Pub Date : 2019-08-01DOI: 10.31499/2306-5532.1.2019.155036
S. Fedorenko
The paper highlights the unique Efterskole pedagogy in Denmark which generates evidence of high-quality education for young people from the ages of 14 to 18 striving to choose their future path in life after finishing lower secondary school education before continuing on to upper secondary education. The author notes that the educational process in the Efterskole is grounded on the pedagogical theories by Grundtvig and Kold which emerged in the field of the Danish education in the nineteenth century. Efterskoles are subdivided according to different profiles and target groups into special needs schools and specialized schools with specific subject profile. It is stated that these schools have a common educational focus on general education and democratic citizenship equipping young people to manage challenges of modern society. The Efterskole educational programmes are considered, comprising such aims as to enhance the students’ independent critical thinking as well as to develop them as democratic and socially conscious citizens with a global outlook preparing for various life’s challenges. It is outlined that the Efterskole helps high school students build lasting friendships and relationships, expand horizons, and develop perspective on life. Through dialogue and active interaction, as students and teachers staying together in an educational community around the clock, students work on defining their own individual needs, interests, values and identity. Distinctive Efterskole pedagogy promotes a sense of positive personal relationship, shared values and shared responsibility, creates favorable conditions for developing students’ social and interpersonal skills as well as contributes to making them more autonomous learners and self-aware mature personalities.
{"title":"PEDAGOGICAL PHENOMENON OF THE DANISH EFTERSKOLE","authors":"S. Fedorenko","doi":"10.31499/2306-5532.1.2019.155036","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2019.155036","url":null,"abstract":"The paper highlights the unique Efterskole pedagogy in Denmark which generates evidence of high-quality education for young people from the ages of 14 to 18 striving to choose their future path in life after finishing lower secondary school education before continuing on to upper secondary education. The author notes that the educational process in the Efterskole is grounded on the pedagogical theories by Grundtvig and Kold which emerged in the field of the Danish education in the nineteenth century. Efterskoles are subdivided according to different profiles and target groups into special needs schools and specialized schools with specific subject profile. It is stated that these schools have a common educational focus on general education and democratic citizenship equipping young people to manage challenges of modern society. The Efterskole educational programmes are considered, comprising such aims as to enhance the students’ independent critical thinking as well as to develop them as democratic and socially conscious citizens with a global outlook preparing for various life’s challenges. It is outlined that the Efterskole helps high school students build lasting friendships and relationships, expand horizons, and develop perspective on life. Through dialogue and active interaction, as students and teachers staying together in an educational community around the clock, students work on defining their own individual needs, interests, values and identity. Distinctive Efterskole pedagogy promotes a sense of positive personal relationship, shared values and shared responsibility, creates favorable conditions for developing students’ social and interpersonal skills as well as contributes to making them more autonomous learners and self-aware mature personalities.","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":"47019842","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 : 2019-07-01DOI: 10.31499/2306-5532.1.2019.174723
O. Terenko
The article is devoted to the research of peculiarities of adult education development in Ukraine beginning from the 19th century and ending in the early 21st century. To work out the recommendation for successful functioning of adult education in Ukraine, the author refers to four assumptions: ontology, epistemology, methodology and methods. At the stage of onthology the author systematized first providers of adult education in Ukraine. Five types of schools for adults functioned at the beginning of the 20th century, namely schools for adults, including Sunday and evening schools, training, which was aimed at overcoming illiteracy, repetitive applications of general courses. Sunday school for adults became not only a place of literacy acquisition but created conditions for the development of the democratic movement, awareness, preservation of national cultural values. On the epistemological stage, the researcher traced changes in the functions of adult education in different historical periods, as adult education was gradually replaced by political education. At the beginning of the 20th century, we traced broadening of the functions of adult education, for the purpose of education, engaged in adult education was not only literacy but also the exercise of political education. At the stage of methodology, the author analysed the influence of the inter-national community on the development of adult education at the beginning of the 21st century. Ukrainian Coordinating Unit «Adult Education of Ukraine» operates under the support of UNESCO Institute of Lifelong Learning (UNESCO Institute of Lifelong Learning) and brings together public, private organizations to help adults with low income, especially people of the third age in learning and self-improvement every year since 2000. At the stage of methods, the recommendations for adult education development in Ukraine, taking into account Canadian and American experience, were worked out, for these are highly developed countries with a system of vast educational opportunities for adults.
