Pub Date : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306176
I. Vasylenko
The article provides a comprehensive analysis of current approaches, programs, and trends in the field of primary teacher education in the United States. The author highlights the impact of key educational laws and reforms of the last two decades, in particular the No Child Left Behind Act (2002) and the Every Student Succeeds Act (2015), on the transformation and modernization of the US primary teacher education system. A wide range of traditional programs for the preparation of future primary school teachers offered at the bachelor's and master's levels in universities and colleges is considered in detail. Specialization options are analyzed, including bilingual education, teaching gifted children, preparation for junior or older primary school, STEM education, etc. The features of studying in various forms (full-time, part-time, distance, blended), mandatory components (pedagogical practice, licensing exams) and requirements for applicants are highlighted. Alternative ways of obtaining teacher education and certification that do not require university studies are considered separately. The procedure of certification through the American Board for Certification of Teacher Excellence (ABCTE) for individuals with a non-teaching bachelor's degree is described. The activities of such organizations as the New Teacher Project (TNTP) and the National Center for Teacher Training (NCTR), and their programs for training and engaging teachers in schools with limited resources are analyzed. The author emphasizes the scale and diversity of approaches in the US system of professional training of primary school teachers, focused on the formation of highly qualified teaching staff to ensure quality elementary education. The experience of the United States in this area is recognized as extremely valuable for exploring to adopt best practices and improve the teacher training system in Ukraine in accordance with modern challenges.
{"title":"TRENDS IN THE PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS IN THE USA","authors":"I. Vasylenko","doi":"10.33989/2226-4051.2024.29.306176","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306176","url":null,"abstract":"The article provides a comprehensive analysis of current approaches, programs, and trends in the field of primary teacher education in the United States. The author highlights the impact of key educational laws and reforms of the last two decades, in particular the No Child Left Behind Act (2002) and the Every Student Succeeds Act (2015), on the transformation and modernization of the US primary teacher education system. \u0000A wide range of traditional programs for the preparation of future primary school teachers offered at the bachelor's and master's levels in universities and colleges is considered in detail. Specialization options are analyzed, including bilingual education, teaching gifted children, preparation for junior or older primary school, STEM education, etc. The features of studying in various forms (full-time, part-time, distance, blended), mandatory components (pedagogical practice, licensing exams) and requirements for applicants are highlighted. \u0000Alternative ways of obtaining teacher education and certification that do not require university studies are considered separately. The procedure of certification through the American Board for Certification of Teacher Excellence (ABCTE) for individuals with a non-teaching bachelor's degree is described. The activities of such organizations as the New Teacher Project (TNTP) and the National Center for Teacher Training (NCTR), and their programs for training and engaging teachers in schools with limited resources are analyzed. \u0000The author emphasizes the scale and diversity of approaches in the US system of professional training of primary school teachers, focused on the formation of highly qualified teaching staff to ensure quality elementary education. The experience of the United States in this area is recognized as extremely valuable for exploring to adopt best practices and improve the teacher training system in Ukraine in accordance with modern challenges.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141341067","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306159
A. Rastrygina
The article presents the expediency and timeliness of introducing the art-communication experience of British scientists in the training of future teachers of musical art with the aim of acquiring students’ ability to perform artistic and communicative activities in order to restore and support the mental health of Ukrainians in the conditions of war. It has been noted, that the introduction of foreign experience of art-communication interaction in the training of music teachers can become an effective basis for achieving the specified goal. The author’s vision of the appropriateness of the application of the definition of “art- communication” in the context of the development of an updated strategy for the training of music teachers is presented. The prospects of further exploration in the researched direction.
