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1

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ З РОСІЙСЬКОЇ МОВИ

100%
Бірюк Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 4(58)
192-199
EN
The purpose of the article is to determine the primary school teachers’ readiness to Russian (second foreign) language professional activity and the characteristics of its components. The specifics of the research required combining general scientific methods and theoretical search. In the paper the definition of the mentioned readiness is defined and its components are pointed out: communicative and motivational, communicative and informative, communicative and technological. In particular, the indicators of the communicative and motivational components are: formation of positive emotional and evaluative attitude to the teaching profession, understanding historically conditioned cultural diversity in the state, interest and desire to study the Russian language, setting the purpose, educational activities objectives as a form of creativity, success desire, the ability to mobilize, responsibility, the necessity to deepen and improve professional skills in the field of linguistics. Information and communication component includes such indicators: understanding the theoretical concept of speech and language, knowledge of the Russian language system; the ability to use classroom expressions necessary for learning activities taking into account children’s communication areas and topics. In particular, a student must know: 1) the purpose, tasks, contents, methods of teaching primary school children’s communication, the laws of this age group’s speech development, the peculiarities of teaching organization, the curriculum, training program and teaching and learning means; 2) to know linguistic and communicative features of teaching primary school pupils; 3) to know the basics of communication theory. Communicative and technological component of readiness to the Russian language communicative competence forming includes operational and technological skills: the ability to use active and interactive technologies, including the ability to make a game, modeling, project activities; the ability to form language, speech and socio-cultural components of communicative competence. Conclusions. The mentioned readiness is considered as a steady start integrated feature of a person the essence of which is the motivational system and communicative skills in the ability to teach the Russian language to primary school pupils. We consider further it is advisable to determine the criteria and levels of the studied quality formation.
2

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ МАГІСТРІВ З ФІЗИЧНОЇ РЕАБІЛІТАЦІЇ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ:ПОНЯТТЄВО-ТЕРМІНОЛОГІЧНИЙ АСПЕКТ

100%
Лянной Ю., Кукса Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 9(53)
312-324
EN
The starting theoretical position of any research is the elucidation and clarification of the basic concepts definition for further understanding of the essence of research object. The purpose of the research is clarification of the definition "professional training of future masters in physical rehabilitation in higher education institutions". Material: legislative documents, scientific researches of pedagogues, psychologists, physicians were processed. Results: based on the system and content analysis the definition of the concepts of "professional training", "physical rehabilitation", "future expert in physical rehabilitation", "Master in physical rehabilitation" was clarified. The application of the provisions of the system and the competence-based methodological approaches, principles of scientific character, integration, integrity gives the opportunity to clarify that "preparation" is the process and result of learning (the formation of readiness), readiness – status and quality of personality characteristics of the state, which assume a certain level of preparedness, and "preparedness" is the result of specialist’s training. Physical rehabilitation is defined as restoration (or compensation) partially or completely disrupted (lost) body functions and working capacity of sick and disabled people by means of exercise therapy, massage, physiotherapy, natural factors. Master in physical rehabilitation is characterized as socially active, with innovative thinking, competitive specialist of the sphere of rehabilitation activities in the field of physical culture, sport and health, education, health, social protection, which combines research, advisory and practical work that focuses on recovery, secondary prevention and rehabilitation of various population groups. Conclusion: we characterize the professional training of future masters in physical rehabilitation in higher education institutions as a system of psychological and pedagogical, scientific and practical, organizational and research interrelated activities that reflect the specifics of the educational process and are obtained on getting qualification, which will allow them effectively complete professional tasks of innovative nature concerning the implementation of scientific and professional activity in the market of rehabilitation services.
3

РЕЗУЛЬТАТИ МОНІТОРИНГУ ТА ПЕРСПЕКТИВИ ВДОСКОНАЛЕННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ТРЕНЕРСЬКОЇ ДІЯЛЬНОСТІ З ІГРОВИХ ВИДІВ СПОРТУ