{"title":"ADULT EDUCATION IN UKRAINE: PROBLEMS AND PERSPECTIVES","authors":"O. Terenko","doi":"10.31499/2306-5532.1.2019.174723","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2019.174723","url":null,"abstract":"The article is devoted to the research of peculiarities of adult education development in Ukraine beginning from the 19th century and ending in the early 21st century. To work out the recommendation for successful functioning of adult education in Ukraine, the author refers to four assumptions: ontology, epistemology, methodology and methods. At the stage of onthology the author systematized first providers of adult education in Ukraine. Five types of schools for adults functioned at the beginning of the 20th century, namely schools for adults, including Sunday and evening schools, training, which was aimed at overcoming illiteracy, repetitive applications of general courses. Sunday school for adults became not only a place of literacy acquisition but created conditions for the development of the democratic movement, awareness, preservation of national cultural values. On the epistemological stage, the researcher traced changes in the functions of adult education in different historical periods, as adult education was gradually replaced by political education. At the beginning of the 20th century, we traced broadening of the functions of adult education, for the purpose of education, engaged in adult education was not only literacy but also the exercise of political education. At the stage of methodology, the author analysed the influence of the inter-national community on the development of adult education at the beginning of the 21st century. Ukrainian Coordinating Unit «Adult Education of Ukraine» operates under the support of UNESCO Institute of Lifelong Learning (UNESCO Institute of Lifelong Learning) and brings together public, private organizations to help adults with low income, especially people of the third age in learning and self-improvement every year since 2000. At the stage of methods, the recommendations for adult education development in Ukraine, taking into account Canadian and American experience, were worked out, for these are highly developed countries with a system of vast educational opportunities for adults.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861286","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 : 2019-07-01DOI: 10.31499/2306-5532.1.2019.174722
R. Bezliudnyi
The article deals with inclusive education of teenagers with special needs in the United States of America. According to the aim of the research the theoretical methods were used: analysis of academic and pedagogical works on the topic of the research, content analysis of research materials, followed by the synthesis of its results into a coherent system of views on the problem of inclusive education of teenagers with special needs in the USA. The analysis of scientific and pedagogical literature reveals that American scientists believe that teenagers with special needs take advantage of full or partial inclusion in multiple school systems throughout the United States. Besides, they can receive special education services in correctional and developmental workrooms, where relevant specialists from the school’s full-time staff work with them or this assistance can be given by specialists from counseling centers which function as separate institutions under the state departments of education. The author identifies the basic forms (occupational therapy, rehabilitation etc.) and methods (psycho-therapy, music therapy, art therapy, theatre therapy, hobby therapy, gardener therapy etc.) of teenagers’ inclusive education in American educational institutions. The author makes the conclusion that the American paradigm of the educational technologies application for the development of teenagers with special needs is based on the implementation of inclusive content through the introduction of various methods and forms. In general, the effectiveness of educational technologies for the teenager with special educational development in American educational institutions is ensured by the implementation of the inclusive content of education through the introduction of certain forms and methods of socio-pedagogical interaction between the individual and the social environment. The American experience in this regard is very useful for the reform of domestic special education.
