Pub Date : 1900-01-01DOI: 10.32987/2617-8532-2023-2-34-48
O. Otych
Compliance of the professional training of graduates of pedagogical universities with the requirements of professional standards and the needs of preschool education institutions is ensured by the effectiveness of the interaction of these institutions. The purpose of the article is to identify the features of the interaction between universities and preschool education institutions in the development of the leadership potential of pedagogical workers by dividing these characteristics into general and specific ones and conducting their analysis. The research methods used are: analysis of the regulatory framework and scientific sources on the research problem, comparison, generalization, systematization of theoretical and empirical data; terminological and bibliographic analysis. The result of the research was the determination of the essence of the leadership potential of educators of preschool education institutions, the identification of its components, the determination of general and specific features of the interaction between institutions of higher and preschool education in the development of leadership potential for future educators of preschool education institutions. Based on the results of the research, it was concluded that the leadership potential of a preschool teacher is his/her natural and socially determined resource capabilities to take the initiative in pedagogical interaction, turning its participants into supporters and inspiring them to follow it. The main components of the leadership potential of a preschool educator are: personal, professional, managerial and communicative potentials, since they ensure the fullness of his/her professional self-realization as a person-leader, professional-leader, organizer-leader and communicative leader. The features of the interaction between preschool education institutions as employers and institutions of higher education as executors of the state order for the training of personnel for the preschool education system consist of its market regulation, organization on the basis of social partnership, orientation to European values ??and best educational practices, burdened by martial law conditions, forced migration and demographic decline.
{"title":"FEATURES OF INTERACTION BETWEEN UNIVERSITIES AND PRESCHOOL EDUCATION INSTITUTIONS IN THE DEVELOPMENT OF TEACHERS� LEADERSHIP POTENTIAL","authors":"O. Otych","doi":"10.32987/2617-8532-2023-2-34-48","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-2-34-48","url":null,"abstract":"Compliance of the professional training of graduates of pedagogical universities with the requirements of professional standards and the needs of preschool education institutions is ensured by the effectiveness of the interaction of these institutions. The purpose of the article is to identify the features of the interaction between universities and preschool education institutions in the development of the leadership potential of pedagogical workers by dividing these characteristics into general and specific ones and conducting their analysis. The research methods used are: analysis of the regulatory framework and scientific sources on the research problem, comparison, generalization, systematization of theoretical and empirical data; terminological and bibliographic analysis. The result of the research was the determination of the essence of the leadership potential of educators of preschool education institutions, the identification of its components, the determination of general and specific features of the interaction between institutions of higher and preschool education in the development of leadership potential for future educators of preschool education institutions. Based on the results of the research, it was concluded that the leadership potential of a preschool teacher is his/her natural and socially determined resource capabilities to take the initiative in pedagogical interaction, turning its participants into supporters and inspiring them to follow it. The main components of the leadership potential of a preschool educator are: personal, professional, managerial and communicative potentials, since they ensure the fullness of his/her professional self-realization as a person-leader, professional-leader, organizer-leader and communicative leader. The features of the interaction between preschool education institutions as employers and institutions of higher education as executors of the state order for the training of personnel for the preschool education system consist of its market regulation, organization on the basis of social partnership, orientation to European values ??and best educational practices, burdened by martial law conditions, forced migration and demographic decline.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128226217","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 : 1900-01-01DOI: 10.32987/2617-8532-2023-1-93-107
Nataliya Pavlyк
The article is devoted to establishing the regularities of the impact of a teacher's psychological health on his/her readiness for creative professional activity. The author identifies the structure of psychological health and the psychological readiness of teachers for professional activity. Psychological health is defined as a multi-level formation that represents a harmonious state of the individual, based on the balance between the spiritual, social, intellectual, emotional, volitional and bodily substructures of the personality, as well as harmony between the individual and the world. The structure of psychological health is represented by a hierarchy of spiritual-semantic, social, mental and psychosomatic components. The psychological readiness of a teacher is a psychological quality based on the unity of pedagogical motivation and pedagogical abilities. The components of psychological readiness are: value-motivational, moral-communicative, creative-cognitive and emotional-volitional. The article describes the features of the state of psychological health and psychological readiness of modern teachers of the New Ukrainian School (NUS). The study revealed that 70% of the NUS teachers have a high level of psychological readiness for creative pedagogical activity. However, 17% of them have a low level of psychological health. Using the methods of mathematical statistics, the author established the patterns of the impact of the state of psychological health of teachers on their readiness for professional creativity. The results of this survey pointed to the following: the higher the level of psychological health of a person, the more pronounced his/her psychological readiness for pedagogical activity; the lower the level of psychological health, the less capable the teacher is of professional and pedagogical creativity. An important factor of development in a teacher’s psychological readiness is the flexibility of thinking and a positive emotional state. The researcher has experimentally proved that the psychological health of a teacher is the basis for the effectiveness of his/her professional activity.
