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1

Development of Music Teacher's Reflective Activity: Theoretical Aspect

100%
Davidova J., Minakova T.
Signum Temporis
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2008
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vol. 1
|
issue 1
37-46
EN
Introduction Today we can see the striking contradiction: on the one hand, there is a demand for specialists, who are ready to start their professional activity without a long period of adaptation, and who could act in swiftly changing conditions of educational environment; on the other hand, the level of organisation of the professional competence in the field of reflective activity is not high enough.Aim of the Study To identify and analyze emerging trends and conceptions in development of teacher's reflective activity, as well as to outline the approaches in the pedagogical and psychological sciences about the problem of reflection in the teacher's creative activity.Materials and Methods The following research methods have been used: the analyses and comparison of pedagogical and psychological conceptions.Results In the study process the following directions of reflective processes in the music teacher's practice were distinguished: in the attempt of understanding and purposeful regulation of thoughts, feelings and deeds of the student; in the process of projecting the student's practice; in the process of reflective analysis and self-regulation; in the process of stimulating the student's own reflective activity.Conclusions The activization of reflective position in creative pedagogical activity is connected with the teacher's personality, with his/her orientations towards self-development. The music teachers' involvement into the analysis of contradictions, giving them the opportunity to identify and choose the meaning of these or those pedagogical actions, approaches, conceptions are the starting points of the development music teachers' reflective and methodological culture, which expresses both their personality position and the reflective and creative side of their professional development.
2
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Educational Initiatives as a Way for the Empowerment of the Preschool Teacher and the Improvement of Her Image

100%
Alezra Fani F.
Studia Edukacyjne
|
2019
|
issue 53
393-405
PL
The recognition of the importance of early childhood education is steadily increasing. Many reports published in Israel and around the world address the tremendous and critical impact of this age on theindividual and on society. In contrast, the professional image of the preschool teacher in Israel is low, as in many countries. The professional image influences the choice of the teaching profession and theacceptance conditions in the teacher training colleges. This article addresses unique educational pedagogical initiatives that incorporate advanced technology and innovative teaching methods that mayhave positive influence on the preschool teacher’s image and serve as a focus for community involvement, positive advertising, and empowerment of the children and the preschool. Therefore, the aim of the article is to emphasize the importance of the educational initiatives and their direct and indirect impact on the preschool image and the parents’ satisfaction with the preschool activity, to encourage the preschool teachers who do not yet integrate educational initiatives in their activity to do so, and to emphasize the importance of the involvement of the parents and the community in the preschool pedagogical activity. This research was performed through the distribution of questionnaires to the parents in the preschools where educational initiatives were held and in the preschools where these initiatives were not held and the examination of the parents’ satisfaction.
3

ПРОБЛЕМА САМОРОЗВИТКУ ВЧИТЕЛЯ В ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ДУМЦІ

100%
Москальова Я.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
20-27
EN
The phenomenon of self-development in the context of European pedagogic as a complex process that finds its further progress in the context of up-to-date educational system is analyzed. Based on the analysis of original sources common tendencies of teachers’ self-development and its significance in the pedagogical process are revealed. The priority tasks of modern education acquire the new sound requiring the formation of a fully developed teachers able to productive activities at all levels. The main task of the society and pedagogy is not to influence the person, and to teach him/her self-development, the ability to reveal his/her own individuality, support him/her at the peak stages of development, and assistance in the selection of vectors of individual development, through their own example. The concept of pedagogical education of Ukraine has defined its aim as «the formation of a teacher who is able to develop the personality of the child and focuses on the personal and professional self-development and is ready to work creatively in educational institutions of different types». Therefore, a special value nowadays becomes the problem of self-development of future teachers. Analysis and interpretation of foreign educational experience let constructively and productively pick up experiences with the aim of self-development of future teachers in the national education space. Awakening an individual’s activity, cultivation of his/her subjectivity contributes to the transition from development, where he/she plays the role of a more or less passive object to self-development, when it performs the functions of a responsible creator of his/her lifestyle. The teacher who aims to contribute to the development of the student should be aware that the source of self-movement of the individual is the internal contradictions that arise in his life. Assistance in the work of self-development is necessary for the students, therefore, pedagogical support should be directed at self-determination and self-realization of the personality in educational space of higher education institutions, and hence the need to develop and implement mechanisms of pedagogical support of individual development of the student. The complexity of the process of self-development and its components contribute to the search for the own, individual path to personal and professional growth of the teacher, which is an important task of education for many centuries and to the present.
4