{"title":"INCLUSIVE EDUCATION OF TEENAGERS WITH SPECIAL NEEDS IN THE UNITED STATES OF AMERICA","authors":"R. Bezliudnyi","doi":"10.31499/2306-5532.1.2019.174722","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2019.174722","url":null,"abstract":"The article deals with inclusive education of teenagers with special needs in the United States of America. According to the aim of the research the theoretical methods were used: analysis of academic and pedagogical works on the topic of the research, content analysis of research materials, followed by the synthesis of its results into a coherent system of views on the problem of inclusive education of teenagers with special needs in the USA. The analysis of scientific and pedagogical literature reveals that American scientists believe that teenagers with special needs take advantage of full or partial inclusion in multiple school systems throughout the United States. Besides, they can receive special education services in correctional and developmental workrooms, where relevant specialists from the school’s full-time staff work with them or this assistance can be given by specialists from counseling centers which function as separate institutions under the state departments of education. The author identifies the basic forms (occupational therapy, rehabilitation etc.) and methods (psycho-therapy, music therapy, art therapy, theatre therapy, hobby therapy, gardener therapy etc.) of teenagers’ inclusive education in American educational institutions. The author makes the conclusion that the American paradigm of the educational technologies application for the development of teenagers with special needs is based on the implementation of inclusive content through the introduction of various methods and forms. In general, the effectiveness of educational technologies for the teenager with special educational development in American educational institutions is ensured by the implementation of the inclusive content of education through the introduction of certain forms and methods of socio-pedagogical interaction between the individual and the social environment. The American experience in this regard is very useful for the reform of domestic special education.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49068216","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 : 2019-07-01DOI: 10.31499/2306-5532.1.2019.174724
I. Palaguta
In the article the basic problems of the pedagogical support of teacher’s professional development in Ukraine and England are analyzed. In the process of future teacher's professional development, qualified teachers should support young teachers, because they do not have an experience, the knowledge of human nature, skills of self- organization and self-regulation. It is very important to know the teachers’ needs in professional development for helping them to solve difficulties, which will appear in their professional life, to expand and extend their knowledge and skills, obtained during their training at the university and provide a basis for constant professional development. A comparative analysis of the needs of Ukrainian and English teachers in their professional development is described. In our view, a comparative analysis of the needs of Ukrainian and English teachers in their professional development might be important since in Ukraine the issue of teachers' professional development has been investigated, but there is still much to be considered. Thus, it will be useful to address the foreign experience in such a question, especially to the experience of Great Britain where teachers continuous professional development is of top priority. Learning International Survey (TALIS) conducted in Ukraine and England is characterized. In Ukraine, the Ukrainian Educational Research Association conducted the survey based on TALIS methodology in 2017. The aim of it is to study the educational environment and conditions of teachers' work: identification of teachers' training and professional development, studying the nature of school's culture, analysis of values and professional ideas of teachers. Three main TALIS questionnaires items are enumerated. The main focus of attention to be taken into account the teachers’ awareness of what mentoring is and what forms and functions are meant by it is raised. The new Conception of Pedagogical Education Development in Ukraine takes into account both pre-service and in-service teachers’ education [5]. It is presented as an internship period. According to the above-mentioned document, novice teachers work under the supervision of experienced teachers.
{"title":"SUPPORT TO TEACHERS’ PROFESSIONAL DEVELOPMENT IN UKRAINE AND ENGLAND: EVIDENCE FROM TALIS SURVEY","authors":"I. Palaguta","doi":"10.31499/2306-5532.1.2019.174724","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2019.174724","url":null,"abstract":"In the article the basic problems of the pedagogical support of teacher’s professional development in Ukraine and England are analyzed. In the process of future teacher's professional development, qualified teachers should support young teachers, because they do not have an experience, the knowledge of human nature, skills of self- organization and self-regulation. It is very important to know the teachers’ needs in professional development for helping them to solve difficulties, which will appear in their professional life, to expand and extend their knowledge and skills, obtained during their training at the university and provide a basis for constant professional development. A comparative analysis of the needs of Ukrainian and English teachers in their professional development is described. In our view, a comparative analysis of the needs of Ukrainian and English teachers in their professional development might be important since in Ukraine the issue of teachers' professional development has been investigated, but there is still much to be considered. Thus, it will be useful to address the foreign experience in such a question, especially to the experience of Great Britain where teachers continuous professional development is of top priority. Learning International Survey (TALIS) conducted in Ukraine and England is characterized. In Ukraine, the Ukrainian Educational Research Association conducted the survey based on TALIS methodology in 2017. The aim of it is to study the educational environment and conditions of teachers' work: identification of teachers' training and professional development, studying the nature of school's culture, analysis of values and professional ideas of teachers. Three main TALIS questionnaires items are enumerated. The main focus of attention to be taken into account the teachers’ awareness of what mentoring is and what forms and functions are meant by it is raised. The new Conception of Pedagogical Education Development in Ukraine takes into account both pre-service and in-service teachers’ education [5]. It is presented as an internship period. According to the above-mentioned document, novice teachers work under the supervision of experienced teachers.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48700608","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 : 2019-07-01DOI: 10.31499/2306-5532.1.2019.174725
