Search results

1

Formation of Professional Competencies in the Prospective Agronomy Research Workers

100%

ANTIPOVA N., ANTIPOV I.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 1

119-124

EN

The article specifies the content and structure of the professional training of masters- -agronomists in selective breeding and genetics, and sets out the main functional groups of professional competencies in their preparation.

2

SUBSTANTIATION OF COURSE CONTENT “PUBLISHING SYSTEMS” FOR PROFESSIONAL TRAINING OF FUTURE ENGINEER-PEDAGOGUES OF COMPUTER PROFILE

100%

Igorovich B. Y.

Problemy Profesjologii

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2013

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issue 2

225-231

EN

The article deals with the problem for the courses editorial and publishing system "for vocational training of future engineers and teachers. The features of fixed and alternative education programs for working with modules: vector graphics, raster graphics, polygraphy.

PL

W artykule rozpatrywany jest problem metodycznego zaopatrzenia kursu "Systemy redakcyjno-wydawnicze" dla kształcenia zawodowego przyszłych inżynierów-pedagogów o profilu komputerowym. Cechy stacjonarnych i alternatywnych programów edukacyjnych w pracy z modułów: grafika wektorowa, grafika rastrowa, drukowanie.

3

FUTURE GEOLOGISTS’ PROFESSIONAL TRAINING AS A PEDAGOGICAL PROBLEM

80%

Kuzko M.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 7(71)

79-90

EN

Mineral resources are the important segment of the Ukrainian economy, which proves the importance of the modernization of the process of personnel training for the industry. So the aim of the study is to find out the state of development of the problem of the future geologists’ training in the pedagogical literature and to identify the main trends and ways of its modernization.As research methods analysis of materials and periodicals on the problem and the method of generalization were used. Curricula of various universities with the aim to figure out the current state of professional training of the future geologists at the Bachelor level were studied.The first step of research was to figure out the main treats of geology as occupation, which have a significant influence on the competences and qualities which future geologists should have. After investigation of curricula it was found out that geological training is conducted within the framework of direction 6.040103 – “Geology” within the framework of specialty 103 – “Earth sciences”.Using their right of autonomy higher education institutions in Ukraine within the specialty “Earth Sciences” conduct professional training of applicants in a number of specializations.Thus, having analyzed the curricula of different universities, we can conclude that professional training of the future geologists consists of a “standard” list of disciplines and a sample part of content of which depends on the specialization of a future specialist. Comparison of Ukrainian and foreign traditions of the future geologists’ professional training revealed common features of this process. Taking into account the purpose of research, the analysis of periodicals was conducted. It let us determine how much national professors (who commit the professional training of the future geologists) are interested in finding ways of its modernization. Conducted research of literature sources revealed the lack of methodological works about this problem among national scientists.Scientists determine the problems of geological education, but do not offer concrete ways of its solving. That is why (agreeing with some authors) the searching of modern pedagogical methods and technologies which could be used during the future geologists’ training is a practical way of mentioned problem solving. So the further research will be connected with the search for appropriate pedagogical techniques and technologies that will be the most effective and will influence positively the quality of the future geologists’ professional training.

4

ДО ПИТАННЯ ПІДГОТОВКИ СТУДЕНТА – МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ ДЛЯ РОБОТИ З ОБДАРОВАНИМИ УЧНЯМИ

80%

Пихтар М.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 5(39)

303-311

EN

The article deals with the ways of improving the training of modern students – future mathematics teachers to work with gifted pupils. Some methodological peculiarities and basic principles of organizing the work at SAS are being discussed in this work as well. It is pointed out that beginning the research, students should move from simple to complex, from identifying and fixing a specific issue to the scientific work, from learning-research to the research activity. The author proposes the multilevel model which is divided into three stages: the first stage – the audience of SAS perform, as a rule, mono study – they study some properties of a particular object within the same topic; the second stage – the applicants of SAS perform learning-research tasks which, as a rule, go beyond one specific topic that is beyond the mono subject research and acquire the overview nature; they are aimed at the gradual involvement of new students to mathematical questions; the third stage – the members of SAS begin the research work on the project under the guidance of the teacher, which requires knowledge of many subtle issues not only in the field of research and gradually takes on the characteristics of holistic scientific activity and ends with the preparation and defense of the thesis at the SAS contest of works. The author defines regulations on research tasks and their structure: pupil’s study must begin either from the textbook, or from classes; formulation of the research problem should not require significant additional training from the pupil; to build a research task for the pupil is more difficult than for the student; material required for the initial work on the problem, is quite easy to access for the pupils. It is stressed that the structure of pupil’s research is similar to a study conducted by an adult scientist and includes the following main stages: the selection and formulation of the problem (the choice of research themes); the hypothesizing, search and offer of possible solutions; the accumulation of material; the summary of findings and preparation of the project; the design of the project; the defense of the project.

