Pub Date : 2021-12-30DOI: 10.31499/2306-5532.2.2021.250291
Gali Aleksandra Beltrán Zhizhko
У цій статті представлені результати педагогічного дослідження, метою якого було встановлення обсягу концептуальних карт, здійснених за допомогою CMapTools під час вивчення основних понять класичної механіки студентами-металургійними інженерами в Національному політехнічному інституті Мексики та визначення шляху як такі поняття засвоюються. Автор виявив, що студенти, створивши концептуальні карти з основними поняттями механіки за допомогою CMapTools з гарною якістю контенту, оціненого за допомогою рубрики семантичної оцінки, покращили своє розуміння цих понять згідно з опитувальником Force Concept Inventory (FCI) та підвищили свою мотивацію. вивчати ці аспекти механіки. Тому створення концептуальних карт за допомогою CMapTools позитивно впливає на значне вивчення основних понять класичної механіки.
{"title":"LEARNING STRATEGIES FOR BASIC CONCEPTS OF MECHANICS IN MECHANICAL ENGINEERING DEGREE PROGRAMS. MEXICAN EXPERIENCE","authors":"Gali Aleksandra Beltrán Zhizhko","doi":"10.31499/2306-5532.2.2021.250291","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2021.250291","url":null,"abstract":"У цій статті представлені результати педагогічного дослідження, метою якого було встановлення обсягу концептуальних карт, здійснених за допомогою CMapTools під час вивчення основних понять класичної механіки студентами-металургійними інженерами в Національному політехнічному інституті Мексики та визначення шляху як такі поняття засвоюються. Автор виявив, що студенти, створивши концептуальні карти з основними поняттями механіки за допомогою CMapTools з гарною якістю контенту, оціненого за допомогою рубрики семантичної оцінки, покращили своє розуміння цих понять згідно з опитувальником Force Concept Inventory (FCI) та підвищили свою мотивацію. вивчати ці аспекти механіки. Тому створення концептуальних карт за допомогою CMapTools позитивно впливає на значне вивчення основних понять класичної механіки.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47668035","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 : 2021-06-30DOI: 10.31499/2306-5532.1.2021.243106
Yuliana Lavrysh, I. Lytovchenko
У статті представлений огляд сучасних освітніх стратегій для форму-вання вмінь індивідуалізованого автономного навчання в університетах Канади та США. Розробка навчальних стратегій для автономної індивідуа-лізації – це складне багатогранне педагогічне завдання, яке спрямоване на реалізацію ефективної організації самостійної самоосвітньої діяльності студентів. На основі аналізу літератури та навчальної документації було визначено, що портфоліо, самооцінювіання та центри самонавчання вважаю-ться найбільш ефективними для реалізації індивідуалізованого навчання, особливо для вивчення іноземних мов. На основі здійсненого аналізу зарубіжних наукових джерел виявлено специфіку трактування зарубіжними дослідниками понять «індивідуалізація», «персоналізація», «диференціація». Дослідження зарубіжного досвіду впровадження індивідуалізації навчання в освітній прос-тір дало можливість окреслити коло трактувань зазначеного поняття, про-аналізувати ґенезу розвитку поняття «індивідуалізація навчання», визначити дидактичні умови та підходи до впровадження індивідуалізації. Встановлено плюралізм підходів до перекладу понять «індивідуалізація навчання» та «нав-чальна автономія», які функціонують у наукових працях зарубіжних дослідни-ків. Визначено, що індивідуалізація полягає в задоволенні особливих освітніх потреб кожного студента шляхом спеціально організованої форми навчання і передбачає повне самоуправління студентами своїм навчанням відповідно до особистої мети й завдань. Ключові слова: індивідуалізоване навчання, навчальна автономія, вивчення іноземної мови, самооцінювання, інтерактивне оцінювання.