N. Bakhmat
The article reveals the peculiarities of professional and pedagogical prepa-ration of primary school teachers, which are considered to be a prerequisite for determining the effective directions of the Ukrainian educational system develop-ment in the conditions of its reformation. It was found that initial professional education in Israel takes place in pedagogical colleges and universities. There are eight universities in the country characterized by multi-disciplinarity, training, teaching and research in various fields of knowledge; this provides a wide range of specialities and a diverse range of training areas. Educa-tional institutions implement two directions of education: academic and studying for the degree of a certified teacher through the provision of vocational and pedago-gical education. High educational institutions are divided into 3 categories: those that are recognized by the Council for Higher Education, award the first academic degree in pedagogy -B.Ed (4 years of study) and a certificate of the Ministry of Education (3 years of study); educational establishments that give a certificate of the Ministry of Education (3 years of study); Colleges of Independent Religious Edu-cation (working under the control of the Ministry of Education). Among the main progressive trends in updating the contents of the Israeli higher professional education are the intensive development and implementation of curricula that have an interdisciplinary and problematic character; differentiation and individualization of the content of education, reproduced in the modular organi-zation of the educational process, the use of variation programs, the free choice of disciplines and the object of research within the program; integration of learning with practical activities by increasing the time for pedagogical practice, the intro-duction of various forms of organization of pedagogical activities during training and postgraduate qualification improvement. A detailed review of Israeli electronic educational resources allowed making the assumptions about their large numbers and diversity, but their use requires payment.
{"title":"PRIMARY SCHOOL TEACHERS’ PRE-SERVICE TRAINING: THE EXPERIENCE OF ISRAEL","authors":"N. Bakhmat","doi":"10.31499/2306-5532.1.2019.174725","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2019.174725","url":null,"abstract":"The article reveals the peculiarities of professional and pedagogical prepa-ration of primary school teachers, which are considered to be a prerequisite for determining the effective directions of the Ukrainian educational system develop-ment in the conditions of its reformation. It was found that initial professional education in Israel takes place in pedagogical colleges and universities. There are eight universities in the country characterized by multi-disciplinarity, training, teaching and research in various fields of knowledge; this provides a wide range of specialities and a diverse range of training areas. Educa-tional institutions implement two directions of education: academic and studying for the degree of a certified teacher through the provision of vocational and pedago-gical education. High educational institutions are divided into 3 categories: those that are recognized by the Council for Higher Education, award the first academic degree in pedagogy -B.Ed (4 years of study) and a certificate of the Ministry of Education (3 years of study); educational establishments that give a certificate of the Ministry of Education (3 years of study); Colleges of Independent Religious Edu-cation (working under the control of the Ministry of Education). Among the main progressive trends in updating the contents of the Israeli higher professional education are the intensive development and implementation of curricula that have an interdisciplinary and problematic character; differentiation and individualization of the content of education, reproduced in the modular organi-zation of the educational process, the use of variation programs, the free choice of disciplines and the object of research within the program; integration of learning with practical activities by increasing the time for pedagogical practice, the intro-duction of various forms of organization of pedagogical activities during training and postgraduate qualification improvement. A detailed review of Israeli electronic educational resources allowed making the assumptions about their large numbers and diversity, but their use requires payment.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861403","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 : 2018-12-30DOI: 10.31499/2306-5532.2.2018.153406
Rini Handayani
Learning strategy of problem based learning becomes one of the alternative strategies to improve the learning outcomes in understanding concept application for students who took Christian Education course. This strategy could encourage students to understand the concept of learning through contextual problem solving. The objective of this study examined the effect of learning strategies – Problem based learning and Expository, toward learning outcomes of understanding concept application among students who took Christian education course. The design of this study used quasi experimental with non-equivalent control group design pattern. The subjects were 107 students of the Faculty of Agriculture and Faculty of Humanities in Brawijaya University. The participants were divided into two groups, the experimental group (problem based learning) with 62 students and the control group (expository) with 45 students. The results of the study can be summarized as follows: (1) there was an influence of learning strategies on learning outcomes in understanding concept application among students who took Christian Education course in Brawijaya University, (2) Problem Based Learning strategies affected more in learning outcomes of understanding Christian Education concept compared to expository learning strategies, (3) Problem Based Learning strategies were learning strategies that bring significant influence on learning outcomes in relation with understanding of Christian Education concept.