5

MODERN LOOK AT TRAINING OF PROSPECTIVE SPECIALISTS IN PHYSICAL EDUCATION AND SPORT TO RECREATIONAL AND HEALTH-RELATED ACTIVITIES

80%

Mуroslava D., Galina I., Pavlo S.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 2(66)

50-58

EN

The article is devoted to the problem of training of prospective specialists in physical education to recreation and health-related activities in terms of the current higher education paradigm. The survey results of students from ten Ukrainian universities’ concerning the level of their knowledge and skills necessary for the successful implementation of recreational and health-related activities were analyzed. The level of preparedness formation of prospective specialists in physical education and sport to their further profession was defined. Based on the analysis of scientific literature and the questionnaire results we have developed and theoretically grounded the modern concept of professional training of specialists in physical education and sports who can effectively carried into practice recreational and health-related activities. It was determined some socially important and professionally significant qualities of specialists in physical education and sports, the possession of which would contribute to their competitiveness in the labor market. The socially important qualities of a prospective specialist in physical education and sports include: civic maturity, law-abidance, social activity, social optimism, high values orientation, enhanced intellectual and practical skills, dignity, focus on success; social mobility; capability to constructively resolve conflicts; adaptability, cooperation, responsibility. The professionally significant qualities of a prospective specialist in physical education and sports comprise: professional abilities and skills (competence, professionalism), ability to plan, execute and control recreational and health-related activities; specific qualifications, professional mobility, industriousness; expertise in modern technologies and the scope of their application, willingness for a lifelong learning and advanced training, communication skills, the ability to involve customers in their health care by recreational means. Prospects for further research foresee development and scientific grounds of training of prospective specialists in physical education and sport for recreational and health-related activities.

6

ФОРМУВАННЯ ПОЧАТКОВОГО ПРОФЕСІЙНОГО ДОСВІДУ МАЙБУТНІХ МЕНЕДЖЕРІВ ОСВІТИ ЗАСОБАМИ ІГРОВИХ ТЕХНОЛОГІЙ НАВЧАННЯ

80%

Долженков О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 2(46)

428-437

EN

The article focuses on proving the practicability of using interactive approaches to teaching as a means of creative activity experience formation when studying at a vocational institution. Special attention is paid to the methodological aspects of game approach application in the process of training education managers due to the versatility of this teaching method. The author points out that practical and interactive components of teaching methods facilitate the increase of the efficiency of future education managers training. Besides, attention is paid to the fact that the interactive technologies, which are used at intersubject tutorials, in the process of education managers professional training allow to unite such neighboring disciplines as Theory of Management, Psychology of Management, Staff Management, Management Technique, Informational and Communicative Activity Mana¬gement. It gives an opportunity to structure the acquired knowledge, so that it forms students’ professional skills, which are necessary for the successful gaining of their future profession. The author also states, that today the variety of interactive teaching methods is rather wide. The most effective methods are business role-playing games, which are used in the system of training Master Degree students majoring in the specialty “Education Institution Management” at South Ukrainian National Pedagogical University named after K. D. Ushynsky (Odesa). Games motivate students making them the subjects of their own professional work development. Business role-playing games are characterized by the well-defined aim of studying and corresponding training result, which can be substantiated, distinguished and educationally oriented, due to which the training process is activated to the greatest possible extent. In the process of educational managers professional training game methods are used to help students understand new concepts, they develop their professional interest and make the training process more creative and interesting. The author concludes that game methods are a versatile teaching means in the process of future education managers training. They should be used with the aim of their professional competence formation.