{"title":"EDUCATIONAL STRATEGIES FOR PERSONALIZED UTONOMOUS LANGUAGE LEARNING INTENSIFICATION AT UNIVERSITIES OF CANADA AND THE USA","authors":"Yuliana Lavrysh, I. Lytovchenko","doi":"10.31499/2306-5532.1.2021.243106","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2021.243106","url":null,"abstract":"У статті представлений огляд сучасних освітніх стратегій для форму-вання вмінь індивідуалізованого автономного навчання в університетах Канади та США. Розробка навчальних стратегій для автономної індивідуа-лізації – це складне багатогранне педагогічне завдання, яке спрямоване на реалізацію ефективної організації самостійної самоосвітньої діяльності студентів. На основі аналізу літератури та навчальної документації було визначено, що портфоліо, самооцінювіання та центри самонавчання вважаю-ться найбільш ефективними для реалізації індивідуалізованого навчання, особливо для вивчення іноземних мов. На основі здійсненого аналізу зарубіжних наукових джерел виявлено специфіку трактування зарубіжними дослідниками понять «індивідуалізація», «персоналізація», «диференціація». Дослідження зарубіжного досвіду впровадження індивідуалізації навчання в освітній прос-тір дало можливість окреслити коло трактувань зазначеного поняття, про-аналізувати ґенезу розвитку поняття «індивідуалізація навчання», визначити дидактичні умови та підходи до впровадження індивідуалізації. Встановлено плюралізм підходів до перекладу понять «індивідуалізація навчання» та «нав-чальна автономія», які функціонують у наукових працях зарубіжних дослідни-ків. Визначено, що індивідуалізація полягає в задоволенні особливих освітніх потреб кожного студента шляхом спеціально організованої форми навчання і передбачає повне самоуправління студентами своїм навчанням відповідно до особистої мети й завдань. \u0000 \u0000Ключові слова: індивідуалізоване навчання, навчальна автономія, вивчення іноземної мови, самооцінювання, інтерактивне оцінювання.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861782","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 : 2020-12-29DOI: 10.31499/2306-5532.2.2020.221987
N. Melnyk, T. Kapeliushna
The article identifies the features of intercultural communication in the context of European regulations. Based on an analytical review of scientific research of European and domestic scientists, the authors have identified the essence of the concept of "intercultural communication" in the European educational space and European documents in particular; clarification of the difference between the concepts of intercultural and cultural communication. The set of theoretical methods made it possible to identify the leading trends in European policy in the field of intercultural communication, ways to implement the main tasks and provisions of such policy and outline its main priorities and difficulties in modern socio-political conditions characterized by instability and uncertainty.It is established that intercultural communication in the European scientific and educational dimension is understood as a way of cooperation and cultural exchange, which provides for the establishment of understanding between representatives of different countries, nationalities, religions, etc.The priority goals of intercultural communication according to the provisions of European documents in this direction are: to foster intercultural understanding, tolerance, mutual respect and ethics of global citizenship and shared responsibility; development of intercultural empathy and education, training of representatives of different nations, ethnic groups and peoples to consider, analyze and solve problems related to cultural differences; to cultivate in the representatives of different states intercultural attitudes, including the manifestation of tolerance, respect, curiosity and receptivity to other cultures; to ensure the acquisition by representatives of different cultures and states of cultural knowledge, both general and specific to a particular culture, paying special attention to contextual and subtextual cultural elements; to recognize the natural and cultural diversity of the world, to recognize that all cultures and civilizations can contribute to sustainable development and are its decisive factors.Analysis of the functioning of various structural organizations of the EU revealed that their professional and social activities are directed in two directions: conceptual (dissemination of information on new laws and regulations of the European Union in the field of intercultural communication), which ensures the implementation of the value component of intercultural communication; functional (organization of various cultural events, events aimed at cooperation between representatives of different nations, ethnic groups, social strata, etc.), which ensures the implementation of basic tasks by means of direct communication and various forms of intercultural communication (festivals, creative weeks, days of European culture in education and public cultural institutions, thematic exhibitions in museums, various choreographic and theatrical performances for children an
