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Engineering and Educational Technologies. Quarterly theoretical and practical journal [Online journal].
– Kremenchuk: KrNU, 2017. – № 3 (19). – 183 p.
– Available at: http://eetecs.kdu.edu.ua

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Actual Trends of Professional Education Development

COMPARATIVE ANALYSIS OF PECULIARITIES OF PROFESSIONAL TRAINING OF STUDENTS OF ECONOMIC SPECIALTIES  
Bespartochnaya O., Yakovenko Ya.  (download)
[in Ukrainian]

In the article the modern approaches to the definition of professional competence and its components are considered. As a result of the research, the main elements of the professional competence of future economists were identified. It is emphasized that the development of thinking has a great importance and the influence on shaping the personality of the future economist. The foreign experience of training economists in higher education has been studied. Attention is also focused on the fact that there is a need to create such model of training specialists that will meet the Ukrainian socio-cultural and economic realities.

Keywords: professional competence, structural components of professional competence, higher economic education, model of professional preparation of economists.

1. Adam, S. and Baydenko, V.I. (2005), Ispol'zovaniye rezul'tatov obucheniya, Bologna process: middle way, Yssledovatʹ. Tsentrproblem kach-vapodhot. spets-ov, Moscow. [in Russian]

2. Ayrapetova, E.Yu. (2005), ''Components of professional training of a manager in the university'', available at: http://www.ncstu.ru/content/_docs/pdf/conf/past/2005/pps/15/26.pdf (accessed 10.05.2017). [in Russian]

3. Brazhe, T.H. and Kulyutkin, Yu.N. (2004), Rozvytye chuvstva novoho [Developing a senseofnew],  available at: www.pomorsu.ru/avpu/proect/sbornik2004/395.html (accessed 15.05.2017). [in Russian]

4. Vvedenskyy, V.N. (2003), Modeli rovaniye professional'noy kompetentnosti pedagoga [Modeling the professional competence of the teacher], Pedahohika,  vol. 10, pp. 51-55. [in Russian]

5. Voynarovsʹka, O.N. (2010), Perspektyvy zastosuvannya amerykansʹkoho dosvidu pidhotovky bakalavriv z ekonomiky u vitchyznyanykh vyshchykh navchalʹnykh zakladakh [Prospects of America nexperience of preparation of Bachelorin economics in localuni versities], Pedahohika i psykholohiya profesiynoyi osvity, vol. 5, available at: http:www.nbuv.gov.ua/portal/ Soc_Gum/Pippo/2010_5/Voynar.html (accessed 21.05.2017). [in Ukrainian]

6. Vulʹfson, B.L. (1999), Vysshee obrazovanye na Zapade na porohe XXI veka: uspekhy i nereshennye problemy [Higher education in the West on the threshold of the 21st century: successes and unresolved problems], Pedahohika, vol. 2, pp. 84-96. [in Russian]

7. Heyzersʹka, R.A. (2007), Pro neobkhidnistʹ formuvannya profesiynoznavchy khyako steymaybutnikhmahistrivekonomichnohoprofilyu [On the necessity of formation of professionally knowledgeable qualities of future masters of economic profile], Visn. Luhan. Nats. Ped. Un-tuimeni Tarasa Shevchenka. Pedahohichninauky, vol. 1, p. 241. [in Ukrainian]

8. Elʹbrekht, O.M. (2009), Pidhotovkamenedzheriv u vyshchykhnavchalʹnykhzakladakh Velykobrytaniyi, Kanady, SSHA (porivnyalʹnyyanaliz) [Training of managers in higher education institutions in Great Britain, Canada, USA (comparative analysis)], In-t vyshch. Osvity APN Ukrayiny, Osnova, Kyiv. [in Ukrainian]

9. Zaprudskyy, N.I. (2003), Sovremenny eshkolʹnyetekhnolohyy: posobye dlya uchyteley [Modern school technology: a manual for teachers], Sér-Vyt, Mynsk. [in Russian]