{"title":"THE PRACTICE OF INTRODUCTING OF ART-COMUNICATION EXPERIENCE OF BRITISH SCIENTISTS IN THE TRAINING OF FUTURE MUSIC THEACHER IN UKRAINIAN UNIVERSITES","authors":"A. Rastrygina","doi":"10.33989/2226-4051.2024.29.306159","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306159","url":null,"abstract":"The article presents the expediency and timeliness of introducing the art-communication experience of British scientists in the training of future teachers of musical art with the aim of acquiring students’ ability to perform artistic and communicative activities in order to restore and support the mental health of Ukrainians in the conditions of war. It has been noted, that the introduction of foreign experience of art-communication interaction in the training of music teachers can become an effective basis for achieving the specified goal. The author’s vision of the appropriateness of the application of the definition of “art- communication” in the context of the development of an updated strategy for the training of music teachers is presented. The prospects of further exploration in the researched direction.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"20 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141341575","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306129
O. Komarovska
The article reveals the role of art in actualizing the knowledge of national history by the younger generation, aimed at re-evaluating the meanings that were distorted over the centuries by the Russian and later Soviet empires. The author’s focus is on historical events in Ukrainian history of the 20th and 21st centuries, which have dramatic and tragic meanings. Ukrainian-centrism is defined as the basis for forming the worldview orientations of young people through art and for re-evaluating the values of all subjects of the educational process. Ukrainianness of artistic thinking as the foundation of national-patriotic education is positioned as a point of reference and at the same time a reference point for Ukrainian-centrism as a technology of musical education. A selective review of musical works dedicated to the events of the Holodomor, the Chernobyl tragedy, Ukraine’s struggle for independence on the Maidan in 2014, during the anti-terrorist operation, and the military realities of the full-scale Russian invasion of Ukraine has been carried out. Among the authors of the works to which the article appeals are L. Dychko, S. Luniov, V. Polova, V. Sylvestrov, Ye. Stankovych, K. Tsepkolenko, Yu. Shevchenko, O. Shchetynskyi, O. Yakovchuk, S. Yarunskyi et al. The landmark of psychological and pedagogical cultivation of an optimistic attitude towards the future as a vital need for Ukrainians is singled out. It is a key aspect of communication with pupils and student youth in the educational process based on music that actualizes historical events. The complexity of such communication regarding the embodiment of tragic images is emphasized. The necessity of forming a positive image of the future Ukraine through music that embodies the dramatic pages of Ukrainian history is emphasized. It is important for establishing the national identity of the youth and forming the motivation to protect one’s own cultural heritage.
文章揭示了艺术在让年轻一代了解民族历史方面的作用，目的是重新评价几个世纪以来被俄罗斯帝国和后来的苏维埃帝国歪曲的意义。作者关注的重点是 20 世纪和 21 世纪乌克兰历史上具有戏剧性和悲剧性意义的历史事件。乌克兰中心主义被定义为通过艺术形成年轻人世界观取向和重新评估教育过程中所有学科价值观的基础。作为民族-爱国主义教育基础的艺术思维的乌克兰性被定位为一个参照点，同时也是作为音乐教育技术的乌克兰中心主义的参照点。有选择性地回顾了大饥荒事件、切尔诺贝利悲剧、2014 年乌克兰在独立广场的独立斗争、反恐行动期间以及俄罗斯全面入侵乌克兰的军事现实的音乐作品。文章所涉及作品的作者包括 L. Dychko、S. Luniov、V. Polova、V. Sylvestrov、Ye.Stankovych, K. Tsepkolenko, Yu.Shevchenko, O. Shchetynskyi, O. Yakovchuk, S. Yarunskyi et al.指出，在心理和教学方面培养对未来的乐观态度是乌克兰人的重要需求。这是在以音乐为基础的教育过程中与学生和青年学生交流的一个重要方面，而音乐则是历史事件的真实写照。强调了这种交流在体现悲剧形象方面的复杂性。强调有必要通过体现乌克兰历史戏剧性篇章的音乐来塑造未来乌克兰的积极形象。这对建立青年的民族认同感和形成保护自身文化遗产的动机非常重要。
{"title":"MUSIC AS AN ACTUALIZATION OF HISTORY: WORLDVIEW ORIENTATIONS OF TEACHER AND STUDENT TRAINING","authors":"O. Komarovska","doi":"10.33989/2226-4051.2024.29.306129","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306129","url":null,"abstract":"The article reveals the role of art in actualizing the knowledge of national history by the younger generation, aimed at re-evaluating the meanings that were distorted over the centuries by the Russian and later Soviet empires. \u0000The author’s focus is on historical events in Ukrainian history of the 20th and 21st centuries, which have dramatic and tragic meanings. \u0000Ukrainian-centrism is defined as the basis for forming the worldview orientations of young people through art and for re-evaluating the values of all subjects of the educational process. Ukrainianness of artistic thinking as the foundation of national-patriotic education is positioned as a point of reference and at the same time a reference point for Ukrainian-centrism as a technology of musical education. \u0000A selective review of musical works dedicated to the events of the Holodomor, the Chernobyl tragedy, Ukraine’s struggle for independence on the Maidan in 2014, during the anti-terrorist operation, and the military realities of the full-scale Russian invasion of Ukraine has been carried out. Among the authors of the works to which the article appeals are L. Dychko, S. Luniov, V. Polova, V. Sylvestrov, Ye. Stankovych, K. Tsepkolenko, Yu. Shevchenko, O. Shchetynskyi, O. Yakovchuk, S. Yarunskyi et al. \u0000The landmark of psychological and pedagogical cultivation of an optimistic attitude towards the future as a vital need for Ukrainians is singled out. It is a key aspect of communication with pupils and student youth in the educational process based on music that actualizes historical events. The complexity of such communication regarding the embodiment of tragic images is emphasized. The necessity of forming a positive image of the future Ukraine through music that embodies the dramatic pages of Ukrainian history is emphasized. It is important for establishing the national identity of the youth and forming the motivation to protect one’s own cultural heritage.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"102 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342152","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306134