{"title":"PROVIDING AND IMPLEMENTATION OF INTERCULTURAL COMMUNICATION IN EUROPEAN DOCUMENTS","authors":"N. Melnyk, T. Kapeliushna","doi":"10.31499/2306-5532.2.2020.221987","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2020.221987","url":null,"abstract":"The article identifies the features of intercultural communication in the context of European regulations. Based on an analytical review of scientific research of European and domestic scientists, the authors have identified the essence of the concept of \"intercultural communication\" in the European educational space and European documents in particular; clarification of the difference between the concepts of intercultural and cultural communication. The set of theoretical methods made it possible to identify the leading trends in European policy in the field of intercultural communication, ways to implement the main tasks and provisions of such policy and outline its main priorities and difficulties in modern socio-political conditions characterized by instability and uncertainty.It is established that intercultural communication in the European scientific and educational dimension is understood as a way of cooperation and cultural exchange, which provides for the establishment of understanding between representatives of different countries, nationalities, religions, etc.The priority goals of intercultural communication according to the provisions of European documents in this direction are: to foster intercultural understanding, tolerance, mutual respect and ethics of global citizenship and shared responsibility; development of intercultural empathy and education, training of representatives of different nations, ethnic groups and peoples to consider, analyze and solve problems related to cultural differences; to cultivate in the representatives of different states intercultural attitudes, including the manifestation of tolerance, respect, curiosity and receptivity to other cultures; to ensure the acquisition by representatives of different cultures and states of cultural knowledge, both general and specific to a particular culture, paying special attention to contextual and subtextual cultural elements; to recognize the natural and cultural diversity of the world, to recognize that all cultures and civilizations can contribute to sustainable development and are its decisive factors.Analysis of the functioning of various structural organizations of the EU revealed that their professional and social activities are directed in two directions: conceptual (dissemination of information on new laws and regulations of the European Union in the field of intercultural communication), which ensures the implementation of the value component of intercultural communication; functional (organization of various cultural events, events aimed at cooperation between representatives of different nations, ethnic groups, social strata, etc.), which ensures the implementation of basic tasks by means of direct communication and various forms of intercultural communication (festivals, creative weeks, days of European culture in education and public cultural institutions, thematic exhibitions in museums, various choreographic and theatrical performances for children an","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862541","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 : 2020-12-29DOI: 10.31499/2306-5532.2.2020.221982
O. Mankovska
The article is dedicated to the analysis of the "professional training of future actors" concept, its components and characteristics. The author made an analytical review of scientific works of domestic researchers on the problem of professional training in general and professional training of future actors in particular. The author determined that the professional education of theatrical artists as well as general professional education includes stages of pre-professional training (acquisition of primary professional skills), primary professional training (professional education), retraining (professional training) and advanced training. The analysis of definitions of "professional training" and approaches to understanding the essence of the phenomenon in the Ukrainian and foreign scientific dimension allowed the author to establish the presence of such key components in its structure as: professional qualities, professional abilities, readiness, skill, competence and more. Defining the features of the definition of "vocational training" in the domestic and European educational dimensions, the author singled out two approaches: differential and synonymous. The author determined that in the study devoted to the professional training of theatrical art specialists it is expedient to adhere to the synonymous interpretation of the concepts "professional" and "vocational". According to the results of theoretical research, the author states that for both domestic and foreign science vocational training is a complex multifunctional process that involves the acquisition of future specialists knowledge, skills and abilities in a particular field of human activity, involves the formation of professional orientation, competence, socially significant and professionally important qualities and their integration in the process of professional activity, readiness for professional activity and professional growth, search for optimal methods of quality and creative performance of professional activity in accordance with individual psychological characteristics of the individual.