7

СУЧАСНИЙ СТАН ФОРМУВАННЯ ГОТОВНОСТІ БАКАЛАВРІВ З ТУРИЗМУ ДО ПРОФЕСІЙНОЇ ВЗАЄМОДІЇ ЗІ СПОЖИВАЧАМИ ТУРИСТИЧНИХ ПОСЛУГ

80%

Дишко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

246-251

EN

The article analyzes the system of scholarly views on the problem of professional tourism education. The contemporary globalization and integration processes impose new requirements for the tourism industry. Thus improvement of professional education is an extremely important problem. Many reputable scientists have made significant contributions to solve the problems of preparation of bachelors of tourism faculty to professional interaction with consumers of tourism services. However, this problem was not considered as the theoretical foundation of preparation of bachelors of tourism faculty to professional interaction with consumers of tourism services based on the results of relevant specialty teachers’ surveys. The article presents the author’s definition of «preparation of bachelors of tourism faculty to professional interaction with consumers of tourism services». It is considered as a complex integrative formation, the main aim of which is values, needs and motivations of interaction without conflicts, personal qualities which are professionally important, and also the knowledge, skills and some experience of their application working with consumers of tourism services. The author gives the results of the poll which was held for the teachers from different universities, where the specialists in tourism are taught. 93.79 % of the respondents believe that during the education it is a necessary process to train future Bachelor of Tourism for professional interaction with consumers of tourism services. Moreover, only 1/3 of the respondents are satisfied with the level of the students’ readiness. 65.95 % of the respondents say that they try to direct their efforts for forming such readiness, 8.69 % - don’t try. Thus, the most important problems are the preparation of bachelors of tourism faculty to professional interaction with consumers of tourismof diverse and profound professional knowledge and skills, capable of constant updating and upgrading of knowledge, prepared for professional interaction with consumers of tourism services. Professional interaction with consumers of tourism services is one of the tools that helps convince, make decisions, create a favorable business climate, understand a customer behavior tourist enterprise. The ability to efficiently interact with consumers of tourism services largely contributes to the competitiveness of tourism professionals in the labor market.

8

ПРОБЛЕМИ ЕКОЛОГІЧНОГО ВИХОВАННЯ СТУДЕНТІВ СПЕЦІАЛЬНОСТІ «ДОШКІЛЬНА ОСВІТА»

80%

Гаврило О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

193-200

EN

The article addresses the problem of future preschool educators’ ecological awareness and culture. The necessity of formation of such consciousness derived from the duties of tutors in ecological education of children. As the result of the research, students who will be tutors in future, do not have enough knowledge in the nature environment, it should be mentioned that all of them do not want to receive information about it. According to the research on future tutors 8.5 % have assessed their knowledge disappointing, “excellent” – only 5.7 %. 2.9 % of the students of this specialty do not have interest in the nature. Such approach has negative impact on the success of the process of environmental education of pre-school children. 25.7 % have showed high level of interest on ecology, environment and nature. Among the sources of information about the nature, most of the future tutors mentioned TV programs (65.7 %) and internet media (52 %), however, about 23 % of students specially search information in the mentioned source. Few of them are reading books about the nature; and the students receive knowledge about it through informal education like talking with people. Unfortunately, very few of them read scientific journals (only 5.7 %.). However, all of them like to walk in the country. The reason for poor preparation of students on environmental education would be insufficient classes on training “Basics education on nature” and methodological procedure. In order to improve the situation, in terms of Higher Education Institutions, there should be introduced different methods and forms of work with students as much as possible. The course of “The technology of formation of the pre-school children’s ecological culture” helps to improve the knowledge of future tutors, it should be a creative availability for students, which form an active position in the environmental education of children. It is concluded that the holistic model of professional training of future teachers should include substantive, professionally-related, and personal life-value levels, which are subordinated to professional knowledge and skills of the future specialist in the field of preschool education.

9

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНЬОГО ВИХОВАТЕЛЯ ДОШКІЛЬНОГО ЗАКЛАДУ

80%

Левченко Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 10(44)