100%
Сопотницька О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
437-447
XX
The author proves that the coach is a leading figure in the sport, which is essential for modern sporting activities . The coach determines the efficiency and effectiveness of all sporting activities. During the training there is an active interaction with the trainer athlete athletes together, the athlete and the team, the team and the coach. The coach is a manager , who creates the team and educates athletes.The article describes general approaches to the essence and content of future physical training teachers for coaching activities. Determined that the structure of professional readiness to of students of faculty of physical education, who are preparing for the coaching in team sports, includes motivation, scientific, theoretical, practical, physiological and physical components. Motivational components reveals the attitude of students to the future of the coach.Scientific theoretical component provides a thorough knowledge of the organization of the training process in playing sports .The essence of the practical component of readiness of future teachers of physical training to coaching activities is the availability of existing professional skills. Great value in preparedness for future teachers of physical training to coaching activities have psychophysiological components, which we understand as a whole system psychophysiological personality traits of a coach (memory, attention, operational thinking). The physical component of readiness for professional coach team sports include health and physical development. For the coach his physical form is crucial .The results of the monitoring study of formation of future physical training teachers coach’s practical skills on affirmative phase of the experiment. Students were given a developed comprehensive questionnaire that included 13 questions open and closed. The author during the pilot study , along with the questioning graduate students conducted a survey of coaches(27 respondents) of team sports ( volleyball, basketball, handball and football ), working in the sports school and educational institutions t. Ternopil and Ternopil region, training sports teams Prospects of improvement of future teachers of physical education to the coaching of team sports through the introduction of pedagogical conditions and structural and functional model.
4

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ З РОСІЙСЬКОЇ МОВИ

100%
Бірюк Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 5(59)
71-78
EN
The purpose of the article is to determine the primary education teachers’ readiness to Russian (second foreign) language professional activity and the characteristics of its components. The specifics of the research required combining general scientific methods and theoretical search. In the paper the definition of the mentioned readiness is given and its components are pointed out: communicative and motivational, communicative and informative, communicative and technological. In particular, the indicators of the communicative and motivational components are: formation of positive emotional and evaluative attitude to the teaching profession, understanding historically conditioned cultural diversity in the state, interest and desire to study the Russian language, setting the purpose, educational activities objectives as a form of creativity, success desire, the ability to mobilize, responsibility, the necessity to deepen and improve professional skills in the field of linguistics. Information and communication component includes such indicators: understanding of the theoretical concept of speech and language, knowledge of the Russian language system; the ability to use classroom expressions necessary for learning activities taking into account children’s communication areas and topics. In particular, a student must know: 1) the purpose, tasks, contents, methods of teaching primary school children’s communication, the laws of this age group speech development, the peculiarities of teaching organization, the curriculum, training program and teaching and learning means; 2) to know linguistic and communicative features of teaching primary school pupils; 3) to know the basics of communication theory. Communicative and technological component of readiness to the Russian language communicative competence forming includes operational and technological skills: the ability to use active and interactive technologies, including the ability to make a game, modeling, project activities; the ability to form language, speech and socio-cultural components of communicative competence. Conclusions. The mentioned readiness is considered as a steady start integrated feature of a person the essence of which is the motivational system and communicative skills in the ability to teach the Russian language to primary school pupils. We consider further it is advisable to determine the criteria and levels of the studied quality formation.
5
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Projekt Skali Gotowości do Zmiany Pracy

100%
Naczyński M.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2016
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issue 2(21)
347-356
EN
The main aim of the study was to present preliminary results of research into polish method for measure readiness to change job by workers. Nowadays many people changes their jobs, especially younger workers. A factor analysis procedure allowed to define three factors which explain 58,86% variation of readiness to change job. Cluster analysis reveal three groups of workers: high readiness with positive attitudes for new job and negative attitudes for actual job, low work experience; low readiness with negative attitudes for new job and positive attitudes for actual job, low work experience; low readiness with negative attitudes for new job and positive attitudes for actual job, high work experience. An approach to do research on readiness to change job should be continue.
6
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Готовність слухачів магістратури як майбутніх викладачів до професійної діяльності як продукт запровадження педагогічних технологій