{"title":"THEATRE ACTORS PROFESSIONAL TRAINING IN UKRAINE AND EUROPE: TERMINOLOGY ANALISYS","authors":"O. Mankovska","doi":"10.31499/2306-5532.2.2020.221982","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2020.221982","url":null,"abstract":"The article is dedicated to the analysis of the \"professional training of future actors\" concept, its components and characteristics. The author made an analytical review of scientific works of domestic researchers on the problem of professional training in general and professional training of future actors in particular. The author determined that the professional education of theatrical artists as well as general professional education includes stages of pre-professional training (acquisition of primary professional skills), primary professional training (professional education), retraining (professional training) and advanced training. The analysis of definitions of \"professional training\" and approaches to understanding the essence of the phenomenon in the Ukrainian and foreign scientific dimension allowed the author to establish the presence of such key components in its structure as: professional qualities, professional abilities, readiness, skill, competence and more. Defining the features of the definition of \"vocational training\" in the domestic and European educational dimensions, the author singled out two approaches: differential and synonymous. The author determined that in the study devoted to the professional training of theatrical art specialists it is expedient to adhere to the synonymous interpretation of the concepts \"professional\" and \"vocational\". According to the results of theoretical research, the author states that for both domestic and foreign science vocational training is a complex multifunctional process that involves the acquisition of future specialists knowledge, skills and abilities in a particular field of human activity, involves the formation of professional orientation, competence, socially significant and professionally important qualities and their integration in the process of professional activity, readiness for professional activity and professional growth, search for optimal methods of quality and creative performance of professional activity in accordance with individual psychological characteristics of the individual.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861750","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 : 2020-12-29DOI: 10.31499/2306-5532.2.2020.221995
K. Shykhnenko
The purpose of the review was to identify the world-recognized management theories that are used to manage the research activity in higher educational institutions and assess the applicability of them in higher educational institutions of Ukraine. This study relied on the methods recommended for feasibility studies. This review utilised qualitative methods in the search and assessment of the relevant studies. Two instruments were used in the study. These were the Critical Appraisal Checklist and the Triangular Assessment Method. The theoretical management concepts such as Total Quality Management, Project Management, the Excellence Model designed by the European Foundation for Quality Management, Balanced Scorecard System, and Organisational Management have been adapted to the purpose of managing research at higher educational institutions. The findings implied that research management could be seen as a dimension of the quality management policy of the higher educational institutions. The study suggests that Organisational Management is quite a blur concept so far which causes misinterpretations and misleadings in terms of both research activity organisation and promotion. It was found that the Total Quality Management and Project Management concepts could be used to manage the research activity at universities in Ukraine. The Balanced Scorecard System concept could also be applicable in Ukrainian higher educational institutions. However, the EFQM Excellence Model and Organisational Management could be partially applicable in Ukraine as they are more commerce-oriented, which seems to be a legislative loophole in Ukraine.
{"title":"THEORIES OF MANAGEMENT OF THE RESEARCH ACTIVITY IN THE KNOWLEDGE-DRIVEN SOCIETY AND THEIR APPLICABILITY IN HIGHER EDUCATIONAL INSTITUTIONS: SYSTEMATIC REVIEW","authors":"K. Shykhnenko","doi":"10.31499/2306-5532.2.2020.221995","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2020.221995","url":null,"abstract":"The purpose of the review was to identify the world-recognized management theories that are used to manage the research activity in higher educational institutions and assess the applicability of them in higher educational institutions of Ukraine. This study relied on the methods recommended for feasibility studies. This review utilised qualitative methods in the search and assessment of the relevant studies. Two instruments were used in the study. These were the Critical Appraisal Checklist and the Triangular Assessment Method. The theoretical management concepts such as Total Quality Management, Project Management, the Excellence Model designed by the European Foundation for Quality Management, Balanced Scorecard System, and Organisational Management have been adapted to the purpose of managing research at higher educational institutions. The findings implied that research management could be seen as a dimension of the quality management policy of the higher educational institutions. The study suggests that Organisational Management is quite a blur concept so far which causes misinterpretations and misleadings in terms of both research activity organisation and promotion. It was found that the Total Quality Management and Project Management concepts could be used to manage the research activity at universities in Ukraine. The Balanced Scorecard System concept could also be applicable in Ukrainian higher educational institutions. However, the EFQM Excellence Model and Organisational Management could be partially applicable in Ukraine as they are more commerce-oriented, which seems to be a legislative loophole in Ukraine.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862638","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 : 2020-12-29DOI: 10.31499/2306-5532.2.2020.221979
O. Lokshyna, N. Prykhodkina
The paper highlights the strategic guidelines for the media education development outlined by international organizations (UNESCO, EU). The authors analyse the implementation of media education in Ukraine. The authors analyse the implementation of the media education in the Ukrainian education starting from the adoption of the Concept on the Implementation of Media Education in Ukraine (2010). The implementation of media education into the secondary education is confirmed by example of the State Standard of Primary Education (2018) and Typical Educational Programmes for 1st-2nd and 3rd-4th grades developed under guidance of O Savchenko (2019). The authors analyse the findings of the project “Learn and Distinguish” (L2D), implemented by the International Research & Exchanges Board (IREX) in partnership with the Academy of Ukrainian Press and StopFake aimed at integrating media and information literacy skills into curricula. It was piloted in 50 schools in Ukraine, reaching approximately 5,425 students in 8th and 9th grades. The authors made conclusions that value of the L2D lies in transferring the participants’ media knowledge. No less important is the project’s input into capacity development. The authors underline the added value of the project. It promotes further harmonization of the Ukrainian education with the trends/standards of the world community providing the development of the efficient media education system in Ukraine. And secondly, it serves for the dissemination of innovative knowledge and practices at the horizontal level (between teachers, schools, students).