10. Zymnyaya, Y.A. (2004), Klyuchovi kompetentsiyi yak rezulʹtatyvno-tsilevaya osnova kompetentnostnoho pidkhodu v osviti. Avtorsʹkaversiya [Key competences as a result-target basis of competence approach in education. Author's version], Yssledovatʹ. Tsentr problem yakosti pidhotuvannya. Spetsialistiv, Moscow. [in Russian]

11. Poyasok, T.B. (2009), Systema zastosuvannya informatsiynykh tekhnolohiy u profesiyniy pidhotovtsi maybutnikh ekonomistiv: monohrafiya [The systemofapplicationof information technologies inthetrainingoffuture economists: a monograph], PP Shcherbatikh O.V., Kremenchuk/ [in Ukrainian]

ESSENCE AND FEATURES OF THE CASE-STAGE METHOD FOR TRAINING FOREIGN LANGUAGE OF STUDENTS OF TECHNICAL SPECIALTIES  
Dniprovska T.  (download)
[in Ukrainian]

The article is devoted to the actual problem of  essence and features of the case-step method, its possibilities and advantages, experience in teaching students of foreign language . The main stages of the case study method for teaching foreign language students are determined and the training products are developed in the process of creating cases for a foreign language for students of technical specialties. Among the various innovative directions in modern linguodidactics, in addition to the case study, the following training technologies were most effective: training in cooperation (using business games), project technologies; Information technology (use of chat rooms, forums) productive learning. In the process of creating cases in a foreign language with students of technical specialties, it is possible to create different versions of training products.

Key words: case study, foreign language, training of students.

1. Ball, H.O. (2008), Oriyentyry suchasnoho humanizmu v suchasniy osvitniy, psykholohichniy sferakh, Volyn, Zhytomyr. [in Ukrainian].

2. Butakova, T.Y. (2015), Retrospektyvnaya kharakterystyka metodyk obuchenyya ynostrannom uyazyku v tekhnycheskykh vuzakh, Molodoy uchenyy, Moscow. [in Russian].

3. Butsyk, I.M. (2014), Obgruntuvannya pedahohichnykh zasad zastosuvannya metodiv produktyvnoho navchannya v profesiyniy pidhotovtsi inzheneriv-mekhanikiv sil; koho hospodarstva, Vydav.centr, Kyiv [in Ukrainian].

4. Honcharova, M.V. (2014), Keys-metod v obuchenyy ynoyazychnomu obshchenyyu menedzherov, Centr, Moscow. [in Russian].

5. Dolhorukov, A.M. (2002), Keys-metod kak sposob ponymanyya, Praktycheskoe rukovodstvo dlya tyutera, Tsentr intensyvnykh tekhnolohyi obrazovanyia, Moscow. [in Russian]

6. Yevropeyskyy Soyuz – Ukrayina: spivrobitnytstvo u sferi vyshchoyi osvity (2010), Predstavnytstvo  v Ukrayini, Kyiv. [in Ukrainian].

7. Zahalnoy evropeyski rekomendatsiyi z movnoyi osvity: vchennya, vykladannya, otsinyuvannya (2003),  Naukovyy redaktor ukrayinkoho vydannya, Kyiv. [in Ukrainian].

8. Kucheryavaya, T.L. (2012), Problemy professyonalno-oryentyrovannoho obuchenyya ynostrannomu yazyku studentov neyazykovykh spetsyalnostey, Renome, Sankt-Petersburg [in Russian].

9. Lozova, V.I. (2002), Stratehichni pytannya suchasnoyi dydaktyky, Rozvytok pedahohichnoyi i psykholohichnoyi nauky v Ukrayini, OVS, Kharkiv. [in Ukrainian].

10. Tomilina, A.O.(2014), Vykorystannya systemy elektronnoho navchannya Moodle pry vchenni inozemnoyi movy, Pedahohika vyshchoyi ta serednoyi shkoly, vyp. 32, pp. 75-80. [in Ukrainian].