{"title":"STUDY OF THE IMPACT OF A TEACHER’S PSYCHOLOGICAL HEALTH ON PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY","authors":"Nataliya Pavlyк","doi":"10.32987/2617-8532-2023-1-93-107","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-1-93-107","url":null,"abstract":"The article is devoted to establishing the regularities of the impact of a teacher's psychological health on his/her readiness for creative professional activity. The author identifies the structure of psychological health and the psychological readiness of teachers for professional activity. Psychological health is defined as a multi-level formation that represents a harmonious state of the individual, based on the balance between the spiritual, social, intellectual, emotional, volitional and bodily substructures of the personality, as well as harmony between the individual and the world. The structure of psychological health is represented by a hierarchy of spiritual-semantic, social, mental and psychosomatic components. The psychological readiness of a teacher is a psychological quality based on the unity of pedagogical motivation and pedagogical abilities. The components of psychological readiness are: value-motivational, moral-communicative, creative-cognitive and emotional-volitional. The article describes the features of the state of psychological health and psychological readiness of modern teachers of the New Ukrainian School (NUS). The study revealed that 70% of the NUS teachers have a high level of psychological readiness for creative pedagogical activity. However, 17% of them have a low level of psychological health. Using the methods of mathematical statistics, the author established the patterns of the impact of the state of psychological health of teachers on their readiness for professional creativity. The results of this survey pointed to the following: the higher the level of psychological health of a person, the more pronounced his/her psychological readiness for pedagogical activity; the lower the level of psychological health, the less capable the teacher is of professional and pedagogical creativity. An important factor of development in a teacher’s psychological readiness is the flexibility of thinking and a positive emotional state. The researcher has experimentally proved that the psychological health of a teacher is the basis for the effectiveness of his/her professional activity.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123747599","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 : 1900-01-01DOI: 10.32987/2617-8532-2019-1-77-87
O. Denysiuk, Natalia Tytarenko
{"title":"FORMATION OF HUB SCHOOLS NETWORK: ANALYSIS OF SYSTEM RISKS","authors":"O. Denysiuk, Natalia Tytarenko","doi":"10.32987/2617-8532-2019-1-77-87","DOIUrl":"https://doi.org/10.32987/2617-8532-2019-1-77-87","url":null,"abstract":"","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121775873","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 : 1900-01-01DOI: 10.32987/2617-8532-2021-3-33-41
A. Lytvynchuk, Andrii Kyrianov, I. Gaiduk
The aim of the article is to develop and improve the existing methodological approaches to custom programming of the information system AS «IRC» in the segment of inclusive education. The extended goals for the AS «IRC» functioning are provided, including the creation of digital lists of specialists, evidentiary information database for management decisions, information and telecommunication support, common information infrastructure for obtaining, processing and generating information, comprehensive information protection in the field of inclusive education, etc. It is noted that the AS «IRC» is managed by the Ministry of Education and Science of Ukraine and a range of measures taken by the Ministry of Education and Science of Ukraine to improve the functioning of the system was presented. The functional responsibilities of SSI «IEA» in relation to the administration of the AS «IRC» are analyzed. Local administrators of the AS «IRC» are the officials of local education management bodies, their structural subdivisions and officials of the inclusive resource centers. The users of the AS «IRC» include officials of the Ministry of Education and Science of Ukraine and its structural subdivisions, institutions and organizations belonging to the sphere of management; inclusive resource centers; local education management bodies and educational institutions subordinated to them; other users who have been granted the right to access information in this system in the prescribed manner. The requirements to the users of the AS «IRC» are analyzed and the criteria of system operation reliability are grouped. The list of actions performed by the complex system of information protection in the AS «IRC» is given. Conclusions are made about the need to expand the functionality of the information system the AS «IRC» and optimize the e-data collection of reporting forms in the segment of inclusive education.