40-51

EN

Transmission of pre-school education to a personality-oriented model requires revising of the content, criteria of effectiveness of educational activity and teacher’s orientation for educational priorities in the process of a child’s personality formation. Based on the analysis of sociological, psychological, pedagogical literature it is found out that in the Ukrainian society at the state level there has been formed the objective readiness to accept a fundamentally new understanding of the status, roles and callings of preschool education. It is testified that the results of training of the teachers are addressed in modern education in the categories of competences and competence. The author concludes that the training of teachers, including teachers of preschool education in the first place must meet the requirements of modernity, because it is the first educational level, which determines the level of literacy and education of future generations. That’s why to this aspect should be paid attention during the consideration of the problem of improving the content of training of specialists of preschool education in terms of continuous education, as well as various aspects of professional development of a future teacher. The analysis of studies of the theorists of education, engaged in research on the specifics of training for preschool institutions in Ukrainian universities, the author came to the conclusion that a specialist trained to work in preschool institutions must: organize and carry out educational work with children of early and preschool age; facilitate meaningful independent activity of children (subject, games, motor, labor, art, and others); study the age and individual characteristics of the children and take them into account in the organization of work with children; promote the development of innate talents(musical, visual, musical-motor, linguistic and so on); correct deficiencies in the physical and mental development of children (flat, posture, stuttering, sound pronunciation, and so on); be able to produce visual teaching AIDS for various types of activities; analyze the advanced pedagogical experience of preschool education and creatively to implement it in their work; generalize their own pedagogical experience; constantly explore the pedagogical, psychological and methodological literature and improve on the basis of their own experience (professional level); study the work of other teachers and provide them with methodological assistance.

10

СТРУКТУРА КОНТРОЛЬНО-АНАЛІТИЧНОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ ФІЗИЧНОГО ВИХОВАННЯ

80%

Хоменко І.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 7(61)

184-195

EN

The analysis of recent research and publications allowed to find out that it was control-analytical competence that fundamental professional training of students depended on. The essence of control-analytical competence of Physical Education teachers was determined on the basis of the conducted operational psycho-physiological, social, psychological, cognitive and functional diagnostics of students as well as different criteria, forms, methods, means and procedures of the assessment of students’ performance. The control-analytical competence of Physical Education teachers as the integrated multi-component formation consists of the following components: 1) the ability to control and analyze the state of students’ physical fitness (special endurance, speed capabilities, power-speed qualities, maximum speed, coordination abilities, flexibility); 2) the ability to control and analyze the state of students’ technical fitness (to find out the correspondence of techniques to the specified parameters for further correction, to determine the causes of deviations and methods of correction); 3) the ability to control and analyze students’ psychological fitness (to determine personal qualities, to find out the degree of correspondence of will efforts and other qualities to perspective, phased and current tasks of physical fitness); 4) the ability to control and analyze students’ tactical fitness (to determine the level of tactic thinking, practical mastering of corresponding abilities); 5) the ability to control and analyze students’ training and competitive loading (to determine the degree of implementing external parameters of loading, the influence of training or competition on the internal functional body systems); 6) the ability to control and analyze extra-training factors (to determine the state and degree of responsibility of the level of extra-training factors of the tasks set); 7) the ability to control and analyze students’ competitive activity (to determine the state and degree of the correspondence of physical fitness level to goals and tasks).

11

Using Web-based Technologies and Tools in Future Choreographers’ Training: British Experience

80%

Bidyuk D.

Comparative Professional Pedagogy

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2016

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vol. 6

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issue 3

49-56

EN

In the paper the problem of using effective web-based technologies and tools in teaching choreography in British higher education institutions has been discussed. Researches on the usage of web-based technologies and tools for practical dance courses in choreographers’ professional training at British higher education institutions by such British scholars as L. Bracey, J. Buckroyd, J. Butterworth, B. Cohen, A. Green Gilbert, R. Lakes, L. Lavender, G. Morris, S. Popat, J. Smith-Autard, E. Warburton, D. Watson and others have been studied. The list of web-based technologies and tools used to improve the educational process, inspire and encourage both teachers and students to develop their critical thinking and reveal their potential has been presented. The most common of them have been characterized. They are: The Dance Designer, Wholodance, The Choreographer’s Notebook, Multimodal Video Annotator and DanceForms. It has been found out that one of the possible ways how to overcome the problems while incorporating web-based technologies and tools into the traditional system of education and teaching choreography, in particular, is the balanced combination of web-technologies and tools with a participative approach to teacher-student interaction. It has been concluded that web-based technologies and tools can be categorized as motivational methods appealing to students’ cognitive, emotional and behavioural engagement characterized by such attributes as innovation, easy usage and sharing, content control, motivational appeal, etc.

12

O kształceniu zawodowym w Szwajcarii

80%

KRASZEWSKI K.