REALIZATION OF THE TECHNOLOGICAL APPROACH FOR VOCATIONAL TRAINING OF A FUTURE PEDAGOGUE AT HIGHER EDUCATIONAL ESTABLISHMENTS  
Zhelanova V.  (download)
[in Ukrainian]

In the presented article the expediency of realization of the technological approach in modern higher education has been proved. The concepts of “technology” and “pedagogical technology” have been defined, on which the technological approach is centered. Characteristic features of pedagogical technologies have been provided. The implementation of the technological approach in higher education has been shown using the example of context learning technology. The structure of context-learning technology is presented, which contains a conceptual basis, is polyparadigmal and polypididic integrity of cognitive, personality- oriented and semantic paradigms of education, as well as of axiological, acmeological, systemic, activity-based, subjective, contextual, reflexive-contextual, technological, objective, ecological scientific approaches synthesized in the reflective education paradigm and detailed in the strategic and tactical principles of context-learning technology; the content component, which is the integral experience of the professional activity of the teacher; procedural part, which is represented by the processes of transformation of cognitive motives into professional ones, as well as by reflexion; genesis of the sense. It is shown that the introduction of the technology of contextual education of the future pedagogue takes place in the context of the reflexively contextual educational environment of the higher educational establishment.

Key words: technological approach, technology, pedagogical technology, technology of contextual learning, reflexive-contextual educational environment of a higher educational establishment.

1. Adolf, V.A. (1998), Formirovaniye professionalnoy kompetentnosti budushchego uchitelya [Formation of professional competence of the future teacher],  Pedagogika, № 1, pp. 72-75. [in Russian]

2. Bespalko V.P. (1990), Slagayemyye pedagogicheskoy tehnologiyi [Components of pedagogical technology], Pedagogika, Moscow. [in Russian]

3. Verbytskyi, A.A. (2010), Pedagogicheskiye tehnologiyi kontekstnogo obucheniya [Pedagogical technologies of contextual learning: scientific and methodical manual], RITS MGGU im. M.A. Sholohova, Moscow. [in Russian]

4. Klarin, M.V. (1994), Chto takoye pedagogicheskaya tehnologiya [What is the pedagogical technology], Sovremennaya dydaktyka: teoriya i praktyka, Moscow. [in Russian]

5. Kornetov, G.B. (2001), Pedagogicheskiye paradigm bazovyh modeley obrazovaniya: ucheb. posobiye [Pedagogical paradigms of basic models of education: Textbook],  Izd-vo URAO, Moscow. [in Russian]

6.  Abalkin, L.I. and Halipov, V.F. (1987), Nauchno-tehnicheskiy progress: slovar [Scientific and technical progress: the dictionary], Politizdat, Moscow. [in Russian]

7. Ozhegov, S.I. (2006), Tolkovyi slovar russkogo yazyka: 80000 slov i frazeol. vyrazheniy [Dictionary of the Russian language: 80 000 words and phrase. Expressions], ООО “A TEMP”, Moscow. [in Russian]

8. Selevko, G.K. (1998), Sovremennyye obrazovatelnyye tehnologiyi: ucheb. posobiye [Modern Educational Technologies: Textbook], Nar. Obrazovaniye, Moscow. [in Russian]

9. Sivashinskaya, E.F. and Punchik, V.N. (2010), Pedagogicheskiye sistemy i tehnologiyi: kurs lektsiy dlya studentov ped. spets. vuzov [Pedagogical systems and technologies: a course of lectures for students ped. specialist. universities], Ekoperspektiva, Minsk. [in Russian]

PROFILING OF FUTURE TEACHERS’ PROFESSIONAL TRAINING AS A CONDITION OF FORMATION OF PROFESSIONAL MOBILITY  
Zelenskyi B.  (download)
[in Ukrainian]

The implementation of profiling of professional training, which is one of the conditions of formation of students’ professional mobility in the process of receiving higher professional education, has been substantiated in the article. The meaning of key concepts of the research has been analyzed with support on reference literature and works of scientists in the field of pedagogy; their interconnection and relationship have been noted. The key concepts are: profiling, profile, profile education, specialization, profiling of professional training. The legislative framework for realization of substantiated pedagogical condition has been outlined. The peculiarities of planning and organization of educational process at universities, taking into account profiling of future teachers’ professional training, have been concretized. The basic provisions concerning students’ taking the selective courses of general and professional cycles have been determined.

