Pub Date : 2018-12-30DOI: 10.31499/2306-5532.2.2018.153412
Ielyzaveta Panchenko
{"title":"LEADERSHIP OF ERASMUS MUNDUS PHD STUDENTS IN MULTICULTURAL SOCIETIES: DEFINING AND BUILDING A COMPETENCE","authors":"Ielyzaveta Panchenko","doi":"10.31499/2306-5532.2.2018.153412","DOIUrl":"https://doi.org/10.31499/2306-5532.2.2018.153412","url":null,"abstract":"","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":"49581474","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140225
T. Konovalenko, O. Goncharova
The article is devoted to the issues of future English language teachers’ life skills development. The authors prove the topicality of life skills development and their role in the professional competence of a teacher. It is stated that there are no researches on the whole complex of life skills in the methodological bank of a teacher. The skills under consideration are as follows: intercultural awareness, communicative skills, teamwork skills, time management skills, critical thinking skills, ability to solve problems, information literacy skills, creativity. In the article the experimental course of English Language Teaching Methodo - logy is presented as the one which is crucial in future teachers’ professional educa - tion. The sessions within the experimental curriculum help students to develop their life skills. The results of methodological experiment presented in the article emphasise its connection with contemporary requirements to the teacher pro - fessional competence in general and according to the Concept of New Ukrainian School in particular.
{"title":"FUTURE ENGLISH LANGUAGE TEACHERS’ LIFE SKILLS DEVELOPMENT IN METHODOLOGY COURSE","authors":"T. Konovalenko, O. Goncharova","doi":"10.31499/2306-5532.1.2018.140225","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140225","url":null,"abstract":"The article is devoted to the issues of future English language teachers’ life skills development. The authors prove the topicality of life skills development and their role in the professional competence of a teacher. It is stated that there are no researches on the whole complex of life skills in the methodological bank of a teacher. The skills under consideration are as follows: intercultural awareness, communicative skills, teamwork skills, time management skills, critical thinking skills, ability to solve problems, information literacy skills, creativity. In the article the experimental course of English Language Teaching Methodo - logy is presented as the one which is crucial in future teachers’ professional educa - tion. The sessions within the experimental curriculum help students to develop their life skills. The results of methodological experiment presented in the article emphasise its connection with contemporary requirements to the teacher pro - fessional competence in general and according to the Concept of New Ukrainian School in particular.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48610353","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140213
I. Borysenko, T. Baliasnikova, T. Ihnatovych
{"title":"MODELING AS METHOD OF EDUCATIONAL REALITY ABSTRACTION","authors":"I. Borysenko, T. Baliasnikova, T. Ihnatovych","doi":"10.31499/2306-5532.1.2018.140213","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140213","url":null,"abstract":"","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69860591","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140223
N. Soroko
The article is devoted to the problems of using cloud services for the STEMeducation support in a general school. There is considered the foreign experience of solving the main issues on the implementation of STEM-oriented approach at all educational levels with the help of information and communication technologies. The purpose of the article is to analyze the foreign experience of using cloud computing services for the STEM-education support of a general school and highlight the main problems in this process. It is concluded that STEM-education is one of the most important areas of development education system and education reform, which is explained by the significant demand of the world labor market for specialists in the STEM industries. To ensure effective implementation of the STEM-oriented approach in the study of the general educational institution at all education levels is the use of information and communication technologies, in particular cloud services.