Edukacja-Technika-Informatyka

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2012

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vol. 3

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issue 1

123-128

PL

Autor przedstawia wybrane aspekty kształcenia zawodowego w Szwajcarii. Czyni to po wcześniejszym zarysowaniu systemu szkolnego w tym kraju. Ukazuje uwarunkowania społeczno-kulturowe wpływające na politykę edukacyjną państwa.

EN

The author presents chosen aspects of professional training in Switzerland. He does this after outlining the educational system in this country. He lays out the social and educational conditions that impact the education policy of the country.

13

РОЛЬ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ В РОЗВИТКУ КОМУНІКАТИВНОЇКОМПЕТЕНТНОСТІ СТУДЕНТІВ ЕКОНОМІЧНОГО НАПРЯМУ НА ЗАНЯТТЯХ УКРАЇНСЬКОЇ МОВИ(ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ)

80%

Гирич В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

218-224

EN

The article lights up the current problem of forming professional communicative competence of the students studying economic disciplines in the class of the Ukrainian language. It presents the theoretical and practical material of using interactive teaching techniques and methods as one of the ways of improvement of the process of studying and the development of the communicative competence of the students of economic disciplines in the class of the Ukrainian language. The practicability of using interactive methods of teaching in the class of the Ukrainian language are considered. In the class there created a possibility of discussing different problems, proving and reasoning of a personal point of view, that is an interaction between a teacher and a student, which directs at a personality to the development of his/her creative and mental abilities and communicative skills, takes place. The necessity and importance of using interactive methods of teaching in the formation of professional competence of the students are justified. The main aspects of introduction and approaches to define and classify the interactive methods of teaching are presented concretely. It is proved that the choice of interactive teaching methods helps to attract the students to be active in the classroom, promotes self-mastery of skills and abilities, finding solutions to practical tasks. It helps a complex development of the future economists on the background of general professional training. As the purpose of teaching the Ukrainian language is to form the adequate level of professional competencies of the students, the attention is paid not to the forming of single skills and abilities but to complex forming of the components of communicative competence. It is stressed that under the conditions of using interactive methods of teaching the students develop the desire for creative productive activity and acquire models of behavior necessary for the future professional activity. The conclusion has been made that using of interactive teaching methods motivates the students to study, provides the connection between studying the Ukrainian business language and a real context of its use in future activity of a specialist in the sphere of economics.

14

ПЕДАГОГІЧНА ПРАКТИКА ЯК ДЖЕРЕЛО ПРОФЕСІЙНОГО РОЗВИТКУ МАЙБУТНЬОГО ДЕФЕКТОЛОГА-ЛОГОПЕДА

80%

Ільченко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 9(43)

174-183

EN

The concept of modernization of education interprets the main purpose of vocational education as the training of qualified, competitive, competent, responsible worker, ready to continuous professional development, social and professional mobility. The high demands of modern society to the specialists in labor market conditions and new technologies are intensifying their search for ways and conditions of professional training, including qualified personnel teachers-speech therapists. The key moment in solving this problem may become professional activities of students within teaching practice which, on the one hand, provide for future specialists an educational resource of higher education, which promotes activation, expansion and completion of academic knowledge. Educational practice is the most important and necessary element in the system of pedagogical professionalization of the future pathologist-speech therapist. It is the link between the theoretical training of future special education teachers-speech therapists and their practical professional activities by performing the following functions: training (actualization, deepening and expansion of theoretical knowledge and its application in solving specific pedagogical tasks, formation of pedagogical skills); developmental (cognitive and creative activity of the future pathologists -speech therapists, developing their pedagogical thinking); upbringing (formation of a socially active person of pathologist - speech therapist, research outlook, sustained interest and love for the profession); diagnostic (testing the level of professional orientation of future special education teachers-speech therapists, the degree of proficiency and suitability to teaching). The implementation of these functions during educational practice significantly affects formation of the students’ willingness to interact with children with impaired speech development. Such a system of practical training enables the realization of creative potential of students, the need for a conscious use of their skills, broaden personal motivational basis, the realization of the true values of pedagogical work. This allows the author to assume that teaching practice is a system-developing factor in the formation of professional readiness of students to teaching children with speech disorders.

15

ПІДГОТОВКА ФАХІВЦІВ ЗАЛІЗНИЧНОГО ТРАНСПОРТУ В ЗАХІДНІЙ УКРАЇНІ ЗА ЧАСІВ АВСТРО-УГОРСЬКОЇ ДОБИ (ДРУГА ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТ.)