Keywords: profiling, specialization, professional mobility, professional training, future specialists.

1. Dvoretskaya, Yu.Yu. (2007), Psihologiya professionalnoy mobilnosti lichnosti, Dis. kand. psih. nauk, Krasnodar. [in Russian]

2. Vishnyakova, S.M. (1999), Professionalnoye obrazovaniye: Slovar, klyucheviye ponyatiya, terminy, aktualnaya leksika, NMTs SPO, Moscow. [in Russian]

3. Bulko, A.N. (2006), Bolshoy slovar inostrannyh slov. 35 tysyach slov, Martin, Moscow. [in Russian].

4.  Kremen, V.G. (2008), Entsyklopediya osvity, Yurinkom Inter, Kyiv. [in Ukrainian]

5. Proekt Kontseptsii profilnogo navchannya v starshyi shkoli, available at: http://shkola.ostriv.in.ua/publication/code-5B34BF7492D33/list-9CBF2D9326 (accessed 01.09.2017). [in Ukrainian]

6. Suhova, Ye.Ye. (2002), Profilizatsiya obucheniya studentov inostrannomu yazyku kak factor povysheniya professionalnoy kompetentnosti, Dis. kand. ped. nauk, Ryazan. [in Russian]

7. Baranov, M.V. (2008), Formirovaniye professionalnuh umeniy studentov v usloviyah profilizatsii obrazovatelnoy sredy pedagogicheskogo vuza, Avtoref. dis. kand. ped. nauk, Penza. [in Russian]

8. Zakon Ukrainy “Pro vyshchu osvitu”, available at:: http://zakon5.rada.gov.ua/ laws/show/1556-18http (accessed 01.09.2017). [in Ukrainian]

9. (2011), Metodychnyi lyst do skladannya navchalnogo planu vyshchih navchalnyh zakladiv II, III, IV rivniv akredytatsii, Vydavnytstvo Instytutu informatsiynyh tehnologiy i zmistu osvity, Kyiv. [in Ukrainian]

10. Lyst MON shchodo osoblyvostey organizatsii osvitnogo protsesu ta formuvannya navchalnyh planiv u 2016-2016 n.r. vid 13.03.2015 r. №1/9-126. [in Ukrainian]

11. Rozyasnennya ta rekomendatsii shchodo realizatsii nakazu Ministerstva osvity i nauky vad 26 sichnya 2015 roku №47 “Pro osoblyvosti formuvannya navchalnyh planiv na 2015/2016 navchalnyi rik ta okremyh norm Zakinu Ukrainy “Pro vyshchu osvitu”. [in Ukrainian]

THEORETICAL ASPECTS OF THE ORGANIZATION OF STUDENTS' INDIVIDUAL WORK IN THE UNIVERSITIES OF UKRAINE  
Karychkovskyi V.  (download)
[in Ukrainian]

In the article the theoretical peculiarities of organization of individual work in higher agricultural educational institutions of Ukraine are investigated. In particular, the role and place of individual work in the specialist training are researched; the analysis of existing approaches to the systematization of independent work are made; the classification of individual work is carried out and its main blocks are allocated; psychological and pedagogical conditions, forms and methods are singled out; attention is focused on the factors contributing to activation; the stages of the students’ individual work during disciplines, sections of educational disciplines studying are analyzed; the basic component elements of process of individualization of students’ individual work are considered.

Key words: individual work, future specialist, educational process, higher agricultural educational institution.