Ya. Taniavska
The article characterizes the experience of professional education of preschool teachers, in particular, in the western Ukrainian lands, which took place in the context of the pan-European cultural and educational process of the 19th century and the gradual establishment of the female nature of the teaching profession. A retrospective analysis of the development of the first pedagogical institutions for the training of supervisory personnel by C. Mayo (England), T. Friedner (Germany), and L. Festetich (Austria), which appeared in 1836-1837, testified that at that time there was no unified view on the gendered nature of the new profession. Women were admitted to some institutions, and men to others. The specific role of F. Froebel in establishing the opinion that women should be concerned about raising children not only in families but also in public institutions and outside them is noted. It has been found that the year 1869 when the fundamental educational law on public schools was adopted can be considered the official recognition of Froebel’s pedagogical theory and practice in the Austrian part of Austria-Hungary, to which Galicia and Bukovina belonged. According to it, children’s preschool institutions became the primary link of the public education system, and based on the newly created female teacher’s seminaries, it was supposed to start the professional training of preschool teachers. On the other hand, in the Hungarian part of Austria-Hungary, including Transcarpathia, until 1912, male teachers continued to be educated as well. Attention is drawn to the fact that at the turn of the 20th-21st century issues of gender equality among preschool teachers have become the subjects of scientific and social research, as well as relevant government programs and management decisions. In 1996, a recommendation was approved in European countries to increase the number of men among the teaching staff of preschool education to 20%. To this day, this level remains unattainable. In Norway, this figure is currently 9% and is considered the highest among European countries. Significant changes have been made in Denmark and Germany. On the other hand, in Ukraine, the share of male teachers reached 1.7%, which requires more attention to this issue from state bodies, scientific institutions, and public organizations.
{"title":"«FEMALE» PROFESSION OF PRESCHOOL TEACHER: EXPERIENCE, TRENDS AND PERSPECTIVES","authors":"Ya. Taniavska","doi":"10.33989/2226-4051.2024.29.306134","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306134","url":null,"abstract":"The article characterizes the experience of professional education of preschool teachers, in particular, in the western Ukrainian lands, which took place in the context of the pan-European cultural and educational process of the 19th century and the gradual establishment of the female nature of the teaching profession. A retrospective analysis of the development of the first pedagogical institutions for the training of supervisory personnel by C. Mayo (England), T. Friedner (Germany), and L. Festetich (Austria), which appeared in 1836-1837, testified that at that time there was no unified view on the gendered nature of the new profession. Women were admitted to some institutions, and men to others. The specific role of F. Froebel in establishing the opinion that women should be concerned about raising children not only in families but also in public institutions and outside them is noted. \u0000It has been found that the year 1869 when the fundamental educational law on public schools was adopted can be considered the official recognition of Froebel’s pedagogical theory and practice in the Austrian part of Austria-Hungary, to which Galicia and Bukovina belonged. According to it, children’s preschool institutions became the primary link of the public education system, and based on the newly created female teacher’s seminaries, it was supposed to start the professional training of preschool teachers. \u0000On the other hand, in the Hungarian part of Austria-Hungary, including Transcarpathia, until 1912, male teachers continued to be educated as well. Attention is drawn to the fact that at the turn of the 20th-21st century issues of gender equality among preschool teachers have become the subjects of scientific and social research, as well as relevant government programs and management decisions. In 1996, a recommendation was approved in European countries to increase the number of men among the teaching staff of preschool education to 20%. To this day, this level remains unattainable. In Norway, this figure is currently 9% and is considered the highest among European countries. Significant changes have been made in Denmark and Germany. On the other hand, in Ukraine, the share of male teachers reached 1.7%, which requires more attention to this issue from state bodies, scientific institutions, and public organizations.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"47 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343812","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306166
V. Prokopchuk, M. Koreychuk