100%
Тюріна В. О.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2012
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issue 1
201-210
XX
The certain notion to readiness to professional activity; the elaborated notion to pedagogical technology; they are determined its aspects, hierarchical level of the using and factors, which influence upon efficiency of the using to pedagogical technology for the reason shaping beside listeners of the magistracy as future teachers to readiness to professional pedagogical activity.
7

СТРУКТУРНІ ОЗНАКИ ПІДГОТОВЛЕНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДО МИСТЕЦЬКО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

88%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
13-20
EN
Article is devoted to the determination of professionals to work effectively. An essence of this phenomenon as a result of students training in the field of art, pedagogics and research work which necessary for effective artistic and pedagogical work is disclosed. The component structure of mentioned readiness consists of such connected elements as: motivation, cognition, competence, reflation, art and productivity. Orientation-motivational component expresses the attitude of undergraduates interested in musical and professional, artistic, educational and research activity, persistent desire to systematically boost their musical and professional level, acquisition of knowledge and practical experience in music and academic work, interest in scientific studies. Cognitive-competency component includes knowledge of students in the field of art, the ability to expand knowledge and practical experience in the classroom effectively, the acquisition of skills in the field of research. Evaluative-reflective component is represented by the students’ ability of critical appreciation of art events and their own professional activities, analytical understanding of pedagogical action and scientific facts to correcting their own training and making possible the ability of students to the art of reflection, self-control by making their own decisions in the course of research, to self-knowledge in the artistic and educational activities. Productive and creative component provides the ability of students to the art of the perfect embodiment of his creative findings in professional activities, introduction of innovative processes in teaching practice and the capacity for independent research. Projective-productive component is provided by the students’ ability to identify prospects for its artistic development, problems of formation of individual style of pedagogical activity and planning their own research work. Preparing students for conducting research in the field of pedagogy must take into account the strategic objectives in the development of not only their scientific value, awareness, but also cultural orientations. Predictive measurements of students’ research activities must ensure the unity of the abstract and the concrete, logical and intuitive thinking, promote the acquisition of the operations of analysis and synthesis of the studied phenomena, ways of presenting materials, experiment, etc.
8

ФОРМУВАННЯ ГОТОВНОСТІ ПЕДАГОГІВ-ОРГАНІЗАТОРІВ ДО ІННОВАЦІЙНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

88%
Єфремова Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 2(56)
129-138
EN
The article is devoted to the problem of forming the readiness of teachers-organizers to the innovative professional activity. The readiness is defined as a integrative quality of a personality which is characterized by the presence and some level of formation of motivational and orientation, informative and operational, evaluative and reflexive components in the unity, that reveals itself in aspiration to innovative activity and being ready to its performance on the professional level. The scientific literature analysis testifies to the fact that there are a lot of researches which, unfortunately, do not allow forming the unique idea about the “readiness” as a scientific notion as they reflect only some aspects of the mentioned above notion and very often show coexistence of many opposite definitions and contradictory notions of the phenomenon researched. In the context of our research tasks the readiness is defined as a substantial precondition of goal-oriented activity, its regulation, stability and effectiveness. Professional readiness helps a person fulfill his duties successfully, use his knowledge, experience, personal qualities correctly, retain self-control and change his way of actions in case of unpredictable barriers occurrence. On the other hand, readiness to innovative pedagogical activity is a peculiar personality condition which assumes motivational and evaluative attitude of a teacher-organizer to his professional activity, his possession of effective methods and means of achieving pedagogical aims, having the ability to creativity and reflection. It is the basis for active social, professional and pedagogical subject stand, which stimulates to innovative activity and contributes to its productivity. Thus, forming the readiness of teachers-organizers to innovative activity assumes the following models with the next interdependent components: a) being well-informed about the innovative pedagogical technique; b) being well-technologized in forming teachers’ competence in working out and using innovative pedagogical techniques; c) having results in teachers training to applying innovative pedagogical technologies and their assessment. Forming the readiness of teachers-organizers to innovative activity is a process which gives a specialist the possibility to develop his value scale, humane orientation, understanding the technology of solving professional and pedagogical problems, his interpreting the results of pedagogical innovations, working out the criteria of their analysis and assessment.
9
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The Readiness to Cooperate Within the Triple Helix Model in Poland