{"title":"THE EFFECT OF PROBLEM BASED LEARNING AND EXPOSITORY TOWARD LEARNING OUTCOMES OF CHRISTIAN EDUCATION COURSE","authors":"Rini Handayani","doi":"10.31499/2306-5532.2.2018.153406","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2018.153406","url":null,"abstract":"Learning strategy of problem based learning becomes one of the alternative strategies to improve the learning outcomes in understanding concept application for students who took Christian Education course. This strategy could encourage students to understand the concept of learning through contextual problem solving. The objective of this study examined the effect of learning strategies – Problem based learning and Expository, toward learning outcomes of understanding concept application among students who took Christian education course. The design of this study used quasi experimental with non-equivalent control group design pattern. The subjects were 107 students of the Faculty of Agriculture and Faculty of Humanities in Brawijaya University. The participants were divided into two groups, the experimental group (problem based learning) with 62 students and the control group (expository) with 45 students. The results of the study can be summarized as follows: (1) there was an influence of learning strategies on learning outcomes in understanding concept application among students who took Christian Education course in Brawijaya University, (2) Problem Based Learning strategies affected more in learning outcomes of understanding Christian Education concept compared to expository learning strategies, (3) Problem Based Learning strategies were learning strategies that bring significant influence on learning outcomes in relation with understanding of Christian Education concept.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49567797","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 : 2018-12-30DOI: 10.31499/2306-5532.2.2018.153411
T. N. Sipayung, D. Anzelina
This study was conducted to know; (1) the validity of module development in realistic mathematics approach to improve the ability of solving problem in numbers; (2) the learning effectiveness of using realistic mathematics approach module to improve solving problem ability in numbers. This study used Dick and Carry development model. The subject was VII-B grade students of Nusantara Lubuk Pakam 2018/2019, while the object was the realistic mathematic approach module. The module was based on four problems solving indicators, including: understanding problem, devising plan, carrying out the plan and checking back the obtained result. The result showed that realistic mathematic approach module was valid based on the media standard, including the graphic aspect with 3.87 average score and the language aspect with 3.76 average score. Further, based on the material standard reviews, content expediency rose with 3.71 of the average score, 3.97 for presentation aspect and 4 for contextual scoring aspect. In addition, using realistic mathematic approach module was effective in enhancing the problem solving ability. The learning effectiveness was analyzed based on the students’ activity and teachers’ ability in maintaining the learning process and the students’ problem solving ability. The average score for students’ activity was 3.8 and 4.27 for teachers’ ability in maintaining the learning process, categorized as good 7. Meanwhile, the result of students’ problem solving ability test using realistic mathematic approach module showed 75.49 score which was higher than learning without using module, 57.59 score.
