Today world’s challenges, which appear in XXI century are significant and different than before. The society is divided between 20% of these, who have benefits from changes and 80% of these, who are in danger. It’s hard to find solution of this situation. Educational paradigm is kind of this. In order to rebuild bases of universal education, we should state values and qualities, which we prefer. The most important, as Jacek Kuroń said, is activity, which help the poorest people. It’s not in order to injure strong ones, but in order to make everyone strong. Educational process should be trying to reach the goal of creating one world. Even if divided, still one. We should aim to make every little element (like local community) influencing the rest. That, what happens in this little element, seems to be up to us.
The article analyzes the potential of the educational process of higher education institution in the context of information-communicative culture of future teachers of preschool education. The educational process of higher education institution is considered which is a structure whose elements are teacher personality, the identity of the student – the future teacher, content, tools, forms and methods and their connecting link – targeted interaction oriented towards professional culture and its functional component – information and communication culture of students – future teachers. The structural components of information and communication culture, information and communication technology and orientation of information and communicative competence are detected. The main characteristics of the educational process are given. It is determined that the position of the subjectivity of the student – the future teacher, the shape and nature of the interaction of the educational process of future teachers’ information-communicative culture formation has changeable character, with the vector directed toward the variability of quality characteristics of future specialists. Certain aspects of the potential educational process, which suggest that creative productive activity of the individual students can be implemented in the event that the specially developed forms of cooperation with the teacher and provided these changes and restructuring forms in the educational process. Summing up the above mentioned it may be argued that the educational process of the higher pedagogical education institution as a pedagogical system provides: - optimal development of the personality within the process of formation of information and communication culture, which is an indicator of achieving the objectives of the educational process; - preserving its integrity and the possibility of change component parts: a system of relations, character and forms of interaction, functions of the teacher; - effects on structural components of the educational process and communication between them; - formation of professional experience and its enriching; - formation of cognitive actions and the system of relations; - ensure sustainable development of qualitative characteristics of the subjects of the educational process.
In Poland the collapse of the communist regime in 1989 had multiple and diverse implications for all the aspects of the life of Polish people. Its impact on the essential elements of the educational process, which are the student, the teacher and the curriculum, is unquestionable. The presentinquiry is structured around these three elements, in order to, firstly, foreground their complexities and, secondly, draw some conclusions regarding the place that should/can Pre-Modern French literature occupy in university curriculum in non-francophone countries.
The article deals with the concepts of optimality and optimisation which are the purpose of psychological process and serve as its main methodological principle. The conditions of application (forming) of the corresponding psychological competence are listed. Factors which constrain the process of border guard officers’ orientation on humanistic values (psychological in their essence) are specified and analysed. It has been established that mastering of humanistic technologies by border guard managers is not a mechanical process but a conscious one requiring a socially organised educational process. The authors has developed his research according to the following methodological principles: firstly, in the process of professional activity an officer-border guard has a psychological influence upon the states, thoughts, feelings and behaviour of his subordinates by means of psychological instruments. Secondly, this influence is carried out explicitly by means of revealing his objectives or where the explicit influence of an officer-border guard upon his subordinates envisages an open message (information) that an addressee receives and the receiver should not think of completeness during this perception. Thirdly, the application of psychological influence by an officer-border guard in the process of professional activity contributes to the personal and intellectual development of subordinates, their professional improvement and personal formation. Self-examination of the personal peculiarities of a border unit chief is a necessary condition of his training to master the human study technologies that allow for further researches in this sphere.
The article examines the current situation in ethics education with a focus on its police context. It identifies the practical character of police ethics as a branch of applied ethics and indicates its correlation with an educational competence-based approach. In the course of defining the competence-based approach, its features of practicality and controllability are highlighted. The impact of the competence-based educational approach on ethics education in the police context is considered in the text. The practicality of applied ethics in a police context leads to a generally accepted conviction that professional ethics can be taught in a similar fashion as any other subject of education or training within the competence-based approach. The goal of police education within a competence-based approach is to reach such a state, when a student/an officer has the competences needed for the performance of his/her service. Unlike qualifications which stand for a potential to manage something, competence is inseparably bound to practical conduct in real situations, to actual performance. It shows some serious limits of the approach within the area of values and attitudes lying mainly in a risky prioritisation of appearances to internalisation of desired attitudes and values. The limitations pose a challenge for police ethics education inferred in the conclusion of the article which shall be met by both educational experts and police management.