88%
Bednarzewska K. E.
Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia
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2021
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vol. 55
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issue 3
7-22
EN
Theoretical background: The present article focuses on the assessment of the readiness of representatives of science, business and local administration in Poland to establish mutual cooperation in the areas of leadership, management style, competences and technologies. Subject literature refers to the cooperation of these three spheres as the triple helix. The literature, however, still lacks an assessment of readiness to cooperate from the perspective of science, business and administration. This article belongs to the area of institutional economics.Purpose of the article: The main purpose of this article was to present the functioning of cooperation between representatives of science, business and administration in Lublin and Warsaw. The methodological purpose was to develop the proprietary methodology of readiness to function according to the Triple Helix Readiness concept as a tool for assessing the level of readiness of the scientific, business and administration environment for mutual cooperation in Polish cities. The empirical purpose was to evaluate Polish cities in terms of their preparation for cooperation, as well as to formulate recommendations for the science, business and administration environment focused on increasing the effectiveness of mutual cooperation.Research methods: Qualitative and quantitative research methods were selected. Among the qualitative methods, a diagnostic survey was used. The Computer-Assisted Self Interviewing (CASI) online survey technique was also used, which is in line with the quantitative methodology of market and opinion research. The tool used to conduct the research was an Internet questionnaire addressed to stakeholders. For the present article we adopted the assumption that the adaptation of the modified Net Readiness methodology will enable us to assess the level of readiness of the science, business and administration environments in Poland to establish mutual cooperation. The author modified the original Net Readiness methodology for the purposes of conducting the research.Main findings: The adopted research hypothesis: cooperation between science, business and administration is determined by various factors. Diversification of the level of cooperation depends on the management style, leadership, level of competence and technology advancement used. The results of our research indicate that the readiness to cooperate with external entities depends on many factors. From the perspective of enterprises, these include the level of advancement of information systems, modern tools supporting knowledge management, their research and development activities, registered and transferred patents, trademarks and training expenditure. On the other hand, universities pay attention to the possibility of commercializing their solutions and later marketing them. Still other factors determine the readiness to undertake such cooperation on the part of cities and towns. The main added value of this article is that it adds to the scientific output an assessment of the readiness of the scientific, business and administration communities to cooperate under the triple helix model and recommendations focusing on increasing the effectiveness of their mutual cooperation.
10
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Space for Media and Digital Literacy in the Context of Primary Education

88%
Karasová M., Uhrinová M.
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)
23-32
EN
The contribution focuses on current questions and issues in the area of mass media influence on the behaviour of pupils of a younger school age in Slovakia. It offers partial results of research that appeal not only to the importance of implementing media education into primary education, but also show the real status of teachers’ readiness in the area of digital and media literacy. Research was quantitative-qualitative and in addition to the questionnaire method was realised interviews with headteachers of schools and focus interviews with the pupils. The aim of our research probing was to find out the contemporary state of the implementation of the media education into the education process as well as preparation of the teachers in the educational practices in regard to the specific sphere. Research is currently continuing to diagnose the digital literacy of teachers and future teachers in Slovakia.
11

