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1

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ ДІАЛОГОВОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ ГУМАНІТАРНИХ ДИСЦИПЛІН

100%
Проценко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
331-339
EN
The article generalizes profound-processional characters of the concept «dialogic cultwe» of the students – future teachers in the context of contemporary strategic principles of modernization of their global science and professionally-pedagogical preparation; substantiates sense of methodological, informative, exploratory culture as base of development of dialogic culture of the students in the educational-cognitive action; determines totality of pedagogical conditions, which provide the system development of dialogic culture in the process study pedagogical disciplines.Сlaim of priorities of educational dialogue in educational space of higher school, productive forms of pedagogical commonunication is the issue of the day of the modern stage of development of home education and our society on the whole. Therefore a dialogic culture becomes the key professional and personality competense of teacher. A dialogic culture as component component of professionally-pedagogical culture is the level of development of methodological, informative, research cultures that form totality of communicative and intellectual abilities. The system forming of dialogic culture in the process of study of pedagogical disciplines the observance of next terms will assist: development of the system of the valued orientations on creative саморозвиток, self-determination and self-realization, on forming of the professional consciousness based on the valued attitude toward professional activity; creation of problem-searching space, that assist to intellectual and personality development of students – future teachers, to the increase of level them methodological, research and informative cultures; integration of principles of problem, варіативності in an educational process, application of different forms and methods of studies.Certainly, that for forming of competent teacher it is extraordinarily important to inculcate the integral system of bringing in of students to dialogic co-operation. Therefore in the process of teaching of pedagogical disciplines we use such methods and forms studies of problem and interactive character, that will assist creation of valued-semantic, problem-searching space; will provide forming of proof interest of students to the process of development of personality dialogic culture and requirement in саморозвитку and self-education (problem lecture, dialog – micro-examination, binary lecture, seminar-dialogue, lectures-discussions, internet-dialogue, role pedagogical plays, analysis of pedagogical situations, group discussions on the analysis of the different going near the decision of pedagogical tasks and their self-examination, defence of pedagogical projects).
2

ІМІДЖ ВУЗУ ЯК СКЛАДОВА СИСТЕМИ ОСВІТИ

100%
Проценко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 9(53)
398-406
EN
The article reveals the essence of the concepts of «image» and «the image of the University». It was found that the image - an integral part of any organization, directing its actions to create a favorable image in the market economy to establish a harmonious relationship with the public. The main components of the higher education institution’s image structure are analyzed.The author identifies 8 components. 1. The image of the educational services - representation of people about the unique characteristics, which, in their opinion, is the service. Additional services (attributes) – is that the university provides excellent properties. 2. The image of the consumers of educational services includes information on the lifestyle, social status and some personal (psychological) characteristics of the consumers. 3. The internal image of the organization – a presentation of the teachers and students of the university. The main determinants are the internal image of the organization’s culture and socio-psychological climate. 4. The image of the rector of the university and the Scientific Council includes representation of abilities, attitudes, value orientations, psychological characteristics, appearance. 5. The image of the personnel – is a collective, generalized image of the teaching staff. 6. Social image – representation of the general public about the social order and the role of the university in the economic, social and cultural life of society. 7. The visual image – presentation about the organization, based on the visual sensations that capture information about the interior of the buildings, lecture halls, branding the organization. 8. Business image – presentation about the organization as a subject of business activity. It was found that the image of the university is divided into four components: 1) the services of image – how good and necessary educational services it provides; 2) administrative and financial image – effectively manage the university, how optimally allocated budgetary funds received by the educational institution, and extra earned them in the provision of additional paid educational services; 3) the image of a public –active institution as a "member of society", as the subject of the region, which takes part in the educational institution of solving urgent social (and often cultural) issues; 4) the image of the educational institution as an employer – how it treats its employees and teachers, as an initiative supported by the (artistic and scientific) that offers professional growth. It was found that the effective image of institution of higher education is necessary not only to strengthen the position on the local market of educational services, but in general, the level of educational development in the region and in the country.
3

ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ ДІАЛОГОВОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ ГУМАНІТАРНИХ ДИСЦИПЛІН

