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1

РОЛЬ КУРАТОРА АКАДЕМІЧНОЇ ГРУПИ В РОЗВИТКУ ДУХОВНОГО ПОТЕНЦІАЛУ СТУДЕНТІВ ВНЗ

100%
Лаппо В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
373-379
EN
The purpose of the article is to identify the major definitions of the students’ spiritual potential development in order to increase the role of the curator in the defined process. In the article based on the analysis of the definitions «potential», «personal and professional potential», «spiritual potential», there have been defined the concepts of «individual’s spiritual potential», «individual’s spiritual potential development». The article proves the idea that the student’s potential development is a process of formation and improvement of the structural components which constitute it, and which takes place under the influence of natural and special circumstances. The pedagogical support in the development of the student’s individual spiritual potential is a form of spiritual interaction between a teacher and a student, which is designed to encourage self-knowledge, self-creation, self-development, self-fulfillment of spiritual needs, skills and abilities, it provides an opportunity to increase the effectiveness of their professional actions. The defined process is performed through counseling (individual, group), analyzing and negotiation of professional problems with the use of moral and ethical, aesthetic, intellectual criteria, formation of the guideline for empathetic understanding of surrounding people. The curator of academic group has to diversify the content and forms of work with the students using dialogic forms and methods of work, discussions, a role-playing, art technologies, training of personal and professional development, which allow to reconcile meanings of spiritual activity and create the conditions for formation of a personal position, to feel emotional and valuable world experience, the need to comprehend the truth and the ability to commit a responsible act, to make a creative style of life and activity. The prospects for further research in this area lie in the development of innovative forms, methods and work techniques of the curator of the academic group which assist the pedagogical support in the students’ spiritual potential development in the system of higher education.
2
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Organization and Content of the Psychological and Pedagogical Support of Students with Special Health Needs at the Vladimir State University

61%
Filatova O., Filatov V., Shamanin N., Tagunova A.
Journal of Education, Technology and Computer Science
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2021
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vol. 12
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issue 2(32)
104-115
EN
The article is devoted to the issue of organizing inclusive education in Russian universities. The authors of the article offer a comparative analysis of the concepts used in the psychological and pedagogical Russian literature and practice: “invalid” and “person with disabilities”. The article focuses on the psychological and pedagogical organization of educational activities at the university with psychology students, taking into account their nosology. The authors describe their experience in organizing and conducting psychological and pedagogical support for disabled students studying at the university; forms and methods. The description of work experience is based on the theoretical and methodological foundations of Russian psychology and pedagogy. The article describes the work of different departments of the university and proves the idea of the need for comprehensive support for students with disabilities studying at Russian universities.
3

ФОРМИ ПЕДАГОГІЧНОЇ ПІДТРИМКИ ОБДАРОВАНОЇ СТУДЕНТСЬКОЇ МОЛОДІ У ВЕЛИКОБРИТАНІЇ

61%
Холод І.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 10(44)
213-220
EN
This article examines forms of gifted students support in Great Britain. The aim of the article is to set definitions of the concept "support" and find out the forms of support and their implementation in the universities of Great Britain. The forms are characterized due to their functional character. Research methods are analysis, synthesis, and comparison. The practical significance of the research results is in the experience of talented youth support in Great Britain. The support of gifted youth is given by different organizations such as the World Council for Gifted and Talented Children, Talented Young People, Mensa, Profoundly and Exceptionally Gifted Youth and others. In the article the author dwells on different form of gifted students’ education – summer school, tutoring, mentoring, e-mentoring. Summer school always took place at one of the universities, but today this form of support for talented young people is considered to be not so successful because young people from far areas do not always take part in summer schools. Mentoring provides a specialized form of educational help for youth whose special educational needs cannot be met at university or college. The role of the mentor is to broaden their charge’s viewpoint, not only in the subject selected, but in aiding their holistic development and to help them think independently and at a higher level. Their aims are to develop interests, originality, initiative and self-direction. Organizing individuals for mentoring calls for care in checking suitability, including responsibility, personality matching, timing, emotional concerns, communication and evaluation. But today the Internet offers educational support for talented youth. Thus, in Great Britain pedagogical support of talented youth is carried out as online mentoring by teachers of universities, enabling the provision of educational support of talented youth from all parts of the country. Innovative forms of support for talented young people through the use of online services in the educational process allows you to create educational and developmental environment in which a wide range of gifted students will have the opportunity to participate in research work on the platforms of leading research centers and universities under the guidance of leading scientists. The further prospects for research is in the Internet mentoring of gifted youth and foreign experience of teaching staff training to work with talented youth.
4