МОДЕЛЬ-ПРОФЕСІОГРАМА МАЙБУТНЬОГО ГІРНИЧОГО ІНЖЕНЕРА

75%
Герасимчук О.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
175-184
EN
The article gives theoretical ground on the model-professiongram of a graduate student in the specialty of mining engineering. The main functions and typical tasks of professional activity of an engineer in “Mining” are defined; individuality development problems of a future professional, his creative skills and responsible attitude to the environmental problems solution in their future professional activity are revealed. In present economic situation new requirements for the quality of a future expert training, which are determined by the requirements of the labor market are essential. They concern, first of all, the professional and socio-cultural level, competitive and professional qualities of an individual. With the development of modern technologies the production becomes flexible and requires a new generation of the professionals able to be active in situations that are changing rapidly. The quality of professional education is a complex multi-level dynamic system of qualities, which are focused on providing complete outcome – a graduate student quality, is conformed by the correspondence level of the education results to the objective. This objective determines the choice of forms, content and learning tools. The run of educational process and the result of education depend on an objective. It is expected that in the process of education a student possesses professional competence, which contains the knowledge and skills relevant to the selected professional activity, which gives the individual the opportunity to exist and operate effectively in the society. In modern society the preparation of a highly qualified professional in any specialty is not possible without an environmental component. Engineering education, which is considered to be one of the most essential in the world, realizes social need of a society – training of a professionally competent, competitive and enterprising professional who has an ecological culture based on competency approach. Thus, the ecological competence of an individual is the harmonization of conditions and criteria for the interaction in the system «individual – nature –society». The combination of different stakeholder capabilities forms the basis for professional behavior, which is aimed at solving the environmental problems. Thus, ecological competence is an important component of a successful environmental activity. A future mining engineer should be well educated in his/her field of competence and occur as a professional who is able to solve independently and responsibly raised production tasks.
12

ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ПСИХОЛОГІВ ДО ВИКОРИСТАННЯ ЗАСОБІВ ЕСТЕТОТЕРАПІЇ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ: ПРАКТИКО ЗОРІЄНТОВАНИЙ АСПЕКТ

75%
Ратєєва М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
125-132
EN
The article presents the results of the pedagogical experiment to identify the professional readiness of the future psychologists to use art-therapy work with different categories of the population. The criteria, indicators and levels of formation of future psychologists in the use of funds in professional activities are revealed. The article is devoted to coverage of pedagogical conditions of future psychologists’ readiness formation for using art therapy in professional activities. The programs for students-psychologists “Fundamentals of art therapy in professional psychologist” are characterized. The importance of students’ competences further professional development and their subsequent professional realization are emphasized. According to the results of consulting stage of the pedagogical experiment it is proved that raising the level of the use of art therapy means by the future psychologists would be subject to effective development and implementation of training in pedagogical conditions. Currently, it becomes relevant the issue of formation of value attitude to health by involving in the educational process various kinds of artistic and creative activities in the form of art therapy techniques, based on the mobilization of the creative potential of human internal mechanisms of self-regulation and healing. This type of psychotherapy involves a lot of other types, such as psychotherapy, play therapy, psychodrama, music, dance therapy, symbol drama. An important component of social development, the condition and stability of society is the basis of physical and psychological health. In this context, the important role is played by the impact of different kinds of art on the emotional and sensual sphere of creating a personality for her psychological comfort and disclosure of creative potential. Such influence has art therapy, which is defined as a system of integrative therapy, which involves treatment of color, movement, drama, drawing, sound, etc. and carries the tools of preserving the integrity of the person, his/her spiritual core. With no contraindications, art therapy can be used not only in therapy but also in teaching activities and social work.
13

ДІАГНОСТИКА НЕУСПІШНОСТІ МОЛОДШИХ ШКОЛЯРІВ У ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

75%
Кондратюк С., Мордвінова І.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 5(59)
297-307
EN
The problem of underachievement of primary and secondary school pupils today is and will be the most urgent. Underachievement is a comprehensive unpreparedness of the learner which occurs at the end of a certain period of training. Diagnosis of poor progress and classification of the student to a particular type of underachieving is possible only if we know the totality of types and subtypes of failure, their manifestations and ways to overcome. The problem of poor progress of students in secondary and especially primary school always attracted the attention of teachers, both scientists and practitioners. Among the prominent scientists who were involved in this problem, put forward their theories and methods to overcome the poor process, are U. Hilbuh, V. Tsetlin, V. Grishin, U. Babanskii, M. Paltyshev, N. Menchinskay, V. Kuznetsov and many others who proposed the ways of overcoming pupils’ poor progress, developed programs and methods of its elimination. The purpose of the article is to reveal the ways to prevent and eliminate underachievement of junior pupils in primary schools. To achieve this goal the following objectives should be realized: to classify the causes of poor progress of pupils and determine the forms and methods of liquidation of poor progress of primary school children. Methods of research – analysis, synthesis, comparison, observation and pedagogycal experiment. The vast intellectual unpreparedness of primary school children to learning directly leads to the underachievement of educational activities, inability to meet the requirements of teachers and therefore to low ratings. Modern pedagogy has collected a lot of experience to overcome the poor process of school children. Analysis of various practical means reveals some fundamental provisions in the diagnosis of poor process, one of which is psychological diagnostics. It is aimed at early detection of child’s readiness for school, determining the type of mental deviation of primary school children and under this plan purposeful educational influences in learning and education. One criterion for the effectiveness of school psychological diagnostics is to control the execution of written and independent work in Ukrainian language, mathematics, literary reading, science. Thus, the optimal system of measures is aimed at helping underachieving pupils to overcome gaps in knowledge in further training activities. Prospects for further reseach are seen in revealing system of means of junior pupils underachievement prevention in primary schools.
14