1. Bila, T.A., Ljashenko, Je.V. and Marchuk G.L. (2007), Dejaki aspekty innovacijnogo pidhodu do organizacii' samostijnoi' roboty z himii', Nauka i metodyka : Zbirnyk naukovo-metodychnyh prac', Vyp. 9, pp. 79-84. [in Ukrainian]

2. Kostyk, B.C. and Golovchuk, S.Ju. (2017), Pedagogichni aspekty organizacii' samostijnoi' roboty studentiv VNZ, Molodyj vchenyj, № 4 (44), pp. 377-380. [in Ukrainian]

3. Birjukova, L.A. (2010), Aktual'ni pytannja organizacii' samostijnoi' roboty studentiv, Naukovyj chasopys nacional'nogo pedagogichnogo universytetu imeni M.P. Dragomanova. Serija № 5. Pedagogichni nauky: realii' ta perspektyvy, Vypusk 25, pp. 15-18. [in Ukrainian]

4. Bezkrovnyj, O.V. and Bardina, T.O. (2014), Indyvidualizacija samostijnoi' roboty studentiv v suchasnyh umovah rozvytku vyshhoi' osvity,  Nauka i metodyka : Zbirnyk naukovo-metodychnyh prac', Vyp. 26, pp. 45-50. [in Ukrainian]

5. Kucher, Z.S. (2009), Metodyka organizacii' samostijnoi' roboty studentiv z vykorystannjam kompleksu zavdan' pry vyvchenni kursu «Materialoznavstvo», Problemy trudovoi' i profesijnoi' pidgotovky : nauk.-metod. zb., Vyp. 14, pp. 157-164. [in Ukrainian]

6. Derev’janko, S.I. (2014), Misce samostijnoi' roboty u tehnologii' problemnogo navchannja oblikovyh dyscyplin, Nauka i metodyka: Zbirnyk naukovo-metodychnyh prac', Vyp. 27, pp. 36-43. [in Ukrainian]

7. Polozenko, O.V. (2014), Osoblyvosti samoreguljacii' studentiv agrarnyh VNZ, Naukovyj visnyk Nacional'nogo universytetu bioresursiv i pryrodokorystuvannja Ukrai'ny: Serija «Pedagogika. Psyhologija. Filosofija», Vyp. 199, Ch. 1, pp. 282-291. [in Ukrainian]

8. Tanklevs'ka, N.S. and Vermijenko, T.G. (2008), Metodyka organizacii' samostijnoi' roboty studentiv, Nauka i metodyka : Zbirnyk naukovo-metodychnyh prac', Vyp. 13, pp. 59-63.

9. Ruzhylo, M.Ja. and Polozenko, O.V. (2014), Formuvannja navykiv samoosvity pry vyvchenni prykladnoi' matematyky majbutnimy fahivcjamy z agrarnogo menedzhmentu, Naukovyj visnyk Nacional'nogo universytetu bioresursiv i pryrodokorystuvannja Ukrai'ny: Serija «Pedagogika. Psyhologija. Filosofija», Vyp. 199, Ch. 1, pp. 335-339.

THE PROBLEM OF APPLYNG THE PERSONALITY ORIENTED APPROACH IN PHYSICAL EDUCATION INSTITUTIONS STUDENTS  
Kolosovska V.  (download)
[in Ukrainian]

Analyzing scientific educational literature for the basic concepts of the personality oriented approach in physical education of students of higher education institutions. Analyzing and summarizing scientific researches on practical application of the personality oriented approach in educational institutions. By applying methods of observation and interviewing students the teaching staff  of the Physical Training Division discovered the components that provided for the structure of the educational process based on the personality oriented approach. It has been established that the notion of ‘the personality oriented approach’ is a synthesized scientific term providing for humanization of education where the student is at the center. The article shows that realization of this approach requires teachers to direct their effort towards active creative and independent discovery of students’ potential with regard to their individual characteristics.

Key words: personality, oriented, approach, physical education, students.