Autonomous Learning for English Acquisition in Blended e-Studies for Adults within the Context of Sustainable Development

61%
Bojāre I.
Journal of Teacher Education for Sustainability
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2016
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vol. 18
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issue 1
111-126
EN
Personality integration and self-realisation in the global economy and coevolution with multilingual cultural environment of sustainable learning society by means of technologies actualise the paradigm shift in science, and create the necessity for transdisciplinary research to resolve the problem of transformation of the system of values in the context of acquisition of languages. The research aims to create a holistic model of autonomous learning for English acquisition in blended environment of e-studies in the context of adult non-formal education. The research is done on the basis of the holistic paradigm of the science. Holistic methodology is used for investigation of the holistic system. The research resulted in creating the holistic model and working out the recommendations to facilitate of the transformation of the system of values of participants at the programmes of English acquisition of adult non-formal education. The results of the research are significant for developing the concept of autonomous learning.
5

ВИМОГИ ДО ЗДІЙСНЕННЯ ПЕДАГОГІЧНОЇ ПІДТРИМКИ МАЙБУТНІХ УЧИТЕЛІВ У ПРОЦЕСІ НАВЧАННЯ

61%
Карапузова І.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 10(54)
104-112
EN
The peculiarities of future teachers’ educational support in the learning process have been revealed in the article. The author considers the principles and requirements for educational support realization: student’s consent for individual support; each student’s confidential work (the result is a trusting relationship between the teacher and the student); the last word should belong to the student, as a teacher should teach to overcome problems and make decisions; teacher’s faith in the ability of each student; the teacher’s evaluation of actions and results of future teacher training not his personality; creating a favorable moral and psychological climate in the team; the teacher’s awareness of educational support organization technology of the future teachers in the learning process; systematic project activity of educational process organizers of pedagogical universities on the basis of educational support concept. The pedagogical conditions of organization efficiency regarding future teachers pedagogical support in the learning process have been described (humane nature of the relationship between the subjects of educational process according to the principles of partnership, harmonious coordination effort; pedagogical providing of student’s self-development and self-realization processes in a specially organized educational environment by integrating educational, social and psychological support; the development of humanistic position and formation of future teachers’ pedagogical skills to carry out support at school). The main objective of future teachers’ educational support in the learning process is to provide pedagogical processes aimed at disclosure of all its members’ personal potential in the pedagogical university. The realization of future teachers’ educational support in the learning process requires humanistic, person-oriented approaches first and foremost. It sets norms in modern education to the needs, interests, and physiological capabilities of students, providing individual growth and self-development of the future teacher in the teaching and learning process.
6

ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО ДІАЛОГІЧНОГО НАВЧАННЯВ КОНТЕКСТІ РОЗБУДОВИ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

51%
Іванюк Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 6(70)
254-264
EN
Modernization of the elementary school teacher training system in Ukraine is due to challenges at the internal and external levels. The essence of these challenges is to bring teachers closer to the socio-cultural needs of junior pupils’ education. External challenges are due to intercultural interaction in a globalized space. Therefore, the article deals with the preparation of a teacher for the dialogic teaching of pupils as a means of forming functional literacy. The solution of this problem is considered in the context of changes in the value priorities of education (from the subject-content – to the person-oriented), which makes it possible to build childhood-centric connections of the learning process. Therefore, the preparation of a teacher for dialogue teaching is focused on the improvement of pedagogical (didactic, methodical), psychological components of general and professional competence. Studying the research of a given topic made it possible to distinguish two groups of sources: 1) works that reveal the strategies of pedagogical education (V. Andrushchenko, N. Bibik, V. Bondar, O. Savchenko, S. Sysoeva); 2) works that highlight the peculiarities of the preparation of elementary school teacher for the organization of dialogue teaching (N. Mikhailova, S. Yusin, O. Alexander, O. Moroz); the philosophical aspects of this problem are disclosed in the writings of I. Zyazyun, V. Ognevyuk. The author’s interpretation of the preparation of elementary school teacher for a dialogic teaching has a practical orientation. The readiness of the elementary school teacher for the dialogue teaching is given in the context of psychological and professional experience, communication, the opinions of another person, respect and ability to accept the person with her thoughts: cooperation for the purpose of correction and self-correction, development and self-development in dialogue interaction. The readiness of the teacher for dialogue teachig is reflected in the light of the design of dialogical training in accordance with the goals and objectives, content and technology provision, the algorithm of educational activities.
7