{"title":"METHODICAL APPROACHES TO CUSTOM PROGRAMMING OF THE INFORMATION SYSTEM OF AS «IRC» AND OPTIMIZATION OF E-COLLECTION OF DATA REPORTING FORMS IN THE INCLUSIVE EDUCATION SEGMENT","authors":"A. Lytvynchuk, Andrii Kyrianov, I. Gaiduk","doi":"10.32987/2617-8532-2021-3-33-41","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-3-33-41","url":null,"abstract":"The aim of the article is to develop and improve the existing methodological approaches to custom programming of the information system AS «IRC» in the segment of inclusive education. The extended goals for the AS «IRC» functioning are provided, including the creation of digital lists of specialists, evidentiary information database for management decisions, information and telecommunication support, common information infrastructure for obtaining, processing and generating information, comprehensive information protection in the field of inclusive education, etc. It is noted that the AS «IRC» is managed by the Ministry of Education and Science of Ukraine and a range of measures taken by the Ministry of Education and Science of Ukraine to improve the functioning of the system was presented. The functional responsibilities of SSI «IEA» in relation to the administration of the AS «IRC» are analyzed. Local administrators of the AS «IRC» are the officials of local education management bodies, their structural subdivisions and officials of the inclusive resource centers. The users of the AS «IRC» include officials of the Ministry of Education and Science of Ukraine and its structural subdivisions, institutions and organizations belonging to the sphere of management; inclusive resource centers; local education management bodies and educational institutions subordinated to them; other users who have been granted the right to access information in this system in the prescribed manner. The requirements to the users of the AS «IRC» are analyzed and the criteria of system operation reliability are grouped. The list of actions performed by the complex system of information protection in the AS «IRC» is given. Conclusions are made about the need to expand the functionality of the information system the AS «IRC» and optimize the e-data collection of reporting forms in the segment of inclusive education.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131907990","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 : 1900-01-01DOI: 10.32987/2617-8532-2020-4-93-101
T. Fursenko
The aim of the paper is to give an overview of the qualification requirements for future pilots in Canada and to discuss trends in such professionals training modernization. The methodological framework of the research is comprised of general scientific methods (analysis, synthesis, comparison, generalization – to study the works of foreign scientists, official and legal documents); specific-scientific methods (categorial analysis – to reveal the essence and clarify the definitions of the basic concepts of the study), and the structural and functional analysis – to determine the organizational, content and procedural features of pilot training in Canada. The analysis of the normative and legislative documents showed that the most professionally important licenses giving a pilot a professional right to work in the aviation industry and civil aviation are the Commercial Pilot’s License – CPL and the Airline Transport Pilot’s License – ATPL. The paper concentrates on the analysis of the requirements for knowledge and skills that a pilot has to possess and develop as well as a number of important steps to be completed to get the CPL and ATPL as specified in the corresponding sections of the Canadian Aviation Regulations. In order to obtain a license, a future pilot has to comply with the requirements for age, health status, a number of written examinations and flight training – flight hours, flight conditions and the level of skills. The qualification of a pilot can be attained at Flight Training Units or following the completion of university and college programs. The paper describes the specifics of integrated courses offered by the former – the Commercial Pilot Licence – Aeroplane (CPL(A)) integrated course, Commercial Pilot Licence – Aeroplane/Instrument Rating (CPL(A)/IR) Integrated Course, and Airline Transport Pilot Licence – ATP(A) Integrated Course. The conclusion is made that the types of flights and pilot activities in terms of CPL (A), CPL (A) / IR and ATP (A) licenses are largely the same. The difference lies in the number of hours provided for certain activity types and several specific requirements such as flying in difficult weather conditions or interaction between crew members. Among pilots’ training modernization trends we single out the following: its organization based on the competence approach, a reduction in the cost of training a new generation of pilots and increasing its efficiency through the introduction of new technologies in the training process.