{"title":"MEDIA EDUCATION: GLOBAL PROSPECTS AND DEVELOPMENTS IN UKRAINE (ON THE EXPAMPLE OF THE IREX “LEARN AND DISTINGUISH” PROJECT)","authors":"O. Lokshyna, N. Prykhodkina","doi":"10.31499/2306-5532.2.2020.221979","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2020.221979","url":null,"abstract":"The paper highlights the strategic guidelines for the media education development outlined by international organizations (UNESCO, EU). The authors analyse the implementation of media education in Ukraine. The authors analyse the implementation of the media education in the Ukrainian education starting from the adoption of the Concept on the Implementation of Media Education in Ukraine (2010). The implementation of media education into the secondary education is confirmed by example of the State Standard of Primary Education (2018) and Typical Educational Programmes for 1st-2nd and 3rd-4th grades developed under guidance of O Savchenko (2019). The authors analyse the findings of the project “Learn and Distinguish” (L2D), implemented by the International Research & Exchanges Board (IREX) in partnership with the Academy of Ukrainian Press and StopFake aimed at integrating media and information literacy skills into curricula. It was piloted in 50 schools in Ukraine, reaching approximately 5,425 students in 8th and 9th grades. The authors made conclusions that value of the L2D lies in transferring the participants’ media knowledge. No less important is the project’s input into capacity development. The authors underline the added value of the project. It promotes further harmonization of the Ukrainian education with the trends/standards of the world community providing the development of the efficient media education system in Ukraine. And secondly, it serves for the dissemination of innovative knowledge and practices at the horizontal level (between teachers, schools, students).","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861706","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 : 2020-12-29DOI: 10.31499/2306-5532.2.2020.221988
S. Nabatov
The article analyses the main features of professional training of future theatre professionals in the context of the historical formation of organizations involved in the development of various acting and public policy and a description of the qualifications of actors. On the basis of the carried out research the basic factors which determine development of sphere of preparation of future experts of theatrical art are defined.In order to determine the main factors in the development of professional training of theatrical artists, the author made a brief retrospective analysis of the key stages of development of this process, which include: the League of Professional Theatre Training Programs, BFA and MFA, x and 70's; development of a network of permanent companies of full-time actors who perform culturally significant work and are concentrated in the region and the community; creation of the Department of Scientific and Cultural Support, which takes care of the financing of theatrical events and events.It is established that at the present stage in the United States educational policy to develop and support art institutions, institutions and organizations; at the state level the role and significance of art in general and theatrical art in particular are defined. It is determined that at the present stage an important role in the implementation of US educational policy in the training of future theatre professionals is played by the National Endowment for the Arts, whose priority is to involve young people and children in early childhood. The National Foundation for the Arts monitors the state of theatrical art in the country, conducts research in the field and develops a strategy for the further development of theatrical art.The author's special attention was focused on the qualification requirements of future theatrical specialists, which also determine the main features of future theatre professionals training in the United States. It is determined that the main criteria of qualification of the future specialist of theatrical art are good physique, kinaesthetic skill, accuracy of movements, figurative memory, structure and clarity of thinking, expressiveness of voice, with good articulation and skill in breath control, ability to respond to stimuli originating from external reality and the ability to reflect through internal feelings, etc.It is determined that the general characteristics of professional training of future theatre professionals in the United States include: public involvement, expanding the scope and influence of theatre organizations, the formation of qualification criteria for the actor's skills and the creation of financial distribution organizations in the field of theatre training and art in general.