100%
Проценко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
355-363
EN
The article generalizes profound-processional characters of the concept «dialogic cultwe» of the students – future teachers in the context of contemporary strategic principles of modernization of their global science and professionally-pedagogical preparation; substantiates sense of methodological, informative, exploratory culture as base of development of dialogic culture of the students in the educational-cognitive action; determines totality of pedagogical conditions, which provide the system development of dialogic culture in the process study pedagogical disciplines.Сlaim of priorities of educational dialogue in educational space of higher school, productive forms of pedagogical commonunication is the issue of the day of the modern stage of development of home education and our society on the whole. Therefore a dialogic culture becomes the key professional and personality competense of teacher. A dialogic culture as component of professionally-pedagogical culture is the level of development of methodological, informative, research cultures that form totality of communicative and intellectual abilities. The system forming of dialogic culture in the process of study of pedagogical disciplines the observance of next terms will assist: development of the system of the valued orientations on creative саморозвиток, self-determination and self-realization, on forming of the professional consciousness based on the valued attitude toward professional activity; creation of problem-searching space, that assist to intellectual and personality development of students – future teachers, to the increase of level them methodological, research and informative cultures; integration of principles of problem, варіативності in an educational process, application of different forms and methods of studies. Certainly, that for forming of competent teacher it is extraordinarily important to inculcate the integral system of bringing in of students to dialogic co-operation. Therefore in the process of teaching of pedagogical disciplines we use such methods and forms studies of problem and interactive character, that will assist creation of valued-semantic, problem-searching space; will provide forming of proof interest of students to the process of development of personality dialogic culture and requirement in саморозвитку and self-education (problem lecture, діалог- micro-examination, binary lecture, seminar-dialogue, lectures-discussions, internet-dialogue, role pedagogical plays, analysis of pedagogical situations, group discussions on the analysis of the different going near the decision of pedagogical tasks and their self-examination, defence of pedagogical projects).
4

АНАЛІЗ РЕЗУЛЬТАТІВ ЕКСПЕРИМЕНТАЛЬНОГО ДОСЛІДЖЕННЯ ФОРМУВАННЯ ПРОФЕСІЙНО-ТВОРЧИХ ДІАЛОГОВИХ УМІНЬ СТУДЕНТІВ ГУМАНІТАРНИХ ДИСЦИПЛІН У ПРОЦЕСІ ЕВРИСТИЧНОЇ ДІАЛОГОВОЇ ВЗАЄМОДІЇ

100%
Проценко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
326-333
EN
The article analyzes the results of introduction in educational process of didactic models of formation of professional-creative dialogue skills. It reveals positive dynamics of previously identified by us professional-creative skills – intellectual, structural, organizational-regulative and dialogical-heuristic, which students acquire during heuristic dialogue interaction that had a positive impact on the quality of created by future teachers the creative educational products. It is found out that an important didactic condition in the management of heuristic activity of students is the organization of subject-subject interaction in the heuristic dialogue interaction to a personal important activity, equal relations of the subjects during the study, relationships based on personal semantic positions. We were able to trace the effectiveness of the heuristic dialogue for the various components specified in the model. Thus, the level of absorption the material was determined by appraisal, disclosed when a student created a meaningful product through a series of questions about the basic concepts of the topic, learning (tests, assignments), fluency issues, whether it is clear for the students the practical application of knowledge in a particular pedagogical situation and prospects affected by the problem. Comparing the data of the ascertaining and control stages of the experiment, we analyzed the growth dynamics of individual groups of professional-creative skills of future teachers of humanitarian disciplines. First of all, in the article is given the specificity of the developed model (its purpose, content), we were interested in the dynamics of the dialogue-heuristic skills of the students. Remembering that all the skills are manifested in the activity, while specifying skills and primarily the skill to put the heuristic questions, we paid special attention during the experiment to this indicator. Therefore, an important step of the conducted research was to identify the quality of improvement of the interrogative skills in the creation of an educational product for humanitarian disciplines. In the experimental groups the students during the course of study showed high and sufficient levels in the process of creating a number of heuristic cognitive issues and purposefully mastered the essential methods of heuristic dialogue.
5