{"title":"SPECIFICS OF ATTAINING THE QUALIFICATION OF A PILOT IN CANADA","authors":"T. Fursenko","doi":"10.32987/2617-8532-2020-4-93-101","DOIUrl":"https://doi.org/10.32987/2617-8532-2020-4-93-101","url":null,"abstract":"The aim of the paper is to give an overview of the qualification requirements for future pilots in Canada and to discuss trends in such professionals training modernization. The methodological framework of the research is comprised of general scientific methods (analysis, synthesis, comparison, generalization – to study the works of foreign scientists, official and legal documents); specific-scientific methods (categorial analysis – to reveal the essence and clarify the definitions of the basic concepts of the study), and the structural and functional analysis – to determine the organizational, content and procedural features of pilot training in Canada. The analysis of the normative and legislative documents showed that the most professionally important licenses giving a pilot a professional right to work in the aviation industry and civil aviation are the Commercial Pilot’s License – CPL and the Airline Transport Pilot’s License – ATPL. The paper concentrates on the analysis of the requirements for knowledge and skills that a pilot has to possess and develop as well as a number of important steps to be completed to get the CPL and ATPL as specified in the corresponding sections of the Canadian Aviation Regulations. In order to obtain a license, a future pilot has to comply with the requirements for age, health status, a number of written examinations and flight training – flight hours, flight conditions and the level of skills. The qualification of a pilot can be attained at Flight Training Units or following the completion of university and college programs. The paper describes the specifics of integrated courses offered by the former – the Commercial Pilot Licence – Aeroplane (CPL(A)) integrated course, Commercial Pilot Licence – Aeroplane/Instrument Rating (CPL(A)/IR) Integrated Course, and Airline Transport Pilot Licence – ATP(A) Integrated Course. The conclusion is made that the types of flights and pilot activities in terms of CPL (A), CPL (A) / IR and ATP (A) licenses are largely the same. The difference lies in the number of hours provided for certain activity types and several specific requirements such as flying in difficult weather conditions or interaction between crew members. Among pilots’ training modernization trends we single out the following: its organization based on the competence approach, a reduction in the cost of training a new generation of pilots and increasing its efficiency through the introduction of new technologies in the training process.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114525090","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 : 1900-01-01DOI: 10.32987/2617-8532-2022-5-106-118
H. Shvindina, Y. Petrushenko, I. Balahurovska
Recent events, such as the COVID-19 pandemic, boosted online learning, and under current conditions, many new opportunities for learning and self-improvement appeared in society. City development has been promoted in many spheres of public activity because of co-learning in the communities, and many more unresolved issues need the attention of the decision-makers, influencers, community leaders, educators, etc. The work is devoted to analyzing the essence of forms of education – formal and informal, and the need for their combination to increase the level of education for every member of society. One of the core ideas of the research is the preliminary analysis of implementation outcomes for the Learning Cities Approach. This project is analyzed through the lens of social welfare assessment. The project UNESCO Global Network of Learning Cities (GNLC) is an international policy-oriented network that enables sharing of best practices and ideas for city development. This research is mostly an overview and analysis of the functioning of the different clusters of the UNESCO GNLC Strategy. The study of the characteristics of these clusters is necessary for further understanding of their practical use, opportunities for replication at different levels, and possibilities of implementation of some of the ideas in the educational process. The methodology of the research is a literature review, historical review, comparative analysis, and content analysis. The research is designed as follows: the overview of the current state of the project, the accumulation of recent findings of studies related to lifelong learning at different levels, the classification of these findings by their scope, and the revealing of the current and promising direction of further development. The main contributions of the research are that the system of approaches and actors in lifelong learning is schematically performed, the approaches to lifelong learning are classified by their scope and scale, and field of knowledge, and linked to educational leadership hypothetically.