{"title":"GENERAL CHARACTERISTICS OF FUTURE THEATER PROFESSIONALS TRAINING IN THE UNITED STATES","authors":"S. Nabatov","doi":"10.31499/2306-5532.2.2020.221988","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2020.221988","url":null,"abstract":"The article analyses the main features of professional training of future theatre professionals in the context of the historical formation of organizations involved in the development of various acting and public policy and a description of the qualifications of actors. On the basis of the carried out research the basic factors which determine development of sphere of preparation of future experts of theatrical art are defined.In order to determine the main factors in the development of professional training of theatrical artists, the author made a brief retrospective analysis of the key stages of development of this process, which include: the League of Professional Theatre Training Programs, BFA and MFA, x and 70's; development of a network of permanent companies of full-time actors who perform culturally significant work and are concentrated in the region and the community; creation of the Department of Scientific and Cultural Support, which takes care of the financing of theatrical events and events.It is established that at the present stage in the United States educational policy to develop and support art institutions, institutions and organizations; at the state level the role and significance of art in general and theatrical art in particular are defined. It is determined that at the present stage an important role in the implementation of US educational policy in the training of future theatre professionals is played by the National Endowment for the Arts, whose priority is to involve young people and children in early childhood. The National Foundation for the Arts monitors the state of theatrical art in the country, conducts research in the field and develops a strategy for the further development of theatrical art.The author's special attention was focused on the qualification requirements of future theatrical specialists, which also determine the main features of future theatre professionals training in the United States. It is determined that the main criteria of qualification of the future specialist of theatrical art are good physique, kinaesthetic skill, accuracy of movements, figurative memory, structure and clarity of thinking, expressiveness of voice, with good articulation and skill in breath control, ability to respond to stimuli originating from external reality and the ability to reflect through internal feelings, etc.It is determined that the general characteristics of professional training of future theatre professionals in the United States include: public involvement, expanding the scope and influence of theatre organizations, the formation of qualification criteria for the actor's skills and the creation of financial distribution organizations in the field of theatre training and art in general.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862605","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 : 2020-12-29DOI: 10.31499/2306-5532.2.2020.221990
N. Nikolska
The purpose of the article is to analyze the key laws in education that over the past decades have shaped the educational policy of the United States. It was revealed that the result of the American educational policy is that today the average graduate ratings are the highest, the rate of decline is minimal. These achievements provide a solid foundation for further work to expand educational opportunities and improve learning outcomes. It is concluded that the current legislation forms the guidelines for the development of modern American education, structuring it according to trends, such as improving quality by optimizing accountability at all levels and ensuring equal access to quality education by introducing special programs at the federal and state levels. Educational policy in the United States is focused on meeting the individual and national needs of society.A quality education for every child depends on highly qualified teachers who keep students at a high level, on a regular assessment to see what works and what doesn’t. It depends on the parents involved, armed with choice and information. Today we see a new striving for excellence, caused by the Law “No Child Left behind Act”. Of course, there are new problems. Students' interest in science and technology is declining as other countries seek to fill this gap. But for the first time in a long time, America considers itself responsible for the results. Thanks to significant federal and state-level reforms and innovations at the state and local levels, education in the United States is constantly evolving and growing. The country seeks to help children unleash their high potential, both individuals and citizens in a world where freedom is on the verge.