{"title":"THE MODULE DEVELOPMENT OF REALISTIC MATHEMATICS APPROACH TO IMPROVE NUMBER PROBLEM SOLVING ABILITY","authors":"T. N. Sipayung, D. Anzelina","doi":"10.31499/2306-5532.2.2018.153411","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2018.153411","url":null,"abstract":"This study was conducted to know; (1) the validity of module development in realistic mathematics approach to improve the ability of solving problem in numbers; (2) the learning effectiveness of using realistic mathematics approach module to improve solving problem ability in numbers. This study used Dick and Carry development model. The subject was VII-B grade students of Nusantara Lubuk Pakam 2018/2019, while the object was the realistic mathematic approach module. The module was based on four problems solving indicators, including: understanding problem, devising plan, carrying out the plan and checking back the obtained result. The result showed that realistic mathematic approach module was valid based on the media standard, including the graphic aspect with 3.87 average score and the language aspect with 3.76 average score. Further, based on the material standard reviews, content expediency rose with 3.71 of the average score, 3.97 for presentation aspect and 4 for contextual scoring aspect. In addition, using realistic mathematic approach module was effective in enhancing the problem solving ability. The learning effectiveness was analyzed based on the students’ activity and teachers’ ability in maintaining the learning process and the students’ problem solving ability. The average score for students’ activity was 3.8 and 4.27 for teachers’ ability in maintaining the learning process, categorized as good 7. Meanwhile, the result of students’ problem solving ability test using realistic mathematic approach module showed 75.49 score which was higher than learning without using module, 57.59 score.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48930482","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 : 2018-12-30DOI: 10.31499/2306-5532.2.2018.153410
L. Salo
The article deals with the peculiarities of general educational training of choreography teachers in the US universities. The aim of the article is to analyze the content of choreography teachers' training in the USA, in particular general education program as its component. The content of choreography teachers' training in the USA on bachelor's level is examined. The detailed characteristics of education courses of foundation area of general education background, in particular: analytical reading and writing, intellectual heritage, quantitative literacy, is given. The results of education foreseen as consequences of mastering of these courses, are analyzed. The educational courses offered to students by the general education breadth background are considered in detail: arts, human behavior, race and diversity, science and technology, U.S. society, world society. The mechanism of creation of student's own educational trajectory, which is individual to every student, is found out. The brief description of the foundation courses of general educational training, that are practically-oriented and prepare students for the real-life and professional situations by mastering a series of competences has been made. The matrix of the correspondence of study results according to the foundation courses of general educational training to general competences of future choreography teachers in the USA has been presented.
{"title":"BROAD CONTEXT OF GENERAL EDUCATIONAL TRAINING OF CHOREOGRAPHY TEACHERS IN THE USA","authors":"L. Salo","doi":"10.31499/2306-5532.2.2018.153410","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2018.153410","url":null,"abstract":"The article deals with the peculiarities of general educational training of choreography teachers in the US universities. The aim of the article is to analyze the content of choreography teachers' training in the USA, in particular general education program as its component. The content of choreography teachers' training in the USA on bachelor's level is examined. The detailed characteristics of education courses of foundation area of general education background, in particular: analytical reading and writing, intellectual heritage, quantitative literacy, is given. The results of education foreseen as consequences of mastering of these courses, are analyzed. The educational courses offered to students by the general education breadth background are considered in detail: arts, human behavior, race and diversity, science and technology, U.S. society, world society. The mechanism of creation of student's own educational trajectory, which is individual to every student, is found out. The brief description of the foundation courses of general educational training, that are practically-oriented and prepare students for the real-life and professional situations by mastering a series of competences has been made. The matrix of the correspondence of study results according to the foundation courses of general educational training to general competences of future choreography teachers in the USA has been presented.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861589","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 : 2018-12-30DOI: 10.31499/2306-5532.2.2018.153407
A. Dzhurylo
The article deals with the historical background, current issues and future challenges of educational reform in the countries of the European Union. It has been shown that the educational policy of the last century was aimed at increasing the length of compulsory secondary education to 18 years, early engagement of children in primary education and increasing its duration. The issue of decentralization as an educational trend in all European countries since the 1920s has been raised. The author analyses educational policy of the EU at the present stage, which is aimed at forming in European schools the necessary skills for their successful self-realization in society, including digital skills for future jobs, and the overcoming of gender differences in mathematics and sciences starting from school level. In the EU's current educational policy the following priority areas can be identified: all pupils should gain the competences they need; every pupil should benefit from high-quality learning, including migrant children; early childhood education and care should be more widely available, support for learners with special needs must be improved within mainstream schooling and reduction of early school leaving; teachers, school leaders, and educators should receive more support, including career-long professional learning opportunities; quality assurance should be further developed to ensure a more effective, equitable and efficient governance of school education and to facilitate learner mobility. The issue concerning creating a European education area by 2025 is revealed. The European vector of Ukraine’s development has been analysed, which has been considered as a priority since the proclamation of independence and confirmation of the Association Agreement between Ukraine and the European Union.