МЕТОДИКА ВИЗНАЧЕННЯ РІВНЯ ЗАДОВОЛЕННЯ ОБРАНОЮ ПРОФЕСІЄЮ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ СПЕЦІАЛЬНОСТЕЙ

88%
Павленко А.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
367-376
EN
The problem of becoming the personality of a future teacher, the development of professional orientations is relevant and is under the close attention of prominent researchers and experts of professional training in establishments of higher education. Professional teaching of a teacher can be successful only when pedagogue is usually aiming at improvement of his pedagogical mastery, increasing the level of his skills, learning new methods to be professional. It is possible only in condition of demonstration of initiative in development of active living and professional line. Professional teaching is caused by personal features such as focus, purposes, values which are determinant and significant in personal behavior strategy. Just these determinants influence the choice of a strategy and means of productive solution of tasks and in the result, cause and activate professional teaching. Taking into account the facts mentioned, in the article is studied the level of satisfaction of chosen profession of the future teacher of specialties of natural sciences with the help of measuring of overall index of satisfaction of occupation, which characterizes emotional attitude to studying, directs their aspiration to master the skills. To enlarge the aspects of the study a figured index of importance, which shows the division of voices on certain criteria in the index of satisfaction, which promotes awareness about specifics, essence of action, the place of a specialist in it, permits to understand one’s aims towards job and meet honorably its demands in real life. Suggested method of determination of the level of satisfaction of chosen occupation helps to define values of future teachers of specialties of natural studies, improve the ways of forming positive motivation towards teaching, direct students to master the system of general theory, special and methodological knowledge in perspective to use it in future teaching, which provides conscious need in mastering basics of future teaching and behavior. Prospects of the research are associated with profound studying of mechanisms of the influence of educational-research activity of students on a sustainable positive motivation to pedagogical activity, further correction of the process of training at the pedagogical university using motivational value priorities, thereby increasing its efficiency.
5
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EDUCATION OF PUPIL’S PERSONALITY IN SOCIOCULTURAL ENVIRONMENT OF MODERN SCHOOL

88%
OŁENA B.
Scientific Bulletin of Chełm - Section of Pedagogy
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2016
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issue 1
132-144
EN
The article deals with the essence and functions of sociocultural education as the mean of purposeful management of pupils’ socialization. The content of the notions “public education” and “social education” are grounded. The rules of sociocultural education in the context of pedagogical activity of primary school teacher: dependence of the aim, content, methods, facilities and forms of pedagogical activity on teaching and educational situations and the conditions of its performance; humanistic and cultural direction of social and pedagogical process in microenvironment of school; integrity and system approach of social and educational influences of a teacher in the aspect of prevention of negative pupils’ actions, provision of optimal management of educational process for achieving results, maximum possible in such conditions; conditionality of educational success by level of professional teacher’s mastering; necessity of coordination of social and educational influences of school, family and society.
6

АНАЛІЗ ОСОБЛИВОСТЕЙ ЖИТТЄДІЯЛЬНОСТІ Й ПОБУТУ ДІТЕЙ В УМОВАХ ІНТЕРНАТНОЇ УСТАНОВИ

75%
Кузьміна О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
264-273
EN
In the article it is stated that the boarding school pupils are remarkably different from the children who attend secondary school.Economic, social and psychological problems faced by a child influence the formation of his/her life guidelines, distort social attitudes, make it difficult to adapt to life in society, because he has no independent living skills, the abilities of domestic self-stereotypes, positive family relationships. As a result, a young man, who was taken care of in the boarding school, appears unprepared for independent life of becoming of the age of discretion. The process of socialization of the child, who was in a boarding institution, is fundamentally different from that the most home kids have. The so-called “closed” life ensures that the environment outside the boarding school may not be apparent and foreign to the pupils of the boarding school, or they may have inadequate representation about it, and leads to the fact that they do not form the survival skills, adapt to new living conditions, the skills of integration in new social groups, practice of interaction and behaviour in different situations in early adult life are absent. In boarding schools there are also problems as to the realisation of educational content, improvement of the forms and methods of training and education, methodological support of the educational process. Many pupils of boarding schools as a result of the definite deformation of the development are socially and psychologically maladjusted, with deviations in behaviour, increased aggression and so on. It is necessary to improve the system of educational work, aimed at the formation of children’s vital skills for independent living. In addition, at most boarding schools there are observed the negative trends to excessive care of children, which leads to ignorance of their duties, as opposed to the rights, the removal from feasible and necessary household labour. To form vital competence of graduates of boarding schools, to prepare for a smooth entry into the community, into adulthood is the main task of boarding schools.
7