ГОТОВНІСТЬ ПЕДАГОГА ДО ІНКЛЮЗИВНОЇ ОСВІТИ

75%
Бовкуш К.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 4(48)
3-8
EN
The article analyzes the nature, structure and importance of formation of the inclusive competence of future teachers in connection with introduction of inclusion in the general education institution. Realizing of problems of teacher’s readiness to the inclusive education of children with psychophysical needs the teachers should have psycho – pedagogical erudition; skills to combine productively correctional-consultative and scientific research of the teacher’s activity. The represented data illustrate the main difficulties and options of professional and psychological readiness of teachers to include «special» child in еру general process, considered the influence of personal characteristics of teachers' attitudes towards inclusive education. The skills of professional readiness of the teacher, characterized by the concept of inclusive environment and special environment are considered. The certain elements of inclusive teacher competence, motivation, values, cognitive-operational, reflexive-evaluation are recognized in the article. These tasks of willingness of teachers to inclusive education are discussed. Two main indicators of willingness of the experts which are professional readiness and psychological readiness are outlined by the author. The inclusive teacher competence is described as an integrated personality formation, which causes the ability to function in the professional development of inclusive education. According to the author, the inclusive teacher competence refers to the level of specific professional competencies. This ensures the formation of its components. Inclusive teacher competence has to appear in pedagogical skills to organize collective activity of children of different categories, equivalent to assess the level of teaching material of the pupils learned with different types of violations, the ability to choose certain methods of educational influence on the children in the classroom. Inclusive education has flexible individual personal training, which is provided by medical and psycho-social and educational support. The inclusive teachers are taking a new system of values, creatively implement new learning technologies, can quickly solve the problem of socialization of children.
15

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ АВІАЦІЙНИХ ФАХІВЦІВ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

75%
Оксана К.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 8(62)
136-147
EN
In the article the analysis of scientific psycho-pedagogical literature is conducted in relation to the pedagogical conditions of forming professional competence of the future aviation specialists in terms of modern training in aviation institutions of higher education. Ensuring the safety of aviation flights with the rapid development of air transport put forward new requirements to the air specialists, the main of which is professional competence. Preparation of the future air specialists engaged in training aviation institutions of higher education, have properly prepare its graduates for the future professional activity. The purpose of the article is a study of scientific opinion on the pedagogical conditions of forming professional competence of the future aviation specialists in modern aviation training institutions of higher education. Research methods: theoretical – analysis, systematization and generalization of data of psycho-pedagogical literature to determine the status elaborated above mentioned problems. It is distinguished substantial features of pedagogical conditions. The concept of pedagogical conditions of forming professional competence of the future aviation specialists as the complex of external and internal, objective and subjective factors, that contribute to effective and efficient construction of the educational process taking into account necessities, interests and personality capabilities for effective professional activity in the capture of knowledge, abilities and skills. It is described professional training of the future air specialists as pedagogical process. The concept “professional competence of the future specialists of aviation industry” is a quality multicomponent complex characteristic of preparedness of a specialist for professional work in aviation. The key are described competence and components of readiness of the future air specialists to professional activity, namely: for the future specialists of aviation industry consider fundamental pedagogical conditions: reflection of the future air specialists as precondition to self-regulation; self-control and self-perfection of the future air specialists; integration of various disciplinary subjects cycles. Under the terms of today’s latest technologies, integration, individualization and differentiation of studies in close cooperation the teacher and the student may achieve the goal of studies – professional competence training of a specialist. The grounds of pedagogical conditions of forming professional competence of the future aviation specialists and perspectives of the further work in the process of study of natural sciences are considered.
16