{"title":"GLOBAL EXPERIENCE OF ESTABLISHING NEW STANDARDS IN EDUCATION: THE CASE OF «GLOBAL NETWORK OF LEARNING CITIES» AND PERSPECTIVES FOR UKRAINE","authors":"H. Shvindina, Y. Petrushenko, I. Balahurovska","doi":"10.32987/2617-8532-2022-5-106-118","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-5-106-118","url":null,"abstract":"Recent events, such as the COVID-19 pandemic, boosted online learning, and under current conditions, many new opportunities for learning and self-improvement appeared in society. City development has been promoted in many spheres of public activity because of co-learning in the communities, and many more unresolved issues need the attention of the decision-makers, influencers, community leaders, educators, etc. The work is devoted to analyzing the essence of forms of education – formal and informal, and the need for their combination to increase the level of education for every member of society. One of the core ideas of the research is the preliminary analysis of implementation outcomes for the Learning Cities Approach. This project is analyzed through the lens of social welfare assessment. The project UNESCO Global Network of Learning Cities (GNLC) is an international policy-oriented network that enables sharing of best practices and ideas for city development. This research is mostly an overview and analysis of the functioning of the different clusters of the UNESCO GNLC Strategy. The study of the characteristics of these clusters is necessary for further understanding of their practical use, opportunities for replication at different levels, and possibilities of implementation of some of the ideas in the educational process. The methodology of the research is a literature review, historical review, comparative analysis, and content analysis. The research is designed as follows: the overview of the current state of the project, the accumulation of recent findings of studies related to lifelong learning at different levels, the classification of these findings by their scope, and the revealing of the current and promising direction of further development. The main contributions of the research are that the system of approaches and actors in lifelong learning is schematically performed, the approaches to lifelong learning are classified by their scope and scale, and field of knowledge, and linked to educational leadership hypothetically.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124901863","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 : 1900-01-01DOI: 10.32987/2617-8532-2022-5-92-105
О. Dubasenyuk, О. Voznyuk
The article deals with the actual problem of professional training of the prospective primary school teachers to work with intellectually gifted pupils. It has been shown that giftedness is determined by both innate gifts and social conditions and, of course, needs support and help on a part of a trained teacher. The level of readiness of prospective primary school teachers to work with intellectually gifted pupils in modern conditions has been investigated. For this purpose, a scientific study was conducted in 2021-2022 studying years in which the students of the 1st and 2nd courses of the Institute of Pedagogy of Zhytomyr Ivan Franko State University participated. The conducted research allows formulating certain methodical recommendations for the professional training of prospective teachers to work with intellectually gifted pupils. These recommendations outline the following imperatives: 1) there is a need to introduce a special training course into the educational process; 2) it is relevant to include in psychological and pedagogical disciplines the issues that characterize the peculiarities of working with gifted pupils; 3) the need to develop students' motivation for self-development and self-improvement is very important; 4) it is expedient to include psychological trainings, project tasks, methods of innovative computer training in the studying disciplines; 5) the prospective teachers should be motivated to study modern psychological and pedagogical literature in this field, since working with gifted pupils requires special training both in higher education and in further independent professional activity. The promising aspects of the research include research in the indicated direction using the synergistic concept «talent is the sum of talents and abilities». This approach corresponds to the synergistic principle of superadditivity («the whole is greater than its parts») when any system reveals certain systemic properties that are not inherent in the properties of its components. Under such conditions, the problem of human development in the context of «heredity VS environment» can be resolved.