{"title":"USING CLOUD COMPUTING FOR STEM EDUCATION IN GENERAL SCHOOL","authors":"N. Soroko","doi":"10.31499/2306-5532.1.2018.140223","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140223","url":null,"abstract":"The article is devoted to the problems of using cloud services for the STEMeducation support in a general school. There is considered the foreign experience of solving the main issues on the implementation of STEM-oriented approach at all educational levels with the help of information and communication technologies. The purpose of the article is to analyze the foreign experience of using cloud computing services for the STEM-education support of a general school and highlight the main problems in this process. It is concluded that STEM-education is one of the most important areas of development education system and education reform, which is explained by the significant demand of the world labor market for specialists in the STEM industries. To ensure effective implementation of the STEM-oriented approach in the study of the general educational institution at all education levels is the use of information and communication technologies, in particular cloud services.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47636586","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140220
O. KASATKINA-KUBYSHKINA
The article deals with the factors having an effect on second language acquisition, namely affective factors; individual, cognitive and metacognitive factors; demographic variables and teacher-related factors. The author concentrates on the set of affective factors which have both positive and negative influence on SLA. The author investigates the theoretical basis for studying this problem by foreign scholars and analyses the influence of affective factors by exploring their psychological background. The article covers the key scientific and methodological guidelines on reducing the negative impact of affective factors by developing and improving empathic skills and developing assertive behaviour in order to maximize the outcome of learning English. The author names and illustrates the principal concepts to develop both affective and cognitive empathy amongst current lesson plans. It is suggested to create the environment, set an example, include lots of stories and use literature to teach different perspectives, work on communication strategies, offer collaborative group tasks, be metacognitive about students’ state of empathy. On equal terms with empathy assertiveness, a direct, strong and calm style of communication which focuses on achieving a healthy compromise that respects everyone involved is emphasized to demand advanced development. To maximize the outcome of learning it is up to a teacher to implement «I» statements, escalation, verbs change, verbal and non-verbal language control into the classroom.
{"title":"REDUCING AFFECTIVE FACTORS IN SLA: KEY SOLUTIONS TO MAXIMIZE THE OUTCOME OF LEARNING ENGLISH","authors":"O. KASATKINA-KUBYSHKINA","doi":"10.31499/2306-5532.1.2018.140220","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140220","url":null,"abstract":"The article deals with the factors having an effect on second language acquisition, namely affective factors; individual, cognitive and metacognitive factors; demographic variables and teacher-related factors. The author concentrates on the set of affective factors which have both positive and negative influence on SLA. The author investigates the theoretical basis for studying this problem by foreign scholars and analyses the influence of affective factors by exploring their psychological background. The article covers the key scientific and methodological guidelines on reducing the negative impact of affective factors by developing and improving empathic skills and developing assertive behaviour in order to maximize the outcome of learning English. The author names and illustrates the principal concepts to develop both affective and cognitive empathy amongst current lesson plans. It is suggested to create the environment, set an example, include lots of stories and use literature to teach different perspectives, work on communication strategies, offer collaborative group tasks, be metacognitive about students’ state of empathy. On equal terms with empathy assertiveness, a direct, strong and calm style of communication which focuses on achieving a healthy compromise that respects everyone involved is emphasized to demand advanced development. To maximize the outcome of learning it is up to a teacher to implement «I» statements, escalation, verbs change, verbal and non-verbal language control into the classroom.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861076","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140216
K. Martsikhiv
The article deals with the application of public activity method on the example of professional training of journalists in US universities. The implementation of journalist public work into curricula has been characterized. The research provides factors that influence the successful integration of journalist public work in the learning process. The difficulties of student public work implementation in the learning process as well as positive results of this method application in practice have been analysed. It is defined that the method of public work promotes the development of leadership, personal and social qualities among journalist students. Based on constructivist paradigm the service-based and collaborative approaches in journalism studying have been analysed. The article also describes how service learning from the point of constructivist approach can facilitate inter-active method of journalist studying. The benefits of experiential learning in journalist educational process have been outlined. Three domains of experiential learning have been identified: cognitive or mental skills; affective or emotional areas; manual or physical skills. It is noted that each domain has series of categories that reflect the level and type of learning. It is stated that each category represents a hierarchy moving from passive learning to active and points out the role of experiences in journalist studying. The article highlights the modes which experiential learning is based on: receptive mode that consists of shooting video, recording speeches by journalists; analytical mode is focused on developing critical thinking of journalists; productive mode is concentrated on accomplishing difficult tasks and journalist adapting to challenging situations; development mode consists of acquiring competence and mastery in professional sphere; psychological mode deals with personal and social growth of journalists. The prospects of further research in this area have been revealed.