ГОТОВНІСТЬ ДО ПРОВАЙДИНГУ ІННОВАЦІЙ ЯК ВАЖЛИВА ПРОФЕСІЙНА ЯКІСТЬ МАЙБУТНЬОГО ВИКЛАДАЧА

75%
Литвинов А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 5(59)
154-161
EN
Based on the analysis of scientific and pedagogical literature the readiness of a teacher to providing the educational innovations as an important professional quality of a pedagogue was reviewed as well as characteristics and conditions of his formation. The article deals with the concept of providing innovations as a complex supply of the process of creation, development, formation, spreading and using of novelties, which aims to improve the efficiency of content and technologies of education and upbringing; the definition of the readiness of a teacher to the innovative activity is given. The analysis of scientific sources on an investigated problem allowed determining the parameters of the innovative activity of a teacher: readiness to the implementation of innovation, innovative activity and efficiencies. The forms of teachers’ involvement into the innovative activity are outlined, which cover the organization, implementation and participation in researching seminars and scientific and practical conferences on the most relevant issues, carrying out of the internship in higher education institutions, the creative work of teachers on scientific theme, the problem of methodological associations, analysis and syntheses of own experience and the experience of the colleagues, classes at specialized courses for improvement of professional skills of pedagogical staff, an independent research work. The indicators of readiness and ten personal and professional qualities of a future pedagogue, who is prepared to use the innovation in his teaching activity, are highlighted. The levels of the development of the readiness to the innovative educational activity are revealed. The knowledge of the own level of the readiness to providing of the pedagogical innovations enables a teacher to plan his self-development and helps a supervisor to adjust the innovative potential of the team, which is an important structural component of professional qualities. The results of the research can be used in the process of master training of the students of higher education institutions, and as well in the system of the professional improvement of teachers and scientific pedagogical staff, serve as a basis for the development of methodological materials for implementation of the course “Providing of innovations into education” into the training process.
17
Publication available in full text mode
Content available

Odpowiedzialność zawodowa pracownika socjalnego nieocenionym składnikiem jego kultury pracy

75%
Wołk Z.
Labor et Educatio
|
2013
|
issue 1
61-73
EN
Working with the human imposes on him (as an employee) specific tasks, regardless of what area of work is conducted. Social Care and Social Work relate to people struggling with various life problems that they are not able to cope with alone. Helping them requires showing a high level of work culture, especially with high responsibility, which must not be limited only to the final results. Responsibility is closely related to an active approach to various aspects of the social worker’s executed role.
18
Publication available in full text mode
Content available

Otwartość na dialog w mediacjach rodzinnych

75%
Przybyła-Basista H.
Kultura i Edukacja
|
2015
|
issue 3(109)
47-71
EN
The objective of this paper was to analyze the socio-cultural and personal reasons pivotal to the openness of the conflicting parties to a dialogue in the framework of family mediation. In the quest to answer the question what factors can influence the development of the family mediation in Poland and its acceptance both by the society and the families in conflict, the author presented the results of international and Polish research on the efficacy of the family mediation process and the readiness of the parties to use the mediation in family conflicts. Two theoretical concepts characterizing the socio-cultural origins of resistance to mediation were analyzed in detail, namely that of the social resistance proposed by B. Mayer and that of the moral resistance by R. Benjamin. Moreover, the paper addressed the issue of the promotion of mediation together with the unrealistic expectations as to what can be achieved through mediation, mythologization of mediation and dilemma connected with the neutrality of the mediator. Finally, an integrated systemic approach to family mediation was proposed, which could enhance the chances of acceptance of the mediation by the parties in conflict. In essence it is proposed that the promotion of mediation should be exercised on three levels: (1) general societal level (to promote the winwin solutions in family conflicts), (2) level of specific educational activities for the conflicted parties (e.g. organization of pre-mediation consultative meetings), and (3) level of specific actions targeted at various professional groups (e.g. judges, lawyers, probation officer, employees of the family support centres, etc).
19