{"title":"STUDY OF THE READINESS OF THE PROSPECTIVE PRIMARY SCHOOL TEACHERS TO WORK WITH INTELLECTUALLY GIFTED PUPILS","authors":"О. Dubasenyuk, О. Voznyuk","doi":"10.32987/2617-8532-2022-5-92-105","DOIUrl":"https://doi.org/10.32987/2617-8532-2022-5-92-105","url":null,"abstract":"The article deals with the actual problem of professional training of the prospective primary school teachers to work with intellectually gifted pupils. It has been shown that giftedness is determined by both innate gifts and social conditions and, of course, needs support and help on a part of a trained teacher. The level of readiness of prospective primary school teachers to work with intellectually gifted pupils in modern conditions has been investigated. For this purpose, a scientific study was conducted in 2021-2022 studying years in which the students of the 1st and 2nd courses of the Institute of Pedagogy of Zhytomyr Ivan Franko State University participated. The conducted research allows formulating certain methodical recommendations for the professional training of prospective teachers to work with intellectually gifted pupils. These recommendations outline the following imperatives: 1) there is a need to introduce a special training course into the educational process; 2) it is relevant to include in psychological and pedagogical disciplines the issues that characterize the peculiarities of working with gifted pupils; 3) the need to develop students' motivation for self-development and self-improvement is very important; 4) it is expedient to include psychological trainings, project tasks, methods of innovative computer training in the studying disciplines; 5) the prospective teachers should be motivated to study modern psychological and pedagogical literature in this field, since working with gifted pupils requires special training both in higher education and in further independent professional activity. The promising aspects of the research include research in the indicated direction using the synergistic concept «talent is the sum of talents and abilities». This approach corresponds to the synergistic principle of superadditivity («the whole is greater than its parts») when any system reveals certain systemic properties that are not inherent in the properties of its components. Under such conditions, the problem of human development in the context of «heredity VS environment» can be resolved.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"455 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123043919","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 : 1900-01-01DOI: 10.32987/2617-8532-2023-2-72-83
Oksana Plokhotniuk, Iryna Besedovska
In the context of the processes of adopting the Law of Ukraine �On Academic Integrity�, all possible studies on the need to introduce academic integrity in the educational process of an educational institution, in particular a professional college, seem relevant, since it acts as a moral guideline for the professional training of future specialists. The article is aimed to identify the current state of compliance with the principles of academic integrity by students of professional colleges. The empirical basis of the article is the results of the author�s research �Compliance with the principles and norms of academic integrity by students of a professional college� conducted from December 2021 to February 2022. The study was based on the professional pre-higher education institutions in the Zhytomyr region that train specialists in the field of education. The respondents (428 students) were asked to answer 20 questions in an online questionnaire created using a Google form. The results of the study showed that 84,3% of the surveyed students are aware of the concept of academic integrity, and they were informed about it by their teachers (78%). The main manifestations of academic dishonesty among college students are: writing off (77,3%), academic plagiarism (76,9%), cheating (67.8%), and biased evaluation (53,3%). In their educational activities, students use several tools to comply with the principles of academic integrity, including 29% � citation, 33% � citation only in some cases, 18% � paraphrasing, etc. However, about 30% of respondents take materials, mostly from the Internet, disguising them as their own. The study also revealed that students have a low level of conscious behaviour regarding the need to comply with the norms of academic integrity. There is a lack of motivation among students by teachers regarding the need to observe the principles of academic integrity in a professional college. The problem of providing a system of regulatory and methodological support for the process of introducing the principles of academic integrity into the educational process of professional colleges is also observed. Taking into account the results of the study, it seems reasonable to develop a roadmap for the implementation of a system of ensuring academic integrity in professional pre-higher education institutions, which will not only contribute to the introduction of innovative solutions to this problem but also contribute to the professional development of students as competitive specialists in the labor market.