The article deals with the problem of the social environment psychogenity in its value for a person by the example of teacher and pupil groups interaction. Psychogenity is a basic feature of a social environment to create, reflect, transform, keep and display under appropriate conditions a certain energetic complex of psychological manifestation of its nature.We consider the concept of humanized environment in wider understanding than the concept of social environment as we mean not only people’s mutual influence, but also the fact of human life mediatity by the human environment which is the world of the living and lifeless nature as one of the important components of balancing the human psychogenity.Psychogenity is the integral phenomenon which represents the cumulative characteristic of tensity irrespective of a measure of energetic participation of each participant and the proper psychological importance for each of them.The methods of “Teacher’s psychological-medical-pedagogical questionnaire”, enabling teachers to self-estimate their own health state as a result of positive (sanogenic), unregulated (different directed) and negative (pathogenic) influences in the educational process, is presented.The results of our research show that the pupil or a group of pupils with which the teacher professionally co-operates is a source of referential psychogenity for the teacher. In order to study the referential psychogenity, analyzed are the ways of applying self-estimation methods of the pupils’ individual psychical tensity and methods of establishing the background psychogenity values, in particular its indicator – BPI, as well as determination of the age psychogenity indicator – API.
The article analyzes the importance of the use of situational modelling in the process of foreign languages teaching. The expediency of using a communication situation as the main unit in situational modelling in the unity of its four factors is presented: atmosphere of communication; relations between interlocutors in communication; speech motive; realization of the communicative act itself. Special attention is also paid to the principles of selection and organization of language and speech material in situational modeling. One of the main principles is the principle of individual orientation according to which all the methodical techniques used by a teacher during foreign language practical classes (organization of educational material, exercises, etc.) are interpreted through the prism of the learner’s personality, his needs, motives, talents, activity, intellect and other individual psychological features. This approach leads to the formation of a qualitatively new attitude towards both educational and actual, and professional (potential) activity used in the teaching process of foreign language activity in situational modelling. Personality orientation in teaching foreign languages contributes to clearing the hurdles of fear, of feeling diffident in their abilities, in their current language acquisition, which as a result leads to creation of a positive attitude among learners towards learning a foreign language and the educational process in general.
The main purpose of this article is to describe a development of the police training and cooperation which has changed a lot in the past 15 years. The Association of European Police Colleges was established by 17 police academies from then 15 Member States of the European Union which signed the Memorandum of Understanding defining the objectives and structure of the Association. Nowadays academies from the current 27 EU Member States are all present in the Association, but there are also members from outside of the EU such as Russia, Georgia or Azerbaijan. All members share the same belief that cooperation is essential in the fight against crime and that police training has an essential role to play, notably in the exchange of information and good practices. The article also deals with three kinds of activities which have been developed by the AEPC since 1996: the AEPC calendar of courses, the annual conference and the European Senior Police Officers Course. Moreover, it describes a few historical partners of the Association of European Police Colleges – the Central European Police College (MEPA), The European Police College (CEPOL), as well as more recent partners such as the Organisation for Security and Cooperation in Europe (OSCE) and the Fundamental Rights Agency (FRA). In conclusion the author of the article underlines that the AEPC remains a unique opportunity for colleges to be a part of a large network of expertise, exchange and research in the field of police training, a network with essential specificities such as flexibility, expertise, cooperation, training.
The article discusses the role of sacred music in the formation of pedagogical culture, which we understand as a system of norms, value orientations, practically realized in the process of cultivation of the person providing conditions for self-development and self-realisation in the education system and self-education. The article aims to theoretically substantiate the role of sacred music in the process of formation of pedagogical culture of the teacher. To achieve the goal a set of interrelated theoretical and empirical methods is used: theoretical – analysis and synthesis of the research literature for the purpose of comparison of the various views on the research problem, definition of the conceptual apparatus, the essential characteristics and conditions of formation of pedagogical culture; experiential – pedagogical supervision with the aim of identifying the formation of pedagogical culture of the future musical art teachers. The problem of formation of pedagogical culture of the future musical art teachers is of particular relevance in the context of priorities and main directions of higher education reforming. Taking into account the growing need for highly educated and conscious teachers of musical art, the problem of formation of pedagogical culture, acquisition of skills of creative activity in the field of sacred music becomes socially meaningful. Pedagogical culture of a teacher is an integrative characteristic of his high professional and pedagogical readiness to pedagogical activity, endogenous highly developed personal qualities necessary for the successful solution of pedagogical tasks. Starting point of our discourse about the role of sacred music in the development of pedagogical culture of the future teacher was the formation of moral and aesthetic evaluation as an important means of cultural, aesthetic, moral character and spiritual world of students. The knowledge of sacred music is a long educational process that involves motivational, cognitive, emotional and praxiological sphere. The phenomenon of Orthodox sacred music as artistic and pedagogical industry contains strong moral and aesthetic relations, text and ascetic melodies; the sound producing system of spiritual norms and values that influence the process of cultivation of the personality; providing conditions for self-development and self-realization of students in the education system and self-education based on the assimilation of the theological content of music works; positive and complex influence on the human personality and his psycho-physiological, emotional, intellectual and physiological spheres. It can be concluded about the significant influence of spiritual music on the formation of pedagogical culture of the future musical art teachers. Prospects for further research we see in the development of a methodology for the formation of pedagogical culture of the future teacher in the conditions of the educational process of the university.