{"title":"SECONDARY EDUCATION IN THE USA: THE RETROSPECTIVE ANALYSES OF LEGISLATION","authors":"N. Nikolska","doi":"10.31499/2306-5532.2.2020.221990","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2020.221990","url":null,"abstract":"The purpose of the article is to analyze the key laws in education that over the past decades have shaped the educational policy of the United States. It was revealed that the result of the American educational policy is that today the average graduate ratings are the highest, the rate of decline is minimal. These achievements provide a solid foundation for further work to expand educational opportunities and improve learning outcomes. It is concluded that the current legislation forms the guidelines for the development of modern American education, structuring it according to trends, such as improving quality by optimizing accountability at all levels and ensuring equal access to quality education by introducing special programs at the federal and state levels. Educational policy in the United States is focused on meeting the individual and national needs of society.A quality education for every child depends on highly qualified teachers who keep students at a high level, on a regular assessment to see what works and what doesn’t. It depends on the parents involved, armed with choice and information. Today we see a new striving for excellence, caused by the Law “No Child Left behind Act”. Of course, there are new problems. Students' interest in science and technology is declining as other countries seek to fill this gap. But for the first time in a long time, America considers itself responsible for the results. Thanks to significant federal and state-level reforms and innovations at the state and local levels, education in the United States is constantly evolving and growing. The country seeks to help children unleash their high potential, both individuals and citizens in a world where freedom is on the verge.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69862635","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 : 2019-08-01DOI: 10.31499/2306-5532.1.2019.170865
I. Borysenko, O. Bykonia, T. Ihnatovych
Iryna Borysenko PhD in Education, Head of Foreign Languages Chair, Academy of the State Penitentiary Service, Chernihiv, Ukraine ORCID: 0000-0002-1191-3126; e-mail: borisenko-irina@ukr.net Oksana Bykonia Doctor of Pedagogical Sciences, Professor of Foreign Languages Chair Academy of the State Penitentiary Service, Chernihiv, Ukraine ORCID: 0000-0002-8865-8792; e-mail: oksanabikonya@ukr.net Tetiana Ihnatovych Senior lecturer of Foreign Languages Chair, Academy of the State Penitentiary Service, Chernihiv, Ukraine ORCID: 0000-0002-6492-9519; e-mail: Ignatovichtetyana@gmail.com
{"title":"FORMAT AND CONTENT OF PRIMARY CURRICULUM IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND COMPARATIVE ANALYSES","authors":"I. Borysenko, O. Bykonia, T. Ihnatovych","doi":"10.31499/2306-5532.1.2019.170865","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2019.170865","url":null,"abstract":"Iryna Borysenko PhD in Education, Head of Foreign Languages Chair, Academy of the State Penitentiary Service, Chernihiv, Ukraine ORCID: 0000-0002-1191-3126; e-mail: borisenko-irina@ukr.net Oksana Bykonia Doctor of Pedagogical Sciences, Professor of Foreign Languages Chair Academy of the State Penitentiary Service, Chernihiv, Ukraine ORCID: 0000-0002-8865-8792; e-mail: oksanabikonya@ukr.net Tetiana Ihnatovych Senior lecturer of Foreign Languages Chair, Academy of the State Penitentiary Service, Chernihiv, Ukraine ORCID: 0000-0002-6492-9519; e-mail: Ignatovichtetyana@gmail.com","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48835088","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 : 2019-08-01DOI: 10.31499/2306-5532.1.2019.167319
Ali Ashrafi
Education is one of the most important factors of every social system. According to the development of working and living skills in the current situation, the educational system of any society needs to be enhanced qualitatively and quantitatively. Then, taking advantages of policies and experiences of other countries in designing the educational system is very useful. Given that the purpose of the higher education system is to research and train the specialist community needed and plays an important role in the development of society. The research methodology is based on the collection of information from the Internet and library resources, referring to institutions related to the higher education system, as well as the Norwegian Embassy. The research method is based on Isak Kandal's historical method, which consists of three stages including a list of materials based on descriptions and historical application and Melioristic.
{"title":"Comparative study of development patterns of higher education in Iran and Norway","authors":"Ali Ashrafi","doi":"10.31499/2306-5532.1.2019.167319","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2019.167319","url":null,"abstract":"Education is one of the most important factors of every social system. According to the development of working and living skills in the current situation, the educational system of any society needs to be enhanced qualitatively and quantitatively. Then, taking advantages of policies and experiences of other countries in designing the educational system is very useful. Given that the purpose of the higher education system is to research and train the specialist community needed and plays an important role in the development of society. The research methodology is based on the collection of information from the Internet and library resources, referring to institutions related to the higher education system, as well as the Norwegian Embassy. The research method is based on Isak Kandal's historical method, which consists of three stages including a list of materials based on descriptions and historical application and Melioristic.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861273","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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