ВИКОРИСТАННЯ КЕЙС-МЕТОДУ В ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ

75%
Садова Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 5(59)
184-192
EN
Formation of the teacher of a new type – conceiving, initiative, comprehensively informed, capable to use modern educational technologies – can be successful if future a expert who is already in the course of study will be put in the conditions which are brought closer to his professional activity. Today, according to the definitions of scientists (A. Verbitsky, V. Zagvyazinsky, M. Levina, O. Pekhota, O. Savchenko, S. Smirnov, D. Chernilevsky), the main objective of education consists in formation in students of ability to vigorous activity, his including to creative professional activity. In this regard special value gets the process of the choice of methods of study among which the important place is taken by methods of interactive study which are based on situations of professional activity. The case method (the analysis of concrete situations) at the heart of which, – studying, the analysis and decision-making, in a situation which has resulted from certain events, real situations is one of them. The organization of cognitive activity of students constructed on the analysis of concrete situations of the future professional activity is one of the most active forms of occupation. The solution of pedagogical tasks, the analysis of concrete situations, is considered as an active method of study which gives the chance as much as possible to bring students closer to real pedagogical activity. The value of these methods is that they give the chance to reproduce a context of a concrete situation of professional activity in an educational situation. Contextual study, by A. Verbitsky, is the form of active study oriented at vocational training which is realized by gradual use of a professional context, saturation of educational process, elements of professional activity. In the article different approaches to classification of pedagogical situations which can be used in vocational training of future teachers are analyzed. The use of the following situations is the most effective, in our opinion: micro situations, situations-illustrations, situations-problems, pedagogical tasks as they give the chance to develop pedagogical thinking and oral broadcasting of future teachers, to learn to see in the concrete phenomenon its general pedagogical essence, a problem which needs the decision, to consider it and to provide logically reasonable, clear and accurate expression of the solution of this situation.
8
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MOTIVATION OF STUDENTS TO THE PROFESSIONAL PEDAGOGICAL ACTIVITIES

75%
BUDNYK O.
Scientific Bulletin of Chełm - Section of Pedagogy
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2018
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issue 1
53-63
EN
The article outlines the essence of motivational readiness of future teachers for professional activity, stability of motivation and orientation to the pedagogical profession. The author describes three groups of motives and leading factors in professional orientation. The results of the experimental study of the level of students' motivation readiness for future pedagogical activity using the method of studying the direction of B. Bass and the adapted variant of the method of diagnostics of the person for motivation to the success of T. Ehlers are presented. According to the research, over 73% of the respondents in the control groups and 75.2% in the experimental groups showed a low and medium level of motivation readiness for pedagogical activity (only about 5% of the students showed a high level according to the studied indicators). It is proved that traditional approaches to professional training of teachers do not provide the proper level of formation of the personality orientation of the future specialist on the pedagogical activity, and, therefore, on the formation of their readiness to this activity. The expediency of introducing corresponding corrections into the content and procedural component of the teacher training, the need of development and introduction of new approaches in the educational process of higher education is substantiated.
9
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Mistrzostwo pedagogiczne jako czynnik kluczowy działalności pedagogicznej nauczycieli na Ukrainie