The article addresses the issue of professional training for higher education students majoring in music pedagogical / arts specialties, particularly, focusing on student scientific problem groups and their significance in the professional development of musician students. It also elucidates the peculiarities of research work by higher education students, which is an essential integral component of the educational process. The article highlights the student scientific problem group as a potent tool for professional training of higher education students in arts specialties. It identifies the functions and tasks of scientific and research work by students in general and the student scientific problem group in particular. The functioning and work specifics of the student scientific problem group of the Art Film Club «World’s Outstanding Musicians», operating at the Department of Musical Instrument Performance of the Institute of Arts at Rivne State University of Humanities since 2012 are revealed. Particularly, the activities of the Art Film Club encompass purely scientific research, pedagogical, and broadly understood art-historical lines. It optimizes the development of students’ skills in independent creative research work, mastery of research methodology and technology of research skills, and accumulation of experience in research activity. Art Film Club acquaints students with the best examples of performance mastery in world musical art to solve practical educational-performing and educational objectives. It deepens the professional competencies of students, expands knowledge of classical and contemporary musical art, music history, instrumental performance, and more. It forms auditory experience, cultural-aesthetic and performing preferences, develops interpersonal communication culture, particularly, professional, and enhances the level of professional (performing) mastery, and innovative activity in art. It develops skills in public presentation of results of performing and creative research work.
{"title":"STUDENT SCIENTIFIC PROBLEM GROUPS AS AN INTEGRAL FACTOR OF PROFESSIONAL TRAINING FOR HIGHER EDUCATION STUDENTS MAJORING IN MUSICAL SPECIALTIES","authors":"V. Prokopchuk, M. Koreychuk","doi":"10.33989/2226-4051.2024.29.306166","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306166","url":null,"abstract":"The article addresses the issue of professional training for higher education students majoring in music pedagogical / arts specialties, particularly, focusing on student scientific problem groups and their significance in the professional development of musician students. It also elucidates the peculiarities of research work by higher education students, which is an essential integral component of the educational process. \u0000The article highlights the student scientific problem group as a potent tool for professional training of higher education students in arts specialties. It identifies the functions and tasks of scientific and research work by students in general and the student scientific problem group in particular. \u0000The functioning and work specifics of the student scientific problem group of the Art Film Club «World’s Outstanding Musicians», operating at the Department of Musical Instrument Performance of the Institute of Arts at Rivne State University of Humanities since 2012 are revealed. Particularly, the activities of the Art Film Club encompass purely scientific research, pedagogical, and broadly understood art-historical lines. It optimizes the development of students’ skills in independent creative research work, mastery of research methodology and technology of research skills, and accumulation of experience in research activity. Art Film Club acquaints students with the best examples of performance mastery in world musical art to solve practical educational-performing and educational objectives. It deepens the professional competencies of students, expands knowledge of classical and contemporary musical art, music history, instrumental performance, and more. It forms auditory experience, cultural-aesthetic and performing preferences, develops interpersonal communication culture, particularly, professional, and enhances the level of professional (performing) mastery, and innovative activity in art. It develops skills in public presentation of results of performing and creative research work. ","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"74 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338197","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306172
Yuliia Styrkina
The article is devoted to the strategy of developing language courses in a professional direction. Using the example of a professional English language course, the author substantiates the possibility of a generally unified approach to the construction of such courses, the content of which logically combines purely linguistic topics that allow students to focus on practicing the phenomena of English grammar, and material devoted to the stylistic aspects of vocabulary and grammar formally business, scientific and academic style. Students are invited to choose an interesting professional topic and focus on gathering English-language information about it, preparing an English-language presentation, report, oral presentation, article, preparing for a debate or discussion on this topic. The author proposes the application in the course of elements of the project method and the method and the CLIL method, namely, language immersion, when students work on the same professional topic, but in different directions and aspects, while at the same time learning English-language professional vocabulary. At the same time, there is an acquisition of an active speech reserve and an actualization of a passive one, since students perform both oral and written types of work, both reproductive exercises and creative works. In the opinion of the author, this approach can help the teacher independently develop a language course for a professional direction on the basis of any language (including Ukrainian) and for students who receive different specialties, while simultaneously adding certain own exercises, exercises and creative inventions.