МОДЕЛЬ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ В НАВЧАЛЬНО-ВИХОВНОМУ ПРОЦЕСІ ВИЩОЇ ЕКОНОМІЧНОЇ ШКОЛИ

63%
Палічук Ю.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
231-237
EN
The use of health preserving technology in today’s conditions is particularly important because in many institutions of higher education economics are trained professionals and masters for the profession of economist and educator. The article discusses the model implementation of health preserving technologies in the educational process of high school as a learning process, which is aimed at forming components of health preservation, valeology culture inseparably connected with the formation and development of the preparations of students for a healthy lifestyle, and is intended to provide training for students in this direction accordance with the principles of health preservation. The analysis of the scientific and methodological literature demonstrates the need for a culture of health through education as a social institution. The formation of health preserving educational environment provides the integration of social and human sciences, the participation of all members of the educational process, students, administrative and managerial staff, faculty, university support services. Conceptual plan pilot program involves a fundamental change in individual and social consciousness, the refusal of the consumer approach to health, a sense of personal responsibility for the welfare and health of relatives. The idea of the concept of a healthy lifestyle in Economics University should be implemented based on the principle of unity of personal and professional development of the specialist. The model is analyzed as a way to reflect a generalized phenomenon, the result of an abstract generalization of practical experience, the ratio of the theoretical concepts of the object with the empirical knowledge of it. To construct the model of the educational process aimed the author had to define the purpose and objectives of the experimental work. An important issue of constructing the model is to determine its effectiveness, because in the end we have to talk about the new quality of education, therefore, a new approach to its effectiveness, including teacher effectiveness of health preserving technology. This model reflects the structural and functional interaction of the main components of training. It is recommended to implement this model of teaching health-technology in the educational process at the university.
20

КРИТЕРІЇ ФОРМУВАННЯ В УЧНІВ ПРОФЕСІЙНО-ТЕХНІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ ГОТОВНОСТІ ДО ПРОФЕСІЙНОГО ТА КАР’ЄРНОГО САМОВДОСКОНАЛЕННЯ

63%
Шепеленко С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
325-335
EN
In the article are disclosed the essential characteristics of selected criteria, indicators and parameters of formation of students of vocational and technical educational schools readiness for professional and career improvement. Today in the native and world pedagogy the problem of formation of readiness for professional and career improvement has been actualized, which determines successful realization of professional career of the personality and success of the state in general. The problem of development assessment criteria of student achievements is very important and in its development were engaged and are engaged such leading national and foreign scientists: J. Babansky, V. Bezpalko, V. Lozova V. Polyansky, D. Rumyantseva, V. Slastyonin, M. Fitsula, M. Yarmachenko and others. Competence approach to vocational training considers the fact that the subject of evaluation should not be a simple sum of knowledge, skills and experience of the student, but formed competence, i.e. general and professional knowledge, based on knowledge, experience, values, abilities that are «direct productive force». The developed technique involves the formation of knowledge and skills that ensure readiness for professional and career self-improvement, and are combined to seven clusters corresponding to the selected components of readiness: motivational, targeted, self-reflection, action-operating (which contains components of self-improvement, design, research), value-evaluative. Based on the analysis of scientific views about the readiness of students of vocational-technical schools for professional and career self-improvement and results of our research we have identified the following criteria for its formation: target, semantic, operational and activity, estimated-resulted. The author while analyzing of scientific research and publications argues that the test of mastering educational units by students requires informed choice of evaluation criteria agreed with features of the used methodology. There are characterized bases of a technique of readiness formation for further professional and career self-improvement, which is the author's working, explains the choice of the described criteria, indicators, parameters and techniques testing various aspects of readiness.
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