75%
BOCHAROVA O.
Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne
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2016
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issue 7(1)/2016
203-215
PL
Celem artykułu jest przedstawienie aktualnego stanu kształcenia nauczycieli w systemie oświatowym Ukrainy. Jednym z priorytetów ukraińskich uniwersytetów pedagogicznych jest przygotowanie przyszłych nauczycieli do podjęcia pracy w różnego typu placówkach oświatowych. Sukcesy uczniów zależą od nauczyciela, a studentów – od wykładowców. Co jest najważniejsze – cechy osobowości czy kompetencje profesjonalne? Kim jest Mistrz? Na czym polega mistrzostwo pedagogiczne? To pytania, na które odpowiedzi poszukuje nie tylko początkujący nauczyciel, ale i nauczyciel z doświadczeniem. Pojęcie mistrzostwa pedagogicznego jest obecne w życiu wielu ludzi. Nie można sobie wyobrazić edukacji bez Mistrza; ludzie tęsknią za nim, wspominają. Każda szkoła szczyci się legendarnymi nauczycielami, którzy mieli wybitny wpływ na uczniów.
EN
The purpose of this article is to present the current state of education in Ukrainian pedagogical system. The preparation of teachers to their future work in various types of educational establishments is one of the priority tasks of Ukrainian pedagogical universities. Pupils’ success depends on teachers, while students’ – depends upon lecturers. What is the most important - personality traits or a professional competence? Who is the Master? What is the pedagogical mastery based on? Not only a beginner teacher, who conducts his first lesson, looks for the answer to this question, but an experienced one. The idea of pedagogical mastery has a special place in our lives. It can not be even imagined without the Master, we miss the teachers, who could burn the interest to study, we think and remember them with pleasure. Every school is proud of its legendary teachers who had an impact on pupils.
10

Novice Teachers’ Infusion into Pedagogical Activity at American Schools

75%
Chychuk A.
Comparative Professional Pedagogy
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2016
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vol. 6
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issue 2
33-39
EN
The article deals with innovations used in the USA to assist novice teachers with adaptation to professional activity. It has been found out that the experience in implementing support programs for novice teachers and introducing the position of a mentor at schools is an extremely innovative system of novice teachers’ adaptation in the USA. The analysis of pedagogical scientific works proves that novice teachers participate in different support programs: they attend seminars and conferences; they are offered to apply optimal approaches to student learning, attend lessons conducted by highly qualified teachers and analyze such lessons; a mentor is appointed for each novice teacher for the period of 2-5 years who assists him/her with writing personal professional development plan, lesson planning, teaches how to solve complicated pedagogical problems, analyze and define strong and weak sides of pedagogical activity that should be improved. Various support programs for novice teachers, organization and content of the educational process are different in American states, districts and schools, assist with improving knowledge obtained at university and serve as an intermediate stage between study programs and professional development during the whole period of teaching. We consider the abovementioned achievements to be worth further investigation. Moreover, positive aspects of such experience can be effectively implemented into the practice of secondary and high schools in Ukraine.
11

ТЕОРЕТИЧНИЙ АСПЕКТ ПИТАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

75%
Дядченко Г., Білокур А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
252-259
EN
In the article the modern scientists’ opinions on the problem of the future elementary school teachers’ professional and pedagogical training, connected with the contradictions between the aim at the humanization of the “teacher – pupil” relations and the level of the future teachers’ readiness to the interaction with the pupils are given. The article is aimed at the consideration of the essence of the future teachers’ readiness to the professional activity as a psychological phenomenon and links ascertainment between such notions as “readiness to the activity”, “professional readiness” and “professional orientation”. It is worth noticing that there isn’t unity in the approaches to the phenomenon “readiness” observance in the psychological and pedagogical sources analyzed by the authors. Different scientists determine readiness as a special mental state, structural personal formation, personal characteristic or quality. In turn, the professional orientation is defined as an interest to the profession and inclination to occupy with it. The personal readiness to the certain kind of activity defining implies revealing upon such components as motivationally-cognitive, communicative, designing and structural, operational, estimating and regulating. Each of the components of the future teachers’ readiness to the professional activity listed presupposes such elements of the pedagogical reflection availability as self-rating, self-control, self-questioning, self-regulation as well as self-prediction and self-correction. The authors of the article came to the conclusion about the scientific understanding of the future teachers’ readiness to the professional functions carrying out as an integral multicomponent formation, which has such characteristics as positive motivation, personal qualities, students’ need in the pedagogical reflection as well as their mastering with the technology of the junior schoolchildren studying and humanistic up-bringing. Such understanding of the readiness gives grounds for the scientifically based researches of the issues connected with the future elementary school teachers’ professional training.
12