{"title":"GENERAL STRATEGY FOR THE DEVELOPMENT OF PROFESSIONAL LANGUAGE COURSES FOR STUDENTS OF DIFFERENT SPECIALTIES","authors":"Yuliia Styrkina","doi":"10.33989/2226-4051.2024.29.306172","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306172","url":null,"abstract":"The article is devoted to the strategy of developing language courses in a professional direction. Using the example of a professional English language course, the author substantiates the possibility of a generally unified approach to the construction of such courses, the content of which logically combines purely linguistic topics that allow students to focus on practicing the phenomena of English grammar, and material devoted to the stylistic aspects of vocabulary and grammar formally business, scientific and academic style. Students are invited to choose an interesting professional topic and focus on gathering English-language information about it, preparing an English-language presentation, report, oral presentation, article, preparing for a debate or discussion on this topic. The author proposes the application in the course of elements of the project method and the method and the CLIL method, namely, language immersion, when students work on the same professional topic, but in different directions and aspects, while at the same time learning English-language professional vocabulary. At the same time, there is an acquisition of an active speech reserve and an actualization of a passive one, since students perform both oral and written types of work, both reproductive exercises and creative works. In the opinion of the author, this approach can help the teacher independently develop a language course for a professional direction on the basis of any language (including Ukrainian) and for students who receive different specialties, while simultaneously adding certain own exercises, exercises and creative inventions.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"17 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344296","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306158
M. Nidzelskyi, S. Kiprych, M. Rymar, O. Miakota
The theoretical article reveals the aesthetics of a human smile in the context of modern medical-biological and psychological-pedagogical research. The authors have convincingly proved the multi-functionality of the smile, distinguished the signaling (semiotic), expressive, therapeutic (health-preserving), protective (masking), representative, communicative, social, pedagogical, and aesthetic functions, defined their essence, and formulated the content. Emphasis is placed on the realization of the above-mentioned functions of the smile in physical culture and health and sports activities. Attention is focused on the aesthetics of the smile from the standpoint of aesthetic dentistry. The thesis is put forward that medicine as a synthesis of science and art is especially suitable for dentistry, where reconstructive and restorative interventions based on knowledge of the laws of beauty and the ability to use them in practice prevail. The artistic and aesthetic requirements for a dentist as an artist are outlined. The criteria for the aesthetics of a smile, formulated by the founder of the American Association of Aesthetic Dentistry, Dr. Evans, have been clarified and supplemented, namely: shape, size, color range, tonal saturation, spatial arrangement, evenness of teeth, an intact red border of the lips that emphasizes their whiteness, healthy gums. Based on anatomical and biological features, the types of smiles (commissural, canine, and complex) are classified, which contribute to the efficient work of the dentist during the design of an individual smile.