Nowadays blogs have been acquiring new functions. Apart from traditional blogs, one can see a growing number of blogs that have a didactic function. Blogs have been used more and more often by the teachers at different education levels in order to support and optimise the teaching and learning processes. Linking entertainment and teaching, they have become a place of unlimited possibilities for the students, where students can acquire new knowledge, develop their own interests and increase cognitive curiosity. Educational blogs that are used actively by the teachers can positively influence educational process and introduce students to self-education, thus preparing them to the process of lifelong learning in the future.
The goal of the paper is to explore the life-long specificity of the educational process, with special attention devoted to a vast collection of the psycholinguistic and ecolinguistic variables which orchestrate one's education. The dynamics and complexity of the foreign language education, in the context of the Polish university, ask for the twofold psycholinguistic treatment, that is, for the intraorganism strategic competence and behaviour; and for the interpersonal intervention, in the form of the educational offer and individually designed classroom work. The study proposes a redefinition of the learning process, which may constitute the starting point of a revised methodological framework in the context of the university foreign language education.
The article explains the place and role of the teacher in the contemporary didactic and educational process. Great attention is given to the questions of her pedagogical and creative mastery and methodological preparation. It is justified by the idea that modern teachers must have professional preparation that would allow her to secure at the appropriate level the basic components of didactic and educational process: didactic; educational; scientific and methodical; scientific and research. These components are in close combination and synergy.
In the article the analysis of the introduction of credit-modular and modularranking technology education in Ukraine and worldwide. Established consistent credit rating modular training and evaluation in the implementation of of the European Credit Transfer System in Ukraine
The analysis of the content of subjectivity as a philosophical and pedagogical problems of modern science. Discloses the nature and role of subjectivity in the modern educational process of higher educational establishment.
The article emphasizes the need to clarify the concepts of «integration» and «inclusion» considering their complexity and diversity. The essence of these concepts is defined. It has been found out that the most commonly used is determination of educational integration as a process and result of creating opportunities for students with learning impairments in regular secondary schools. It is shown that the concepts of «integration» and «inclusion» have both common and distinctive features. Different positions of scientists as for determining the correlation of the defined concepts are considered. Three main approaches to solving the definite problem are separated. It has been shown that the inclusion is seen as a wider process of integration which involves raising the level of access to education for all citizens through the creation of appropriate conditions to meet the diverse educational needs of all students at educational institutions of common type. It has been revealed that another position of scientists is related to understanding the inclusion as a stage in the development of education. The «integration» is indicated to involve joint training of healthy children and children with special needs, with the latter have to adapt to constant conditions established at the institution, while «inclusion» means a significant reorganization of the educational system to meet the needs of all students without exception. It has been established that the third position of researchers on correlation between «integration» and «inclusion» refers to understanding inclusion as a particular case of integration. Inclusion is correlated with full integration. Among the arguments over the legitimacy of the identification of the concepts explored is mismatch of the phrase «full integration» to the essence of the concept of «inclusion». It has been concluded that each of the reviewed scientific positions on the problem of the nature and interrelation of the concepts of «integration» and «inclusion» has its merit. The basis of differences between them is in different understanding of the term «integration». The most convincing opinion is recognized to be the one on understanding of integration and inclusion as two appropriate stages of education with both similarities and differences.