УСВІДОМЛЕННЯ СУЧАСНИМ ВИКЛАДАЧЕМ ВЛАСНОГО ПРИЗНАЧЕННЯ ЯК ЗАПОРУКА ПРОФЕСІЙНОГО ЗРОСТАННЯ

75%
Коркішко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
339-345
EN
It is generally known that the effectiveness of the system of higher education in Ukraine largely depends on the professionalism of the teaching staff. Professional development of teachers makes effective their activity by means of which public policy is implemented – the strengthening of the intellectual and spiritual potential of the nation, the development of science, the conservation and increasing of cultural heritage. The better the teacher is aware of his high role, understands the requirements for his personality, the harder he is working at them. This is the key to his professional success. Considering the problem of teachers’ professional growth, we will proceed with the concept developed by the prominent psychologist, K. Platonov. According to this concept in the personality structure there are reflected the general, special and individual (personal) qualities that form four substructures, which are arranged in a pyramid, at the bottom of it there are biologically stipulated qualities, at the top of it there are socially stipulated ones. We’d like to note that the general personality traits include political, moral, strong-willed, legal, aesthetic, etc., which form the basis of individual consciousness of the individual. The personal traits include individual experience and professional activity. The individual qualities include: individual characteristics of mental processes, the peculiarities of the types of higher nervous activity and temperament, as well as some physical data relevant to teaching work. Of course, no less important are the mental processes and characteristics: flexibility, critical and insightful mind; emotional sensitivity and responsiveness; volitional features, the ability to influence others and so on. Without these qualities there does not exist a teacher as it is impossible to develop thinking and to teach that human who has no these qualities, whose qualities are not developed; a weak-willed or infirm teacher cannot influence on pupils’ willful traits. Consequently, the training of the new generation of the teaching staff, who would have all the above mentioned qualities and meet the requirements of the professional formation, involves the implementation of the vocational training of a high school teacher. The ability of a teacher to a successful professional becoming in today's society depends on the professional self-development; the understanding of the factors that facilitate or hinder the establishment of professionalism and capabilities to overcome the preventive factors and solve problems; the evaluation of their professional activities; the degree of satisfaction with the vocational training, etc.
13

EVALUATION OF HIGHER SCHOOL TEACHERS’ PEDAGOGICAL ACTIVITY AS AN ACTUAL SCIENTIFIC PROBLEM IN UKRAINE (SECOND HALF OF THE XX – BEGINNING OF THE XXI CENTURY)

75%
Ткаченко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 4(48)
167-176
EN
The essence and content of the notion «evaluation of the teachers’ pedagogical activity», its goals and tasks are viewed in the given article. Thus, evaluation of the teachers’ activity is important to determine weakness in the organization of an educational process; to stimulate higher school teachers’ activity; to provide the proper level of professional pedagogical workers’ competence; to set accordance between the results of professional activity and work payment; to stimulate pedagogical workers’ level of professional competence; to discipline and motivate pedagogical workers; to define their rating. The main stages of the development of the investigated problem in theory are characterized. It is found that each stage is marked by its special purposeful governmental measures and scientific searches of theoretical questions of evaluation of the higher school teachers’ pedagogical activity. In such a way during the analyzed period the requirements to the teachers have been determined; the criteria, kinds, principles and methods of evaluation of quality of higher school faculty advisors pedagogical activity have been defined. During the study it has been concluded that in practice of many higher educational establishments of Ukraine different methods of evaluation of higher school teachers’ pedagogical activity have been widely used. Among them: the method of attestation, the method of teacher evaluation by the students, colleges, experts and individual methods. It is noted that they have their specification and value in each period. Beginning of the XXI-st century is marked by the search of quantitative criteria of evaluation of higher school teachers’ pedagogical activity and introduction into practice of a higher school of individual methods and rating system of evaluation of the teachers’ pedagogical activity. It is proved that rating as an evaluation system has substantial advantages: clarity of criteria; simplicity of realization; absence of possibility to set too high or low evaluation in accordance to those whose activity is evaluated. In light of this, as some scientists say for today it does rating the most perspective method and allows applying it for the evaluation of teaching staff’ pedagogical activity of any higher educational establishment.
14

АТЕСТАЦІЯ ЯК ОДИН ІЗ МЕТОДІВ ОЦІНЮВАННЯ ДІЯЛЬНОСТІ ВИКЛАДІЧІВ ВИЩОЇ ШКОЛИ УКРАЇНИ (ДРУГА ПОЛОВИНА XX – ПОЧАТОК XXI СТОЛІТТЯ)