{"title":"THE STATE OF AWARENESS OF THE STUDENTS OF THE PROFESSIONAL PRE-HIGHER EDUCATION INSTITUTIONS IN THE ZHYTOMYR REGION ON ACADEMIC INTEGRITY ISSUE","authors":"Oksana Plokhotniuk, Iryna Besedovska","doi":"10.32987/2617-8532-2023-2-72-83","DOIUrl":"https://doi.org/10.32987/2617-8532-2023-2-72-83","url":null,"abstract":"In the context of the processes of adopting the Law of Ukraine �On Academic Integrity�, all possible studies on the need to introduce academic integrity in the educational process of an educational institution, in particular a professional college, seem relevant, since it acts as a moral guideline for the professional training of future specialists. The article is aimed to identify the current state of compliance with the principles of academic integrity by students of professional colleges. The empirical basis of the article is the results of the author�s research �Compliance with the principles and norms of academic integrity by students of a professional college� conducted from December 2021 to February 2022. The study was based on the professional pre-higher education institutions in the Zhytomyr region that train specialists in the field of education. The respondents (428 students) were asked to answer 20 questions in an online questionnaire created using a Google form. The results of the study showed that 84,3% of the surveyed students are aware of the concept of academic integrity, and they were informed about it by their teachers (78%). The main manifestations of academic dishonesty among college students are: writing off (77,3%), academic plagiarism (76,9%), cheating (67.8%), and biased evaluation (53,3%). In their educational activities, students use several tools to comply with the principles of academic integrity, including 29% � citation, 33% � citation only in some cases, 18% � paraphrasing, etc. However, about 30% of respondents take materials, mostly from the Internet, disguising them as their own. The study also revealed that students have a low level of conscious behaviour regarding the need to comply with the norms of academic integrity. There is a lack of motivation among students by teachers regarding the need to observe the principles of academic integrity in a professional college. The problem of providing a system of regulatory and methodological support for the process of introducing the principles of academic integrity into the educational process of professional colleges is also observed. Taking into account the results of the study, it seems reasonable to develop a roadmap for the implementation of a system of ensuring academic integrity in professional pre-higher education institutions, which will not only contribute to the introduction of innovative solutions to this problem but also contribute to the professional development of students as competitive specialists in the labor market.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123747399","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 : 1900-01-01DOI: 10.32987/2617-8532-2021-2-117-127
V. Tkachenko, Tetiana Dron
This article considers innovative approaches to the organization of the educational process in primary school within the implementation of the concept of the New Ukrainian School, their role in the development of the child as a person, the importance of transforming the educational process during the reform. The purpose of this material is to review innovative approaches to the organization of the educational process in primary school during the concept implementation in the «New Ukrainian School» (hereinafter – the NUS) with emphasis on the personality-oriented model of education based on the child-centered principles; formation of universal values; structure of educational process and organization of the educational environment. Methods of scientific analysis and methods of texts research were applied to consider the features of the educational process in the conditions of educational system transformation. Among the key aspects of primary education, the ideology of a child-centered approach is considered as the basis of a personality-oriented model of education, within which the organization of the educational process should take into account the rights of each child, his abilities, needs and interests. The material also analyzed the updated structure of the educational process in primary school, in particular its division into two cycles of learning such as adaptive-game and basic, which is one of the ways to implement a personality-oriented model of learning. This distribution takes into account the age features of psychophysiological, cognitive development and needs of students. In the context of the New Ukrainian School, it is very important to create an educational environment, which should be creative and ensure the use of various forms of work, promote the development of students’ sustainable cognitive interest, its development should be coordinated efforts of all participants in the educational process. The results of research on key aspects of the NUS reform are also presented.