{"title":"JOURNALIST PUBLIC WORK IN US UNIVERSITIES","authors":"K. Martsikhiv","doi":"10.31499/2306-5532.1.2018.140216","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140216","url":null,"abstract":"The article deals with the application of public activity method on the example of professional training of journalists in US universities. The implementation of journalist public work into curricula has been characterized. The research provides factors that influence the successful integration of journalist public work in the learning process. The difficulties of student public work implementation in the learning process as well as positive results of this method application in practice have been analysed. It is defined that the method of public work promotes the development of leadership, personal and social qualities among journalist students. Based on constructivist paradigm the service-based and collaborative approaches in journalism studying have been analysed. The article also describes how service learning from the point of constructivist approach can facilitate inter-active method of journalist studying. The benefits of experiential learning in journalist educational process have been outlined. Three domains of experiential learning have been identified: cognitive or mental skills; affective or emotional areas; manual or physical skills. It is noted that each domain has series of categories that reflect the level and type of learning. It is stated that each category represents a hierarchy moving from passive learning to active and points out the role of experiences in journalist studying. The article highlights the modes which experiential learning is based on: receptive mode that consists of shooting video, recording speeches by journalists; analytical mode is focused on developing critical thinking of journalists; productive mode is concentrated on accomplishing difficult tasks and journalist adapting to challenging situations; development mode consists of acquiring competence and mastery in professional sphere; psychological mode deals with personal and social growth of journalists. The prospects of further research in this area have been revealed.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861255","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140218
Olena Zmiyevska, T. Glazunova
{"title":"USING FACEBOOK MOVIE CLUB TO DEVELOP 21ST CENTURY SKILLS","authors":"Olena Zmiyevska, T. Glazunova","doi":"10.31499/2306-5532.1.2018.140218","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140218","url":null,"abstract":"","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69861063","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140214
Inna Yeremenko
The article clarifies the genesis of forming a European dimension of quality assurance in higher education. It provides for the analysis of official documents of the EU and the Bologna Process, which lay the basis for quality assurance in higher education within the European Higher Education Area. Particular emphasis is put on the progressand first outcomes of the development of the quality assurance in higher education at the national and supranational levels. A special focus is placed ona series of joint actions taken by European countries to improve the quality of higher education through developing the quality assurance mechanisms to gain more transparency, accountability and legitimacy in European higher education systems. These actions include the launch ofthe Institutional Evaluation Program (IEP),the European pilot projects for evaluating quality in higher education,the creation of the European Network for Quality Assurance (ENQA) renamed into the European Association for Quality Assurance in Higher Education (ENQA), the creation of the Joint Quality Initiative (JQI) and the European Quality Assurance Register (EQAR). The adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) is analyzed as an efficient way of creating the legal and regulatory environment in the European Higher Education Area.
{"title":"QUALITY ASSURANCE INTERNATIONALIZATION IN THE EUROPEAN HIGHER EDUCATION AREA: LEGISLATIVE FOUNDATIONS","authors":"Inna Yeremenko","doi":"10.31499/2306-5532.1.2018.140214","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140214","url":null,"abstract":"The article clarifies the genesis of forming a European dimension of quality assurance in higher education. It provides for the analysis of official documents of the EU and the Bologna Process, which lay the basis for quality assurance in higher education within the European Higher Education Area. Particular emphasis is put on the progressand first outcomes of the development of the quality assurance in higher education at the national and supranational levels. A special focus is placed ona series of joint actions taken by European countries to improve the quality of higher education through developing the quality assurance mechanisms to gain more transparency, accountability and legitimacy in European higher education systems. These actions include the launch ofthe Institutional Evaluation Program (IEP),the European pilot projects for evaluating quality in higher education,the creation of the European Network for Quality Assurance (ENQA) renamed into the European Association for Quality Assurance in Higher Education (ENQA), the creation of the Joint Quality Initiative (JQI) and the European Quality Assurance Register (EQAR). The adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) is analyzed as an efficient way of creating the legal and regulatory environment in the European Higher Education Area.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69860832","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140221
Danuta Główka
International Baccalaureate (IB) students experience test anxiety connected with taking the high stakes final exams, following the two-year Diploma Programme Courses. The aim of this paper is to investigate the congruence of the causes and effects of test anxiety with strategies to manage this anxiety among IB students before taking their final exams. Qualitative responses about test anxiety from 21 IB students were collected before their exams. Causes of anxiety, as reported by the students, had to do with peer pressure and negative self-talk before the exams. Effects of anxiety were related to physical and emotional functioning as well as cognition. Strategies for managing anxiety included a variety of physical and intellectual activities. Comparing students’ reported causes and effects of anxiety with their strategies to manage it revealed little correspondence between the causes and effects of a student’s test anxiety and the kinds of strategies he or she employed to manage them.