75%
Ткаченко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 5(59)
376-387
EN
The article touches upon the content and the importance of attestation as one of the methods of teachers’ evaluation in the theory and practice of higher school during an investigated period; the characteristic features of the analyzed problem at the legislative level are viewed. It was found out, that during an analyzed period attestation of the pedagogical workers was conducted with different aims and in different forms and in accordance with various criteria. In the 70th of the XX century the main aim of the attestation was to improve lecturers’ professional skills, their pedagogical mastery and creativeness. During the 80th of the XX century attestation was widely connected with the problem of higher school teachers’ moral stimulation. The results of social competition on the best lecturer, assistant, supervisor as the main form of attestation were the key points during the attestation. In the aspect of the investigated problem 1987 was especially important when the government of the country allowed taking into account students’ opinion at the competitive electing of faculty advisors. In the 90th of the XX century – at the beginning of the XXI century the main goal of the attestation was to raise the quality of higher education, formation of a teacher with the high level of mastery and competence. The government decree On attestation of pedagogical workers of 1993 was a serious step forward in solving the problem of teachers work’ stimulation and differentiation of their salary and material support for lecturers’ professional self-improvement and proficiency. At the beginning of the XXI century the question of finding quantitative criteria for the evaluation of various aspects of the educational process, which would give objective information on strong and weak aspects of the activities of the higher education institution, its departments and employees, become a prerequisite for the improvement of teachers’ work. The examples of realization of pedagogical workers’ attestation in different higher educational establishments of Ukraine are analyzed; some drawbacks of attestation such as the absence of the only elements such as the object, the purpose, the main tasks and the criteria of evaluation are listed. The form attestation, its periodicity and technology, the results of evaluation and their further use remain still unsolved up to now.
15

ПЕДАГОГІЧНА ПРАКТИКА ЯК ОСНОВА РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ

75%
Горовенко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 4(48)
304-313
EN
The purpose of this article is to highlight the conception, finding out the specifics of the creative potential of future English language teachers, determining the qualities of a creative personality of a teacher that required implementing educational activities. The main methods of the research are the study of the legal-normative and methodological documents; analysis and synthesis of psychological, managerial, pedagogical, scientific-methodical literature; the generalization of independent characteristics. The urgency of the development of creative potential of future English language teachers in pedagogical practice is based in the article; the nature of the concepts of «creativity», «creative potential», «teaching practice» is clarified; the qualitative characteristics of creative activity of the teachers (innovation, creativity, cognitively, self-criticism, reflection, reversibility, synergeticsoft, optimism, kindness) are disclosed. The specific parameters (the ability of creative approach in teaching; the ability to continually develop the creative teaching experience and competence; the ability to generate and implement the creative strategy of pedagogical activity) that characterizing pedagogical work are concretized; the ways of development of creative potential of future English language teachers are determined in the article. It is proved that teaching practice is an essential part of the professional training of future teachers. It gives the possibility to future professionals to learn how to apply the received knowledge in psychology, pedagogy, professional techniques to consolidate and deepen them by the way of individual work, to realize the responsibility and complexity of the teacher’s work, to help to increase the element of intensification and individualization of professional activity of a future teacher, which positively affects the identification and formation of pedagogical abilities of the students. The study does not exhaust all aspects of the problem. The pedagogical patterns, didactic principles, conditions of formation of readiness of the students to the creative professional activity may be promising directions for further research.
16

ЄВРОПЕЙСЬКА ШКОЛА В МУЗИЧНІЙ ОСВІТІ УКРАЇНИ

63%
Озимовська А.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 8(72)
305-315
EN
The article examines the state of music education in Podillia region in the XIX century, since at that time it existed at the level of home music playing, well-known musicians-pedagogues from Europe to the local nobility’s houses were invited. Mostly music education in Podillia region was concentrated in the Polish landlord’s estates, but eventually the cultural life of the land passes to another level of its existence. At the beginning of the XX century Kamianets-Podilskyi was known in Podillia region not only as economic but also as cultural center, where touring musicians, music theaters came. There were performances of amateur artists, who were largely trained by touring musicians. Therefore, there was the need to establish specialized cultural education institution in which it was possible to obtain the necessary knowledge on music art. The European music school and its influence on the formation of professional music pedagogy in Podillia region have been analyzed. It is due to the professional experience gained by the Podillia region musician-pedagogue Tadeusz Ganitskyi in Europe, the music school in Kamianets-Podilskyi was opened. The first pedagogical achievements in the city of Łódź in Poland, prompted the musician to open the same institution on his native land. That is why in the first half of the XX century in Kamianets-Podilskyi there was the opening of the first music school, headed by Tadeusz Ganitskyi. The main task of the article is to study the pedagogical activity of the musician-pedagogue Tadeusz Ganitskyi in various periods of his life and work. In the article the research is carried out with the help of theoretical methods, such as the method of analysis, the method of synthesis, the method of generalization, as well as the classification and systematization of theoretical information on this subject. Special attention is paid to the achievements of the education institution in the city of Łódź. The following researchers studied this problem:M. Pecheniuk, A. Garmel, F. Ernst, D. Shcherbakovskyi, V. Ivanov, M. Yarova, O. Pazhymskyi, M. Pecheniuk, R. Hutsal. Having considered the activity of Tadeusz Ganitskyi’s music school in Poland in detail, we conclude that thanks to the pedagogical experience gained in Europe, he raised music education to the new level of its existence. The period of formation of professional music art in Podillia region began, which influenced the music pedagogy of the whole Ukraine. That is why this issue requires further research.
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Informatization of education in the era of globalization of educational space

