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1

ПСИХОЛОГО-ПЕДАГОГІЧНІ ПРОБЛЕМИ ВПРОВАДЖЕННЯ ІННОВАЦІЙ У ШКІЛЬНУ ПРАКТИКУ В 20-РОКИ ХХ СТ.

100%
Оксана К.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 8(62)
43-54
EN
One of the ways to study the problems of introduction of pedagogical innovations into practice is to identify the factors which prevent their successful implementation. We set up a goal to study psychological-pedagogical problems of innovation introduction in retrospective, namely in the period of the 20ies of the previous century which is characterized by intensive use of new methods, teaching techniques, the tendency to change Ukrainian education system. To consider these problems in retrospective will make it possible to see them more clearly and to work out the ways to solve them. The research material is the publications in pedagogical journals, central press, and works of teachers-researchers of the studied period. A successful introduction of innovations was hindered by inner psychiatric resistance of a teacher, a stereotype way of thinking, fear of new things. Psychological objection was caused by a frequent and rapid change of innovations, its over-idealization, failed previous experience. Teachers-practitioners were sure that due to a frequent innovation change students would not receive proper knowledge because of the exclusion of a traditional method and a poor use of a new one. Among the reasons which prevented a successful innovation introduction was the lack of proper training of a teacher on the background of difficult working conditions of a teacher, a low salary, a large amount of work, overcrowded classrooms. A big obstacle on the way to a successful introduction of innovations was the fact that proper methodological support was not available. The teachers who shared their experience in pedagogical journals focused on this issue. The application of numerous new teaching methods required some changes in educational processes, setting up special laboratories, purchasing proper equipment, new textbooks. However, as the materials published in the periodicals prove, these conditions were not met that made innovation ineffective. The issues raised by Ukrainian teachers in the 20ies of the last century are still relevant. Generalizing their experience, taking into consideration mistakes will facilitate a successful introduction of innovative methods into a contemporary Ukrainian system of education.
2
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Methodological support for multimedia-assisted teaching foreign languages at higher educational institutions

67%
ISHCHUK N.
Edukacja-Technika-Informatyka
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2012
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vol. 3
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issue 1
99-106
EN
The article provides theoretical substantiation for multimedia-assisted teaching foreign languages on the basis of the developed methodological recommendations, which appeared to be a solid background for successful mastering a foreign language. Since in today’s labour market is a need in specialists having a sufficient level of communicative skills, university teachers are expected to rely on effective methods for enhancing students’ cognitive abilities, which in turn will develop student’s independency and flexibility in lifelong self-learning. Provided are some results of the experiment, which prove the positive impact of the suggested methodological support on successful learning foreign languages
PL
Artykuł ten stanowi teoretyczne uzasadnienie dla zastosowania multimedialnego wspomagania nauczania języków obcych. Opracowano w nim zalecenia metodologiczne, które okazały się trwałą podstawą dla skutecznego opanowania języka obcego. PoniewaŜ na dzisiejszym rynku pracy występuje zapotrzebowanie na specjalistów posiadających odpowiedni poziom umiejętności komunikacyjnych, nauczyciele akademiccy mają polegać na skutecznych metodach zwiększających zdolności poznawcze studentów, które rozwijają niezaleŜność i elastyczność ucznia w ustawicznym samokształceniu. Wyniki przeprowadzonego eksperymentu dowodzą, iŜ istnieje pozytywny wpływ proponowanego wsparcia metodologicznego na sukces w uczeniu się języków obcych
3

ПІСЛЯДИПЛОМНА ОСВІТА – СУЧАСНІ ТЕНДЕНЦІЇ ПРОГРЕСУ

67%
Пшенична Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 3(57)
439-448
EN
Any amount of knowledge can became a dead weight and get outdated in our fast-paced world, if we don’t teach administrators and teachers to use this knowledge and gain it independently. The first and the most effective indicator of professional development is in-service training, which gives one an opportunity to gain additional knowledge in management, as well as basic specialization and improve professional skills, based on reflections on one’s own professional activity. It is clear that in-service training (adult education) has a plethora of acute problems, which pass through all its structure at different levels namely state, regional, institutional, administrative, faculty and student level. The system of in-service pedagogical training due to its content, forms and peculiarities has an unrivaled significance for becoming and improving of administrators and teachers as professionals. For this reason, further development of teachers’ innate creative abilities, as well as those formed during formal pedagogical education is carried out. This process is rather long-term, for it starts since the first days of young teacher’s career and lasts all through teacher’s professional activity. Creative development in the system of in-service education is peculiar for the fact that the aforementioned development becomes possible due to gaining professional experience by teachers, which influences creative potential of administrators as well as teachers, encourages activation of conscious, motivated, diligent self-improvement. Modern system of in-service training is centered on providing the best theoretical knowledge and practice, that is why essential competences in the system of in-service pedagogical education form teacher’s as well as administrator’s informational competence, ability to think creatively, construct their knowledge independently, analyze the results of their activity and utilize them on practice, create their own projects and presentations. Control module should include assessment of gained competences. It demonstrates and confirms that a pedagogical worker has acquired all the required competences and is able to perform all the necessary pedagogical and managerial tasks. Competencies acquired during training course by administrative and teaching workers are the indicators of quality of in-service pedagogical education.
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