{"title":"EDUCATIONAL REFORM IN THE EU COUNTRIES AND UKRAINE: HISTORICAL BACKGROUND, CURRENT ISSUES AND FUTURE PROSPECTS","authors":"A. Dzhurylo","doi":"10.31499/2306-5532.2.2018.153407","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2018.153407","url":null,"abstract":"The article deals with the historical background, current issues and future challenges of educational reform in the countries of the European Union. It has been shown that the educational policy of the last century was aimed at increasing the length of compulsory secondary education to 18 years, early engagement of children in primary education and increasing its duration. The issue of decentralization as an educational trend in all European countries since the 1920s has been raised. The author analyses educational policy of the EU at the present stage, which is aimed at forming in European schools the necessary skills for their successful self-realization in society, including digital skills for future jobs, and the overcoming of gender differences in mathematics and sciences starting from school level. In the EU's current educational policy the following priority areas can be identified: all pupils should gain the competences they need; every pupil should benefit from high-quality learning, including migrant children; early childhood education and care should be more widely available, support for learners with special needs must be improved within mainstream schooling and reduction of early school leaving; teachers, school leaders, and educators should receive more support, including career-long professional learning opportunities; quality assurance should be further developed to ensure a more effective, equitable and efficient governance of school education and to facilitate learner mobility. The issue concerning creating a European education area by 2025 is revealed. The European vector of Ukraine’s development has been analysed, which has been considered as a priority since the proclamation of independence and confirmation of the Association Agreement between Ukraine and the European Union.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48030843","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 : 2018-12-30DOI: 10.31499/2306-5532.2.2018.153409
R. Puspitawati, L. Yuanita, Y. Rahayu
The Innovative Problem Solving Strategy (IPSS) wa s developed as part of pre-service teacher training suggesting a new Teaching and Learning Curriculum (TLC). This research is aim ed at analyzing the IPSS effectiveness if applied to solving problems concerned with plant anatomy, as well as at teaching students to use the problem solving strategy in innovative teaching (IT2), and the correlation of innovative ideas and TLC. This article is based on a case study on 94 students of Biology Department in Surabaya State University 2016/2017. The participants were divided into three groups. The data was collected through the assignment of developing a scientific project based on the indicators of innovative study, problem, work step, result, conclusion and developing TLC. The technique of data analysis took into account the indicator proportion, innovation testing and Pearson correlative testing. The results show ed that (1) the average of each indicator achievement was ≥ 0,7, (2) the result obtained for three groups was consistent, and (3) there was a positive correlation between the innovative ideas and Teaching and Learning concept. Thus, IPSS turned out to be efficient for the teacher to apply the innovative ideas and could be used as a role model for being introduced in the curriculum.
{"title":"THE INNOVATIVE PROBLEM SOLVING STRATEGY AS THE MODEL OF TEACHING PROBLEM SOLVING","authors":"R. Puspitawati, L. Yuanita, Y. Rahayu","doi":"10.31499/2306-5532.2.2018.153409","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2018.153409","url":null,"abstract":"The Innovative Problem Solving Strategy (IPSS) wa s developed as part of pre-service teacher training suggesting a new Teaching and Learning Curriculum (TLC). This research is aim ed at analyzing the IPSS effectiveness if applied to solving problems concerned with plant anatomy, as well as at teaching students to use the problem solving strategy in innovative teaching (IT2), and the correlation of innovative ideas and TLC. This article is based on a case study on 94 students of Biology Department in Surabaya State University 2016/2017. The participants were divided into three groups. The data was collected through the assignment of developing a scientific project based on the indicators of innovative study, problem, work step, result, conclusion and developing TLC. The technique of data analysis took into account the indicator proportion, innovation testing and Pearson correlative testing. The results show ed that (1) the average of each indicator achievement was ≥ 0,7, (2) the result obtained for three groups was consistent, and (3) there was a positive correlation between the innovative ideas and Teaching and Learning concept. Thus, IPSS turned out to be efficient for the teacher to apply the innovative ideas and could be used as a role model for being introduced in the curriculum.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47456269","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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