{"title":"CONGRUENCE OF STRATEGIES TO MANAGE CAUSES AND EFFECTS OF TEST ANXIETY AMONG INTERNATIONAL BACCALAUREATE STUDENTS BEFORE TAKING THEIR FINAL EXAMS","authors":"Danuta Główka","doi":"10.31499/2306-5532.1.2018.140221","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140221","url":null,"abstract":"International Baccalaureate (IB) students experience test anxiety connected with taking the high stakes final exams, following the two-year Diploma Programme Courses. The aim of this paper is to investigate the congruence of the causes and effects of test anxiety with strategies to manage this anxiety among IB students before taking their final exams. Qualitative responses about test anxiety from 21 IB students were collected before their exams. Causes of anxiety, as reported by the students, had to do with peer pressure and negative self-talk before the exams. Effects of anxiety were related to physical and emotional functioning as well as cognition. Strategies for managing anxiety included a variety of physical and intellectual activities. Comparing students’ reported causes and effects of anxiety with their strategies to manage it revealed little correspondence between the causes and effects of a student’s test anxiety and the kinds of strategies he or she employed to manage them.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49556395","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 : 2018-07-01DOI: 10.31499/2306-5532.1.2018.140219
E. Zhizhko
In this article we present the results of the documentary-bibliographic study, which goal was to determine, what strategies for the development in the students of textual communicative competences are available to the teacher in a social sciences and humanities postgraduate programs. The research was carried out from the focus on communicative competence. From the analysis made, it can be affirmed that for the successful development in postgraduate students of textual communicative com - petences, the teacher must take into account that their acquisition involves the mas - tery of the complex and specialized (scientific-academic) discursive style; it foresees obligatory appropriation of other communicative competences: linguistics, pragma - tic, paralinguistic, strategic, descriptive referential, representative, organizational, illocutionary; their teaching requires careful preparation: selection of the functional style of the language as a means of scientific communication and articulation around it of different forms of effective and practical learning; choice of didactic texts; coordination of reading and writing teaching actions; elaboration of the exer - cises of interpretation, paraphrase, commentary, annotations, recapitulation, limi - tation, description of the content, conceptual map, compendium-summary, etc.
{"title":"DEVELOPMENT OF THE TEXTUAL COMMUNICATIVE COMPETENCES IN POSTGRADUATE STUDENTS","authors":"E. Zhizhko","doi":"10.31499/2306-5532.1.2018.140219","DOIUrl":"https://doi.org/10.31499/2306-5532.1.2018.140219","url":null,"abstract":"In this article we present the results of the documentary-bibliographic study, which goal was to determine, what strategies for the development in the students of textual communicative competences are available to the teacher in a social sciences and humanities postgraduate programs. The research was carried out from the focus on communicative competence. From the analysis made, it can be affirmed that for the successful development in postgraduate students of textual communicative com - petences, the teacher must take into account that their acquisition involves the mas - tery of the complex and specialized (scientific-academic) discursive style; it foresees obligatory appropriation of other communicative competences: linguistics, pragma - tic, paralinguistic, strategic, descriptive referential, representative, organizational, illocutionary; their teaching requires careful preparation: selection of the functional style of the language as a means of scientific communication and articulation around it of different forms of effective and practical learning; choice of didactic texts; coordination of reading and writing teaching actions; elaboration of the exer - cises of interpretation, paraphrase, commentary, annotations, recapitulation, limi - tation, description of the content, conceptual map, compendium-summary, etc.","PeriodicalId":32896,"journal":{"name":"Porivnial''nopedagogichni studiyi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47768386","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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