80%

Шаргун Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 6(70)

216-228

EN

In the article the analysis of historical experience of vocational training specialists for the railway branch in Western Ukraine at the time of the Austro-Hungarian Empire governing in the second half of nineteenth – beginning of the twentieth century is done. The role and place of the Cesar’s-Royal Polytechnic School (nowadays National University “Lviv Polytechnic”) in the system of higher technical education in Europe is defined. It is established that in Galicia technical education developed by the European model, was based on the requirements of the region. This is a higher technical educational establishment that was created on the model of the leading Western higher polytechnic schools. It is the first and the oldest educational establishment of this type in Ukraine. It trained engineers of various technical specialties and was subordinated to the Ministry of Education. The training at Cesar’s-Royal Polytechnic School was conducted at four faculties: Engineering Faculty, Architecture Faculty, Machine-building Faculty and Technical Chemistry Faculty on a free basis. The training was carried out in Polish from 1871. The stages of Lviv Polytechnic National University development as the stages of the educational base formation of the specialists’ vocational training for the railway branch are researched. The curriculum and other important documents at different stages of the Cesar’s-Royal Polytechnic School development are analysed. It isproved that in the second half of the XIX – beginning of the XX century in Western Ukraine Lviv Polytechnic School became the centre of specialists’ vocational training for the railway transport engineers. This vocational training was carried out at the separate Engineering Faculty and partly at other faculties and departments such as Mechanical Faculty. The high status of National University “Lviv Polytechnic” and its significance for other higher education institutions of the country highlights the fact that at the stages of its formation it was involved in the creation of famous universitiesand academies in Lviv and Ukraine.

16

СТРУКТУРА МИСТЕЦТВОЗНАВЧОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ ПОЧАТКОВОЇ ШКОЛИ

80%

Людмила Г., Валентина О.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 5(69)

234-245

EN

Competence approach has a great potential for professional development of the future music teachers and their successful self-realization in professional activities. The professional level training of the future music teachers is constantly changing and becoming more complex. Art plays an important role in personality development of the primary school music teachers. Analysis of relevant research in music pedagogy (L. Havrilova, A. Kozyr, L. Masol, T. Pliatchenko, A. Rastryhina, R. Savchenko, V. Fedoryshyn) allowed to define a modern interpretation of the music teachers’ professional competence. The authors of the article have analyzed the concept of professional competence of the primary school music teachers. It is indicated the importance of art competence as a part of professional competence of the future music teachers’ work with children in primary school. The authors’ own vision of the definition of art competence is proposed. The structural components of the art competence are identified. This is the purpose of the article. For the study used a range of researchmethods, including analysis, synthesis, comparison, generalization to study the scientific literature, government documents, and to compare the position of scientists regarding the content of the “professional competence of the future teachers of music” concept. After the study of different theoretical and historical aspects of the future music teachers professional competence, the following definition of the term is proposed. Art competence in the structure of professional competence is special and displays the readiness of the student to investigation, analysis and interpretation of art works; it is the ability to use a systematic historical and theoretical knowledge about the art for the solution of professional tasks. The art competence structure includes the following components: cognitive (art theoretical and historical knowledge), analytical-active (analysis and professional actions), motivation (desire to exercise artistic activities, formation of aesthetic tastes), and reflective-evaluation (the ability to use, evaluate, and improve art skill level). Art competence is not innate and requires formation in the learning process. Modern music teacher needs to be a multi-faceted specialist. He should possess the basic music theoretical and practical knowledge and skills, also navigate in different art areas. Art training of the future primary school music teachers needs to find and use specific teaching methods, including the use of computer technologies, new forms and methods that take into account the specific phenomenon of pedagogical professional competence of the music teachers of primary level education, new organization of the educational process.

