for attracting external and internal resources (as a set of objectively existing conditions, means, opportunities that can be mobilized and used in the process of development of any system) to address this issue, including the intensification of participation in the development of communication skills of leading agents of influence ‒ subjects of all levels and types of education – traditional, alternative, extracurricular, “non-formal”, etc. \u0000Keywords: social communication; educational environment; communicative approach; social interaction; subjects of social communication; extracurricular activity; socialization skills; applicants of higher education.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"78 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114088809","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247600
Svetlana Sergeyko
In the article self-actualizing portraits (types) of teachers, which were identified on the basis of the study, are presented. The main aim of two of them (“Subject Teachers” and “Psychologists”) is to develop gifted students. The developed separate training program for teachers working in the context of the development of gifted students has been substantiated in the article. This made it possible for the Institute for the Development of Education to develop a strategy for advanced training and scientific and methodological support of teachers of both types. The strategy is based on the principles of mutual enrichment, mutual respect, cooperation of all subjects of the education system and promotes the professional self-realization of teachers and, as a result, the development of gifted students. Through participating in events using various forms and technologies, the teacher shows himself, his uniqueness and originality, the desire for his own realization in professional activity, demonstrates a personal attitude towards himself, colleagues, professional events, and corporate culture. Measures, creating an environment of advanced personal and professional development, contribute to the professional motivation of teachers, ensuring the effectiveness of the pedagogical activity, develop the readiness for professional self-realization, and help raise the level of awareness of the value of pedagogical activity for personal self-realization. The result of the implementation of the mentioned program for teachers will be the development of the creative potential of teachers; stimulation of personal and professional growth of teachers; self-identification, self-organization, self-government and professional self-realization of these types of teachers. Keywords: self-realization of personality; professional self-realization of the teacher; the self-actualizing portrait (type) of a teacher; cognitive, activity, emotional, axiological levels of the program; gifted children.
{"title":"PROFESSIONAL SELF-REALIZATION PROGRAM FOR TEACHERS WORKING WITH GIFTED CHILDREN","authors":"Svetlana Sergeyko","doi":"10.31499/2706-6258.2(6).2021.247600","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247600","url":null,"abstract":"In the article self-actualizing portraits (types) of teachers, which were identified on the basis of the study, are presented. The main aim of two of them (“Subject Teachers” and “Psychologists”) is to develop gifted students. The developed separate training program for teachers working in the context of the development of gifted students has been substantiated in the article. This made it possible for the Institute for the Development of Education to develop a strategy for advanced training and scientific and methodological support of teachers of both types. The strategy is based on the principles of mutual enrichment, mutual respect, cooperation of all subjects of the education system and promotes the professional self-realization of teachers and, as a result, the development of gifted students. Through participating in events using various forms and technologies, the teacher shows himself, his uniqueness and originality, the desire for his own realization in professional activity, demonstrates a personal attitude towards himself, colleagues, professional events, and corporate culture. Measures, creating an environment of advanced personal and professional development, contribute to the professional motivation of teachers, ensuring the effectiveness of the pedagogical activity, develop the readiness for professional self-realization, and help raise the level of awareness of the value of pedagogical activity for personal self-realization. The result of the implementation of the mentioned program for teachers will be the development of the creative potential of teachers; stimulation of personal and professional growth of teachers; self-identification, self-organization, self-government and professional self-realization of these types of teachers. \u0000Keywords: self-realization of personality; professional self-realization of the teacher; the self-actualizing portrait (type) of a teacher; cognitive, activity, emotional, axiological levels of the program; gifted children.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125663221","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247510
Tetiana Zhytnik
The problem timeliness is caused by the need to form artistic values in older preschool children and insufficient methodological support aimed at educating the child’s aesthetic values in art schools. A separate issue is an analysis of the artistic values formation in older preschoolers and the criteria for their evaluation.There is a brief description of the standard curriculum content “Conversations about Art”, purpose, organizational features, description of criteria for assessing the artistic values formation in older preschool children, a description of the achievements characteristics in acquaintance with artworks of “Conversations about Art”, elementary level of primary art education in this research work. Research methods: study, analysis of psychological-pedagogical, philosophical and educational-methodical literature in order to determine the state and scientific substantiation of research problem; generalization and systematization of methods for diagnosing the formation of artistic values in the older preschool-age child, pedagogical analysis, the method of expert evaluation.The content of the first-year study is aimed at acquainting the child with the art around us, during it, we form in the older preschool-age child emotional and value attitude to art and introduce it to the artistic image in art. The content of the first-year study is divided into two modules: “Conversations about Art” and “Diversity of images in art”. Each of these training modules has its own tasks and performance indicators. According to our research, the program aims to acquaint the child with the emotional and value of art, artistic image and language of expression during its creation in each of arts; formation of artistic values in older preschool children by means of visual art and synthesis of art in general. For the elementary level of primary art education, it is appropriate to take into account the psychophysiological characteristics of the child and the developmental and playful nature of learning.Keywords: pedagogy of preschool age; art education; aesthetic education; artistic values; senior preschool child; criteria; levels of achievement; visual arts.