The purpose of the research was to determine the functional state of the cardiopulmonary resection system of male students engaged in the group of sports and pedagogical improvement in boxing, while performing metered physical loads of different orientations. Methods:pulsometry, tonometry, photoplethysmography, spirography, ergometry, methods of mathematical statistics. The results of the conducted research indicate that the volume of work performed directly depends on the weight category. The dynamics of changes in intensity and impact strengths with increasing durability depending on the weight category is different, namely: “light weight” perform a much larger amount of work than “heavy weight”.The biggest differences in the relative strength of a single strike are observed in the left-hand side, which is sufficiently complex for protection and effective for the attack being realized in the melee battle at the most vulnerable place of the enemy-the head. Obviously, this pattern can be determined by the dominant style of duel inherent in “heavy weight”, and/or genetically determined factors, in particular the peculiarities of temperament. This assumption is confirmed by the possibility of heavyweighters to carry out a series of strikes with significant frequency and effort in the shortest possible time, namely: when performing alactatic work, heavy-duty boxers carry a greater number of strokes, indicating a relatively higher ability to generate excitation in the cerebral cortex which is a determinant of temperament, which, in turn, determines the genetic component of readiness for the realization of activity. In boxers of heavy categories, the duel continues at a relatively low pace with a minimum “price” of work; achievement of victory takes place due to a series of bumps in the unprotected areas of the enemy in the alactatious and glycolytic modes of work. For lightweight players, it is inherent in a duel at a fast pace with a correspondingly high “price” of work, exhausting the enemy through the implementation of shock techniques of moderate strength, which ensures the corresponding outcome of the duel. “Heavy weights” take active attacking actions not so often, realizing the potential of stroke with active protective actions. The final effort is carried out with active protection, which causes the victory in the fight.
The article describes the conceptual framework of the study of the role of independent work in the process of the future teachers’professional training at the higher educational establishment. The future teachers’ professional training at the higher educational establishment is a purposeful, systematic and organized process of pedagogical influence in the learning process and informative time, so that professionally significant and personal qualities are formed in the future teachers. It is considered that future teachers’ independent work at the higher educational establishment is the specially organized educational and cognitive activity of the future teachers with regard to their individual characteristics, aimed at self-fulfillment of educational tasks and the formation of individual’s independence, activity and creativity. So, future teachers’ independent work at the higher educational establishment causes a change in the relationship between a teacher and a student as equal subjects of educational activity. That is why all psycho-pedagogical (organizational, methodological) means of ensuring future teachers’ independent work at the higher educational establishment should be corrected. The content of the process of the future teachers’ professional training at the higher educational establishmentis selected. The kinds of independent work in the process of the future teachers’ professional training at the higher educational establishment are highlighted, the stages of independent work in the process of the future teachers’ professional training at the higher educational establishmentare demonstrated. Attempts to determine the nature of the future teachers’ independent work in the training process at the higher educational establishment on the example of Sumy state pedagogical university named after A. S. Makarenko have been done. Accordingly, future teachers’ independent work at the higher educational establishment is separated in three stages: self-reproductive; reproductive-critical; critical-creative.
The purpose of the article was to determine the functional state of the cardiorespiratory system and the vegetative regulation of the heart rhythm of male students engaged in the sports-pedagogical perfection groups on boxing when performing the dose-related physical exertion. To implement the goal, the following research methods were used: photoplethysmography, heart rate variability (HRV), cardiointervalography, spirography, tonometry, veloergometry, methods of mathematical statistics. Thus, with comparatively the same relative values of the results of the PWC170 sample, the boxer students of all weight categories, the sympathetic regulation of cardiovascular activity is dominant, which indicates the same tropic support for performing physical exertion. During the restitution period, there is a decrease in the frequency-volume parameters of the respiratory system, to a greater extent, due to the frequency of the respiratory cycles. The centralization index (according to R. M. Baievskyi) remains unrefined in comparison with the results of the sample, while maintaining a tendency to dominate the “heavyweights” of sympathicotonia balance. In this case, the ratio of low-wave to high-wave components of HRV (LF) indicates the dominance of sympathetic regulation of cardiovascular activity of boxer students of all weight categories. It is typical that students-boxers of heavy weight categories have a fairly low overall absolute level of regulatory systems activity, the LF/HF ratio is in the low-wave range, which indicates a low adaptation of the regulation of cardiac activity of boxer heavy students to submaximal load. Since the PWC170 sample is performed mainly in submaximal mode, which is characteristic for lightweight boxers and is non-specific for heavyweights, it is logical that the under-recovery of the trophic (oxygen) function in boxing students in heavy categories is due to the low functionality of the organism to the glycolytic regime of power supply.
National curricula are documents describing the knowledge, skills and social competences that students should acquire at the appropriate stages of education. In our article, we assume that these documents have the power to buttress the existing status quo or to change reality. Generally speaking, they are an attempt at transforming selected areas of culture in a deliberate, planned, and systemic manner. This paper, by means of Hofstede’s 4-D model of cultural differences among societies (viz power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity), is aimed at studying the way Polish and Ukrainian national curricula define the educational processes and Teacher-Student relations, in order to reveal the correlation between the cultural differences and learning/teaching process in Poland and Ukraine. A critical discourse analysis of the two state curricula has been done to interpret their contents.
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.
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