63%
Makarenko L., Słabko W.
Szkoła - Zawód - Praca
|
2015
|
issue 10
20-29
EN
The article discusses the importance of informatization of education in accordance with modern trends of modernization of the educational system in Ukraine, in the era of globalization of global educational space. Pedagogical activity is regarded to be the way to practice social and cultural personality, which implements the tasks of preserving national traditions, adaptation and regulation of professional development of future teachers. Modernization of the educational system in Ukraine, determined by the trends of European integration, which can be regarded to be an essential level of success, in not only an economic and political transformation of society, but also of strategic changes of educational policy of Ukraine.
PL
W artykule zanalizowano modernіzację systemu edukacyjnego na Ukrainіe pod kątem procesów eurointegracyjnych, nie tylko jako czynnika ekonomіcznych i polіtycznych transformacji społeczeństwa obywatelskiego, ale też jako czynnika strategіcznych, edukacyjnych zmian na Ukrainie, w czasach procesów globalizacyjnych. Opierając się na analizie badań teoretycznych, określono tendencje rozwoju edukacji w społeczeństwie informacyjnym, w tym tendencje rozwoju technologii informacyjnych: ciągłość; jej korelację z obecnym poziomem nauki; tworzenie edukacyjnego środowiska informacyjnego; humanizację, liberalizację, fundamentalizację, orientację technologii informacyjnych na działalność; ewolucję technologii informacyjnych jako uniwersalnych, wielofunkcyjnych zasobów rozwoju procesów poznawczych; pogłębienie funkcji światopoglądowej nauki jako formacji metaprzedmiotowej.
18

ПРАКСЕОЛОГІЧНИЙ КОНТЕКСТ ПЕДАГОГІЧНОЇ ДІЇ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИКИ

63%
Євгенія П.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 5(69)
312-322
EN
The article summarizes scientific developments of the researchers and experimental materials of the author concerning the nature and specificity of the pedagogical action of the future teacher of music through the praxeological context. There were used such theoretical methods: analysis, synthesis, generalization of scientific sources; empirical: pedagogical observation, analysis of programs of educational disciplines; comprehension of own pedagogical experience during practical classes on the voice settings with students from art faculties. The analysis made grounds for making such conclusions. A modern music teacher must be both well-prepared in subject and a slight psychologist, who organizes successful, productive, effective musical and pedagogical activity at school. The basis of productive pedagogical activity of music teacher is pedagogical praxeology. The praxeological approach used in the educational process contributes to the innovation of musical and methodological education of the future music teacher. An important element of pedagogical activity is the pedagogical activity of the educator, which is a manifestation, result, expedient act. Into principles of effective pedagogical action of music teacher were included principles of self-organization, interaction, intensification. For conducting music lessons on a praxeological basis are very important the profound knowledge of pedagogy and psychology, methods of teaching the subject, the history and theory of music, analysis of musical works and harmony, the ability to use a musical instrument, conducting vocal and choral work, developed musical rumor, a broad outlook, etc. Besides, an interdisciplinary connection of the indicated academic disciplines is also important. Moreover, it has been proved that the successful performance of the work is facilitated by a step-by-step work on musical and verbal text: analysis of the literary text, its content, artistic idea, emotional mood, syntax; work on sound engineering. It is essential to have thoughts about psychology, philosophy, language of singing activity; knowledge of the history of states, culture, literature, poetry of different cultures. Altogether it can help to understand what and how the character of the composer was formed. The purpose of classes is the development of personal qualities of performers, saturation with sound energy.
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