{"title":"INNOVATIVE APPROACHES TO THE EDUCATIONAL PROCESS ORGANIZATION IN PRIMARY SCHOOL FOR THE NUS","authors":"V. Tkachenko, Tetiana Dron","doi":"10.32987/2617-8532-2021-2-117-127","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-2-117-127","url":null,"abstract":"This article considers innovative approaches to the organization of the educational process in primary school within the implementation of the concept of the New Ukrainian School, their role in the development of the child as a person, the importance of transforming the educational process during the reform. The purpose of this material is to review innovative approaches to the organization of the educational process in primary school during the concept implementation in the «New Ukrainian School» (hereinafter – the NUS) with emphasis on the personality-oriented model of education based on the child-centered principles; formation of universal values; structure of educational process and organization of the educational environment. Methods of scientific analysis and methods of texts research were applied to consider the features of the educational process in the conditions of educational system transformation. Among the key aspects of primary education, the ideology of a child-centered approach is considered as the basis of a personality-oriented model of education, within which the organization of the educational process should take into account the rights of each child, his abilities, needs and interests. The material also analyzed the updated structure of the educational process in primary school, in particular its division into two cycles of learning such as adaptive-game and basic, which is one of the ways to implement a personality-oriented model of learning. This distribution takes into account the age features of psychophysiological, cognitive development and needs of students. In the context of the New Ukrainian School, it is very important to create an educational environment, which should be creative and ensure the use of various forms of work, promote the development of students’ sustainable cognitive interest, its development should be coordinated efforts of all participants in the educational process. The results of research on key aspects of the NUS reform are also presented.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116195705","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 : 1900-01-01DOI: 10.32987/2617-8532-2021-3-42-57
S. Melnyk
For the first time in domestic practice, the author of the article created methodical approaches to determining the professional suitability of graduates of educational institutions in the absence of a network of centers for independent professional expertise certification. They are aimed at reducing tensions during the employment of graduates of educational institutions, especially higher education institutions, and helping employers and employees of HR departments to assess the professional suitability of applicants for vacancies as objectively as possible. The methodical approach involves determining (based on a 100-point grading scale) if the applicant has the necessary knowledge, skills, other competencies, job expectations and professional interests, required for activities and working conditions by the applicant independently (under the supervision of experts) or directly by an independent group of experts. The proposed scenario provides for evaluation by 100-250 indicators, which are divided into 11 groups of requirements. In the future, the average evaluation results are compared with the reference values, which are previously developed by leading experts or expert groups for certain professions at the national or regional level. After that, the experts make proposals on recognizing the professional suitability of the graduate, or the need for additional training at the workplace / in the professional environment, or refusal of employment, in particular with the possibility of reassessment after a certain period.
{"title":"METHODICAL APPROACHES TO DETERMINING THE PROFESSIONAL SUITABILITY OF GRADUATES OF EDUCATIONAL INSTITUTIONS IN THE ABSENCE OF THE NETWORK OF CENTERS FOR INDEPENDENT PROFESSIONAL EXPERTISE CERTIFICATION","authors":"S. Melnyk","doi":"10.32987/2617-8532-2021-3-42-57","DOIUrl":"https://doi.org/10.32987/2617-8532-2021-3-42-57","url":null,"abstract":"For the first time in domestic practice, the author of the article created methodical approaches to determining the professional suitability of graduates of educational institutions in the absence of a network of centers for independent professional expertise certification. They are aimed at reducing tensions during the employment of graduates of educational institutions, especially higher education institutions, and helping employers and employees of HR departments to assess the professional suitability of applicants for vacancies as objectively as possible. The methodical approach involves determining (based on a 100-point grading scale) if the applicant has the necessary knowledge, skills, other competencies, job expectations and professional interests, required for activities and working conditions by the applicant independently (under the supervision of experts) or directly by an independent group of experts. The proposed scenario provides for evaluation by 100-250 indicators, which are divided into 11 groups of requirements. In the future, the average evaluation results are compared with the reference values, which are previously developed by leading experts or expert groups for certain professions at the national or regional level. After that, the experts make proposals on recognizing the professional suitability of the graduate, or the need for additional training at the workplace / in the professional environment, or refusal of employment, in particular with the possibility of reassessment after a certain period.","PeriodicalId":273000,"journal":{"name":"Educational Analytics of Ukraine","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127793294","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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