{"title":"CRITERIA FOR EVALUATION OF THE LEVEL OF FORMATION OF ART VALUES IN A CHILD OF SENIOR PRESCHOOL AGE","authors":"Tetiana Zhytnik","doi":"10.31499/2706-6258.2(6).2021.247510","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247510","url":null,"abstract":"The problem timeliness is caused by the need to form artistic values in older preschool children and insufficient methodological support aimed at educating the child’s aesthetic values in art schools. A separate issue is an analysis of the artistic values formation in older preschoolers and the criteria for their evaluation.There is a brief description of the standard curriculum content “Conversations about Art”, purpose, organizational features, description of criteria for assessing the artistic values formation in older preschool children, a description of the achievements characteristics in acquaintance with artworks of “Conversations about Art”, elementary level of primary art education in this research work. Research methods: study, analysis of psychological-pedagogical, philosophical and educational-methodical literature in order to determine the state and scientific substantiation of research problem; generalization and systematization of methods for diagnosing the formation of artistic values in the older preschool-age child, pedagogical analysis, the method of expert evaluation.The content of the first-year study is aimed at acquainting the child with the art around us, during it, we form in the older preschool-age child emotional and value attitude to art and introduce it to the artistic image in art. The content of the first-year study is divided into two modules: “Conversations about Art” and “Diversity of images in art”. Each of these training modules has its own tasks and performance indicators. According to our research, the program aims to acquaint the child with the emotional and value of art, artistic image and language of expression during its creation in each of arts; formation of artistic values in older preschool children by means of visual art and synthesis of art in general. For the elementary level of primary art education, it is appropriate to take into account the psychophysiological characteristics of the child and the developmental and playful nature of learning.Keywords: pedagogy of preschool age; art education; aesthetic education; artistic values; senior preschool child; criteria; levels of achievement; visual arts.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134150896","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247632
R. Liubar
An important condition of the effective process of professional personal development is professional self-consciousness. It manifests in various forms related to the cognitive, emotional and volitional aspects of human mental activity.The educating process of professional self-consciousness is complicated and controversial. It involves many factors, the action of which can often lead to opposite consequences.The purpose of the article is a theoretical analysis of the structural components of professional self-consciousness, definition of the formational stages and evaluation criteria.Professional self-consciousness is a complex mental formation of a person, which is self-awareness of involvement in the profession, encourages professional self-realization and orients the person to active work in the professional field.We can distinguish three stages of professional self-consciousness formation: the stage of early professional self-consciousness that develops during the game (childhood), adolescent professional self-consciousness, characterized by prioritization in choosing future profession (middle and senior school age) and the stage of mature professional self-consciousness (university period, professional activity).The formation of professional self-consciousness at these stages is quite conditional because not every child has professional preferences. Every person following appropriate work can simultaneously form traits that reflect the characteristics of different stages of professional self-consciousness.We can distinguish three main criteria of different levels of professional students self-consciousness: cognitive, motivational-valued and activity-practical, which reveals the presence or absence of certain features that characterize professional self-consciousness.These criteria for assessing the levels of professional self-consciousness make possibility to establish the degree of presence of certain personality traits that are indicators of professional self-consciousness of each phenomenon component: a personʼs attitude to the profession, attitude to himself as a subject, to colleagues, to the object of labour. Keywords: self-consciousness; professional self-consciousness; structural components; formation system; stages of formation; self-awareness; evaluation criteria; levels of development; performance indicators.