{"title":"AESTHETICS OF A HUMAN SMILE: MEDICAL-BIOLOGICAL AND PSYCHOLOGICAL-PEDAGOGICAL ASPECTS","authors":"M. Nidzelskyi, S. Kiprych, M. Rymar, O. Miakota","doi":"10.33989/2226-4051.2024.29.306158","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306158","url":null,"abstract":"The theoretical article reveals the aesthetics of a human smile in the context of modern medical-biological and psychological-pedagogical research. The authors have convincingly proved the multi-functionality of the smile, distinguished the signaling (semiotic), expressive, therapeutic (health-preserving), protective (masking), representative, communicative, social, pedagogical, and aesthetic functions, defined their essence, and formulated the content. Emphasis is placed on the realization of the above-mentioned functions of the smile in physical culture and health and sports activities. \u0000Attention is focused on the aesthetics of the smile from the standpoint of aesthetic dentistry. The thesis is put forward that medicine as a synthesis of science and art is especially suitable for dentistry, where reconstructive and restorative interventions based on knowledge of the laws of beauty and the ability to use them in practice prevail. The artistic and aesthetic requirements for a dentist as an artist are outlined. The criteria for the aesthetics of a smile, formulated by the founder of the American Association of Aesthetic Dentistry, Dr. Evans, have been clarified and supplemented, namely: shape, size, color range, tonal saturation, spatial arrangement, evenness of teeth, an intact red border of the lips that emphasizes their whiteness, healthy gums. Based on anatomical and biological features, the types of smiles (commissural, canine, and complex) are classified, which contribute to the efficient work of the dentist during the design of an individual smile.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"52 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338577","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306130
H. Tovkanets, K. Krishinets-Andyaloshiy
The article characterizes the main features of Ukrainian education at the beginning of the 21st century: the construction of a national school as a humane, democratic, personally oriented, nationally oriented education; direction to the formation of an individual who is aware of his belonging to the Ukrainian people, to the affirmation of the national idea, promotion of national self-identification; individualized nature of training; directing the educational process to the paradigm of research and investigative activities of students. The task of implementing the concept of the New Ukrainian School has been updated: the formation of key competencies based on updating the content of basic education; provision of specialized education management; design and modeling of professional development, support for teaching staff; digital transformation of education; creation of a safe educational environment, free from any form of violence and discrimination, and a new educational space in accordance with the principles of motivating and creative design, technology and inclusiveness in the general secondary education institution; improving the quality of psychological services in educational institutions; provision of conditions for career guidance of students. It was determined that the goal of the new school is to provide a cohesive community of creative people, responsible citizens, active and enterprising for the development of a powerful Ukrainian state and a competitive economy. The leading idea is the relationship between all subjects of the educational process as the cooperation between the school headmaster, teachers, students, and their parents at the level of full team members who work together and overcome the problematic issues of the individual needs of the school and students. Positive changes in the modernization of Ukrainian education have been identified: the introduction of general compulsory secondary education, the expansion of the school network, the intensive development of pedagogical science in the direction of modernization of the content of education on scientific and general cultural principles, teaching methods; developmental educational strategies, formation of ideals of personality education, taking into account moral values and principles of universal and national culture.
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Pub Date : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306175
R. Lotsman
The article highlights the author’s practical experience in organizing and conducting singing courses for Ukrainian families in various educational institutions – preschool, after-school, and school, as well as, in cultural institutions, and centers of the Ukrainian community in other countries. Different forms of Ukrainian singing classes using the “song diary” video blog, the innovative “song basket” technology, online schools for mothers, etc. have been considered. The author investigates the issue of preserving and reviving the traditions of Ukrainian singing in everyday life and analyzes their role in the formation of spiritual and aesthetic values of the younger generation. The singing courses, which have been running for five years and for an audience of all ages, are aimed at the musical and comprehensive development of Ukrainian adults and children. Singing courses for Ukrainian families are a technology for reviving the traditions of Ukrainian singing in modern conditions. They are essential for national identification of the nation, and patriotic upbringing of the younger generation. The art-therapeutic effect of Ukrainian singing consists in harmonizing the atmosphere and relations in a family or social circle; in particular, it contributes to the moral recovery of military personnel and their relatives. During the research, various methods have been used. They are the following: theoretical (analysis, systematization, and generalization of scientific and pedagogical experience, situation modeling, etc.); empirical (questionnaires, surveys, conversation, pedagogical observation, organization of events, identification of pedagogical conditions and verification in practice of various forms of work on the formation of the culture of Ukrainian singing in course participants, methodical support and online training). Singing courses made it possible to reveal the multi-vector nature of implemented artistic and educational projects, such as “Song Diary,” “Secrets of Ukrainian Singing,” “Ukrainian Singing Online,” “Ukrainian Singing for Mothers,” “Song Party,” “Let’s Win with a Song!,” “Song Svetlytsia,” “Song Basket,” “Universe of Ukrainian Singing,” “Pysulky vid Mamulka” etc. In the future, a presentation of a mobile application for studying the first fifty Ukrainian songs and a website with content (audio lessons, manuals, a repertoire list, and useful links) will be prepared.