17

АНАЛІЗ ДОСВІДУ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФІЗИЧНИХ ТЕРАПЕВТІВ У ПРОВІДНИХ УНІВЕРСИТЕТАХ США

80%

Лянной Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

95-107

EN

In the article the training of doctors of physical therapy in the USA universities is analyzed, the curriculums of training doctors of physical therapy at the Youngstown State University, Indiana University – Purdue University Indianapolis, University of Southern California and Mercer University are reviewed. It is stressed that the peculiarity of professional training of future specialists in physical therapy in the USA is the systematic training of specialists for the healthcare industry, which has been held since 1920. It is established that training in physical therapy is conducted in colleges and universities. Since 2001 the American physical therapy Association has proposed a new system of preparation of doctors of physical therapy as an entry-level education for the exercise of professional activities. In this regard, in 2002 the USA ceased bachelors training in physical therapy and most universities refused from master’s programs in this specialty. The training programs of a doctor of physical therapy as a primary education level for implementation of professional activity consists of three years of full-time study, which is 8–9 semesters and clinical practice. Students study public, social, economic, financial, administrative and special disciplines. The analysis of educational programs of training a doctor of physical therapy in the United States universities showed that the study of fundamental disciplines is given 20–30 % of the total number of hours, disciplines of clinical professional training consists of 40–50 %, applied disciplines constitute 6–11 %, clinical education (practice) is 17–27 % and lasts 34 to 50 weeks on full or part-time. Clinical practice is aimed at improving practical skills and clinical thinking, use of differential diagnosis, predicting, elaboration of rehabilitation programs and integrated management of the patient. After successful completion, students receive a doctorate in physical therapy. As a rule, all physical therapists are licensed to practice and are members of the American Association of Physical Therapy. It is determined the institutions for working of the physical therapists in the USA and a contingent of patients, which receive skilled care of physical therapist.

18

The Readiness Formation of Future Technology Teachers to Organise the Creative Activity of Pupils

80%

ZHERNOKLIEIEV I.

Edukacja-Technika-Informatyka

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2017

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vol. 8

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issue 3

179-185

EN

The article examines the practice of the readiness formation of future technology teachers to organize the creative activity of pupils in Ukraine and prospects of the usage the advanced pedagogical experience. Also, it justifies the content and features of future technology teachers training based on secondary school and determines the appropriateness of its dissemination into educational practice highest pedagogical school in Ukraine.

19

Modern Trends in the Development of the US Teachers’ Skills in the System of Postgraduate Pedagogical Education

80%

VOITOVSKA O., TOLOCHKO S.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 1

202-207

EN

In the article on the basis of the analysis of scientific literature, the tendencies of teachers' ad-vanced training in the system of post-graduate pedagogical education of the USA are determined: orientation to higher education as the most important condition for mastering the profession of a teacher, strengthening of psychological and pedagogical preparation; improvement of the system of professional development of pedagogical staff and the possibility of simultaneous improvement of qualification in different educational institutions.

20

ЗАПРОВАДЖЕННЯ СПЕЦКУРСУ «ОСНОВИ ХОРЕОГРАФІЇ» У ПРОЦЕС ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ

80%

Бермудес Д.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 8(72)

128-138

EN

The purpose of the article– the substantiation and development of the special course “The essentials of choreography” for the professional training of the future physical education teachers is specified in the following tasks: 1) to substantiate the necessity of developing a special course “The essentials of choreography” for the professional training of the future physical education teachers; 2) to develop the structure of the special course “The essentials of choreography”; 3) to reveal the content of the special course “The essentials of choreography”. Theoretical methods of research having been used in the work included the study and analysis of program normative legal documents, as well as comparison, generalization of the experience of predecessors. Conclusions. Based on the analysis of the updated educational program “Physical Culture” for general secondary education institution, it has been determined that the teacher of physical culture of the modern school should have the necessary knowledge, skills and abilities of choreographic training, and should have a high level of showing of choreography elements and musical-rhythmic movements that are extremely important for the implementation of variant modules with elements of choreography in the process of professional activity. In this context a special course “The essentials of choreography” containing 45 hours / 1.5 credits of ECTS is developed, of which: lectures – 8 hours; practical classes – 14 hours; consultations – 2 hours; for independent work of the student it is allocated 21 hours. The form of control is credit. The content of the special course combines 3 thematic sections, contains tasks for practical classes, independent work and reference tests for current and final student control.Special course “The essentials of choreography” implies mastering the methodology of choreography elements teaching, dance elements; mastering the exercises of classical dance, dance steps and movements of folk and ballroom dances; preparation of the future physical education teachers for the implementation of variant modules with elements of choreography in the process of professional activity. We consider the introduction of the educational discipline “The essentials of choreography” in the educational process of the future physical education teachers to be promising.

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