{"title":"THE STRUCTURAL COMPONENTS OF PROFESSIONAL SELF-CONSCIOUSNESS OF FUTURE SPECIALISTS","authors":"R. Liubar","doi":"10.31499/2706-6258.2(6).2021.247632","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247632","url":null,"abstract":"An important condition of the effective process of professional personal development is professional self-consciousness. It manifests in various forms related to the cognitive, emotional and volitional aspects of human mental activity.The educating process of professional self-consciousness is complicated and controversial. It involves many factors, the action of which can often lead to opposite consequences.The purpose of the article is a theoretical analysis of the structural components of professional self-consciousness, definition of the formational stages and evaluation criteria.Professional self-consciousness is a complex mental formation of a person, which is self-awareness of involvement in the profession, encourages professional self-realization and orients the person to active work in the professional field.We can distinguish three stages of professional self-consciousness formation: the stage of early professional self-consciousness that develops during the game (childhood), adolescent professional self-consciousness, characterized by prioritization in choosing future profession (middle and senior school age) and the stage of mature professional self-consciousness (university period, professional activity).The formation of professional self-consciousness at these stages is quite conditional because not every child has professional preferences. Every person following appropriate work can simultaneously form traits that reflect the characteristics of different stages of professional self-consciousness.We can distinguish three main criteria of different levels of professional students self-consciousness: cognitive, motivational-valued and activity-practical, which reveals the presence or absence of certain features that characterize professional self-consciousness.These criteria for assessing the levels of professional self-consciousness make possibility to establish the degree of presence of certain personality traits that are indicators of professional self-consciousness of each phenomenon component: a personʼs attitude to the profession, attitude to himself as a subject, to colleagues, to the object of labour. \u0000Keywords: self-consciousness; professional self-consciousness; structural components; formation system; stages of formation; self-awareness; evaluation criteria; levels of development; performance indicators.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134353440","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 : 2021-12-21DOI: 10.31499/2706-6258.2(6).2021.247506
Li Qing
The article examines the problem of forming readiness for professional and creative self-realization of future teachers of fine arts. The purpose of the article is to substantiate the model of formation of the studied formation. The methodological basis of the study are dialectical and systematic methodologies used in the field of pedagogical research. General scientific and logical methods of analysis, synthesis, induction and deduction, historical and comparative research of the problem are used. This model includes following aspects: setting the purpose of the study and its objectives – the target unit; components of readiness for professional and creative self-realization (motivational and orientational, cognitive and active, subjective) content block; didactic principles (professional orientation, scientificity, optimization, emotionality of the pedagogical process). Moreover, it includes pedagogical conditions on which the experimental method of forming readiness for professional and creative self-realization (actualization of the value attitude of future teachers of fine arts to artistic and creative activity; organization of self-improvement of future teachers-artists in the context of future professional activity; creation of reflective-educational environment educational process HEI) are based. Methods, forms, technologies and means aimed at increasing the level of readiness for professional and creative self-realization of students are presented in technological unit, that is followed by the expected result of the study. It is proved that the introduction of the model of formation of readiness for professional and creative self-realization of future teachers of fine arts contributes to the optimization of the research process. Keywords: model; modeling; readiness; professional and creative self-realization; artistic and pedagogical activity; professional training; future teachers of fine arts; fine arts.
{"title":"THEORETICAL SUBSTANTIATION OF THE MODEL OF FORMATION OF READINESS FOR PROFESSIONAL AND CREATIVE SELF-REALIZATION OF FUTURE TEACHERS OF FINE ARTS","authors":"Li Qing","doi":"10.31499/2706-6258.2(6).2021.247506","DOIUrl":"https://doi.org/10.31499/2706-6258.2(6).2021.247506","url":null,"abstract":"The article examines the problem of forming readiness for professional and creative self-realization of future teachers of fine arts. The purpose of the article is to substantiate the model of formation of the studied formation. The methodological basis of the study are dialectical and systematic methodologies used in the field of pedagogical research. General scientific and logical methods of analysis, synthesis, induction and deduction, historical and comparative research of the problem are used. This model includes following aspects: setting the purpose of the study and its objectives – the target unit; components of readiness for professional and creative self-realization (motivational and orientational, cognitive and active, subjective) content block; didactic principles (professional orientation, scientificity, optimization, emotionality of the pedagogical process). Moreover, it includes pedagogical conditions on which the experimental method of forming readiness for professional and creative self-realization (actualization of the value attitude of future teachers of fine arts to artistic and creative activity; organization of self-improvement of future teachers-artists in the context of future professional activity; creation of reflective-educational environment educational process HEI) are based. Methods, forms, technologies and means aimed at increasing the level of readiness for professional and creative self-realization of students are presented in technological unit, that is followed by the expected result of the study. It is proved that the introduction of the model of formation of readiness for professional and creative self-realization of future teachers of fine arts contributes to the optimization of the research process. \u0000Keywords: model; modeling; readiness; professional and creative self-realization; artistic and pedagogical activity; professional training; future teachers of fine arts; fine arts.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115298277","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}
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