{"title":"SINGING COURSES FOR UKRAINIAN FAMILIES AS A TEHNOLOGY TO REVIVE THE TRADITIONS OF UKRAINIAN SINGING NOWADAYS","authors":"R. Lotsman","doi":"10.33989/2226-4051.2024.29.306175","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306175","url":null,"abstract":"The article highlights the author’s practical experience in organizing and conducting singing courses for Ukrainian families in various educational institutions – preschool, after-school, and school, as well as, in cultural institutions, and centers of the Ukrainian community in other countries. Different forms of Ukrainian singing classes using the “song diary” video blog, the innovative “song basket” technology, online schools for mothers, etc. have been considered. The author investigates the issue of preserving and reviving the traditions of Ukrainian singing in everyday life and analyzes their role in the formation of spiritual and aesthetic values of the younger generation. The singing courses, which have been running for five years and for an audience of all ages, are aimed at the musical and comprehensive development of Ukrainian adults and children. \u0000Singing courses for Ukrainian families are a technology for reviving the traditions of Ukrainian singing in modern conditions. They are essential for national identification of the nation, and patriotic upbringing of the younger generation. The art-therapeutic effect of Ukrainian singing consists in harmonizing the atmosphere and relations in a family or social circle; in particular, it contributes to the moral recovery of military personnel and their relatives. \u0000During the research, various methods have been used. They are the following: theoretical (analysis, systematization, and generalization of scientific and pedagogical experience, situation modeling, etc.); empirical (questionnaires, surveys, conversation, pedagogical observation, organization of events, identification of pedagogical conditions and verification in practice of various forms of work on the formation of the culture of Ukrainian singing in course participants, methodical support and online training). \u0000Singing courses made it possible to reveal the multi-vector nature of implemented artistic and educational projects, such as “Song Diary,” “Secrets of Ukrainian Singing,” “Ukrainian Singing Online,” “Ukrainian Singing for Mothers,” “Song Party,” “Let’s Win with a Song!,” “Song Svetlytsia,” “Song Basket,” “Universe of Ukrainian Singing,” “Pysulky vid Mamulka” etc. In the future, a presentation of a mobile application for studying the first fifty Ukrainian songs and a website with content (audio lessons, manuals, a repertoire list, and useful links) will be prepared.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"36 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340321","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 : 2024-06-14DOI: 10.33989/2226-4051.2024.29.306131
V. Fazan, N. Manzheliy, T. Fazan
The article is devoted to one of the topical topics of our time – the formation of readiness of future specialists in preschool education for professional development and self-improvement in the context of the acmeological approach. An analytical review and analysis of psychological and pedagogical research on this problem is carried out. Emphasis is placed on the fact that the ability to continuous professional development and self-improvement is one of the main tasks in the professional training of students majoring in 012 Preschool Education. The methods, forms, and means of professional development and self-improvement of future educators are defined. The main functions performed by the process of development and self-improvement of the professional activity of the future specialist of preschool education are presented. A theoretical substantiation of the potential of the acmeological approach in the process of forming the readiness of future specialists in preschool education for professional development and self-improvement is carried out.
{"title":"FORMATION OF READINESS OF FUTURE SPECIALISTS OF PRESCHOOL EDUCATION FOR PROFESSIONAL DEVELOPMENT AND SELF-IMPROVEMENT: ACMEOLOGICAL APPROACH","authors":"V. Fazan, N. Manzheliy, T. Fazan","doi":"10.33989/2226-4051.2024.29.306131","DOIUrl":"https://doi.org/10.33989/2226-4051.2024.29.306131","url":null,"abstract":"The article is devoted to one of the topical topics of our time – the formation of readiness of future specialists in preschool education for professional development and self-improvement in the context of the acmeological approach. An analytical review and analysis of psychological and pedagogical research on this problem is carried out. Emphasis is placed on the fact that the ability to continuous professional development and self-improvement is one of the main tasks in the professional training of students majoring in 012 Preschool Education. The methods, forms, and means of professional development and self-improvement of future educators are defined. The main functions performed by the process of development and self-improvement of the professional activity of the future specialist of preschool education are presented. A theoretical substantiation of the potential of the acmeological approach in the process of forming the readiness of future specialists in preschool education for professional development and self-improvement is carried out.","PeriodicalId":357387,"journal":{"name":"Aesthetics and Ethics of Pedagogical Action","volume":"70 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338053","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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