ПЕДАГОГІЧНИЙ СУПРОВІД ПРОЦЕСУ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО РОЗВИТКУ ТВОРЧОГО ПОТЕНЦІАЛУ МОЛОДШИХ ШКОЛЯРІВ

51%
Криволап О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
272-279
XX
The article attempts to reveal the essence of the concept of pedagogical support of the process of future teachers training; lit philosophical, pedagogical, psychological perspectives on the process of pedagogical support and development of creative abilities, development of creative potential; proved the importance and necessity of creating and implementing a process of pedagogical support of future primary school teachers to developing creative potential of junior pupils in the process of professional training. The need to ensure conditions (in particular the creation of pedagogically comfortable learning environment as close as possible to professional) to prepare future teachers to develop the creative potential of young learners is proved. It is stressed that pedagogical support of students during their professional development in the educational process helps to realize the needs of society and to adjust the professional activities of the individual. The peculiarity of pedagogical support is the need to solve problems related to personal development and education of the student in the difficult conditions of modernization of the education system, changes in its structure and content. Future primary school teacher needs to be ready for quick changes, active and creative activities, to adapt quickly to new professional environments. On a future teacher of primary school will depend the quality of knowledge of pupils and their compliance with the state order. Responsibility of pedagogical support includes the task of creating in educational institution the successful process of education, socialization of the student, his self-realization, because the full development of the personality is the guarantee of social welfare. Pedagogical support is needed for training the students, as the social adaptation of people should pass on their own, and in the case of outside help this process becomes more successful. Quick entering students in academic life, creating optimal conditions for this is a basic requirement for the learning process. Successful adaptation in the study group serves as a prerequisite for productive social activity, professional self-determination and development of the personality.
8
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Трагедія українських дітей війни – глобалізація та цивілізаційні перехрестя сучасної доби

51%
Будник О.
Viae Educationis
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2023
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vol. 2
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issue 4
7-15
UK
У статті представлено актуальну проблему сьогодення – трагічні події, які мають місце в сучасній Україні, котра виборює незалежність у кровопролитній боротьбі з російським окупантом. Цивілізаційні перехрестя, на межі яких знаходиться Україна, в добу глобалізації детермінують доступність загальнокультурних цінностей, необхідність історичної консолідації та інтеґрації задля подолання глобальних світових розбіжностей, що іноді призводять до конфліктів та воєн. Автором проаналізовано історико-педагогічні та аксіологічні дослідження про дітей, які зазнали різного роду травм у результаті російсько-української війни; виявлено типові труднощі, з якими стикаються українські вчителі у роботі з учнями, які постраждали через російську військову агресію; досліджено найбільш ефективні методи та прийоми для роботи з дітьми війни, зокрема тими, котрі є тимчасово переселеними через війну в Україні; окреслено напрями підвищення кваліфікації вчителів щодо організації освітнього процесу в умовах (по) воєнного стану. У статті здійснено акцент на якісній інтерпретації результатів дослідження на основі теоретичного узагальнення досвіду автора та інтуїції.
EN
The article focuses on a relevant contemporary issue – the tragic events taking place in modern Ukraine, struggling for independence in a bloody war against the Russian occupier. In the era of globalisation, the civilisation crossroads where Ukraine is located, determine the accessibility of common cultural values, the necessity of historical consolidation and integration in overcoming global world differences, which sometimes lead to conflicts and wars. The author analyses historical, pedagogical and axiological research on children who have experienced various kinds of trauma as a result of the Russian- -Ukrainian war; typical difficulties faced by Ukrainian teachers in working with students affected by the Russian military aggression have been identified; the author has proposed the most effective methods and techniques for working with children of war, in particular those temporarily displaced due to the war in Ukraine; and outlines the areas of teacher training in the organisation of the educational process in the conditions of (post) martial law. The article focuses on the qualitative interpretation of the research results based on theoretical compilation of the author’s experience and intuition.
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