ПСИХОЛОГО-ПЕДАГОГІЧНІ АСПЕКТИ РОБОТИ З ОБДАРОВАНИМИ ДІТЬМИ ДОШКІЛЬНОГО ВІКУ

63%
Проценко І., Сіпко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
339-346
EN
The article examines the main approaches to the definition of «genius» and «gifted children». On the basis of the essence of these concepts the characteristic features of gifted children are analyzed, the main directions of work with gifted children in preschool are described. It is established that systematic work of the educator DOE with gifted children specializes in the use of various psycho-diagnostic techniques, methods, forms, which can be supplemented by questionnaires of the parents and observations of the teachers and psychologists with a child. In the present article the global problems of improving the quality of education in the advanced countries where much attention is paid to the development of talented individuals and this activity is a component of the state policy in the field of education are analyzed. Given the objective interest of the world community for creative, intellectual resource, you can predict strengthening this positive trend in the twenty-first century. The analysis of psychological and pedagogical studies can highlight different approaches to the interpretation of giftedness: a high level of mental and special abilities; as a system of person’s education that is a specific stimulator of creative activity; a high level of mental development, which is a consequence of the natural inclinations and favourable conditions of education; as individually unique combination of interactive and complementary abilities in functional system activity, providing a possible success in this activity; general competencies, which are the degree of intellectual and motivational development, etc. Genius child manifests and develops primarily in creative activity and is determined by the motivation of educational activity, character and individual characteristics. To find out the features of gifted children, their dissimilarity is possible to understand the creative potential of these children and the direction that it should develop and help not to get lost in the «grey mass» of students. The teacher should organize his work with these children from an early age, since the earlier you start the development of abilities and talents, the more chances to disclosure them. For successful work with gifted children the teacher should use the search system of gifted and talented children; the ability to identify children on the following parameters (characteristics of attention; especially of thinking; memory feature; peculiarities of temperament) and above all to demonstrate pedagogical skills in working with them. In the present article the main directions identify gifted children based on age differences. It is found that the majority of gifted children is committed to leadership in one or other joint activities. When it comes to creative play, these children often choose a role of adult and compete with other children. These are quite responsible and self-critical children who have themselves to a high standard and don’t like when they focus on, discuss their exclusivity. Gifted children are far ahead of their peers in moral development, actively striving for justice and truth, they also present an interest in spiritual values.
6

МОНІТОРИНГ ЯК ІНСТРУМЕНТ ВИЗНАЧЕННЯ ЯКОСТІ ОСВІТИ

63%
Проценко І., Гудименко К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 4(48)
247-255
EN
Based on the analysis of the scientific literature the author reveals the essence of monitoring the quality of education, the functions of education quality monitoring, the principles for monitoring structures; clarifies the distinction between monitoring and control. It is found that the objects of monitoring can be as separate sub-systems of education, and the various aspects and processes occurring in these systems. It should be noted that monitoring generates information system, which is constantly updated and indicates the continuity of monitoring includes measurement technology of the existing state of the object. It is noted that monitoring is very similar to the control, but monitoring requires compliance with the maximum objectivity and reliability of the information obtained, therefore, is carried out by special technology independent (external) researchers, in contrast to the control. It is determined that the monitoring study in the sphere of education is held for the purpose, depending on the object of assessment, the level of study and level of generalization of the results. The main objects of monitoring in education are clarified. The advantages of external monitoring of the quality of education and internal are detected. They are manifested in the quality and status of the information received. External monitoring provides: standard information; high accuracy and reliability of information; the basis of the state and departmental statistical reporting; information basis for analysis and for the formulation of educational policy at all levels; the possibility of generalization and comparison at any level of educational management; the predictability of conclusions and recommendations; recognition of the results at the state and interstate levels; transparency of the results of educational activity; openness of the education system of the country in which created a national system for monitoring performance of the education sector. External evaluation is carried out by the independent experts (foreign, third parties or instrumentalities that are not interested in the results).
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