1. Aksenova, O.P. (2009),“Osobystisno zoriientovane fizychne vykhovannia studentiv: vyznachennia poniattia”, Visnik Zaporozhia national university, no. 2, pp. 5-8. [in Ukrainian]

2. Belyih, S.I. and Nosko, N.A. (2013), “O sovershenstvovanii podgotovki prepodavateley dlya osuschestvleniya lichnosno orientirovannogo fizicheskogo vospitaniya studentov”, Naukoviy chasopis: [zbirnik naukovih statey], Kiev, NPU of the name of M.P. Dragomanova, no. IV (29), pp. 86-92. [in Russian]

3. Gladoschuk, O.G. and Tonkonog, V.M. (2015), “Rozvytok rukhovykh yakostei u studentiv za napriamkom profesiino-prykladnoi fizychnoi pidhotovky u vyshchomu tekhnischnomu navchalnomu zakladi”, Naukoviy chasopis: [zbirnik naukovih statey], Kiev, NPU of the name of M.P. Dragomanova, no. 3K2 (57) 15, pp. 78-81. [in Ukrainian]

4. Golovanova, E.V. (2010),“Organizatsiya tvorcheskoy deyatelnosti uchaschihsya na uroke na osnove lichnostno-orientirovannogo podhoda”, Pedagogicheskie nauki, no. 2, pp. 27-31. [in Russian]

5. Kovalenko, O.E. (2012), “Osobystisno oriientovani tekhnolohii v pidhotovtsi maibutnoho pedahoha”, available at: http:// www.nbuv.gov.ua/old_jrn/Soc_Gum/.../2012.../Koval.pdf/ (accessed 01.09.2017) [in Ukrainian]

6. Kuznetsova, I.A. (2015), “Problema humanizatsiy i vzayemovidnosyn vykladachiv i studentiv u protsesi kontrolyu znan' u pohlyadakh vydatnykh diyachiv ХІХ stolittya”, Inzhenerni ta osvitni tehnologiyi, no. 3 (11), pp. 65-68. [in Ukrainian]

7. Lappo, V.V. (2015), “Provedni zasadi optimizatsiyi duhovnih potreb studenta v umovah suchasnoyi vischoyi shkoli”, Inzhenerni ta osvitni tehnologiyi, no. 3 (11), pp. 74-76. [in Ukrainian]

8. Lukyanova, M. (2007), “Zdorovesberegayuschie resursyi lichnostno-orientirovannogo obucheniya”, Uchitel, no. 6, pp. 58-61. [in Russian]

9. Orel, V.V. (2008), “Osobystisno oriientovanyi pidkhid do fizychnoho vykhovannia studentiv”, available at: http: // archive.nbuv.gov.ua (accessed 01.09.2017). [in Ukrainian]

10. Yarmochenko, M.D. (2001), “Pedahohichnyi slovnyk”, Kyiv. [in Ukrainian]

11. Stepanov, E.N. (2003), “Lychnostno oryentyrovanniy podkhod v pedahohycheskoi deiatelnosty” Vospitanie shkolnikov, no 2, pp. 2-5. [in Russian]

12. Yatsenko, S.L. (2006), “Katehorialno-poniatiinyi aparat dostidzhennia problemy osobystisno oriientovanoho navchannia”, available at:http: // eprints.zu.edu.ua/1325/1/555.pdf (accessed 02.09.2017). [in Ukrainian]

PERSONAL AND PROFESSIONAL DEVELOPMENT OF THE PRIMARY SCHOOL TEACHER IN THE RURAL AREA SCHOOLS  IN THE CONDITIONS OF POSTGRADUATE PEDAGOGICAL EDUCATION  
Prima R., Berladin O.  (download)
[in Ukrainian]

The problem of modernization and UPGRADING of professional qualification, personal and professional development of teachers of primary school in rural areas in the conditions of postgraduate pedagogical education is considered as a component of continuous education, one of the priority educational directions directly related to the prospects of education development and social stability of society as a whole. In view of the identified priorities for "the development of personality throughout life", the article outlines the potential of introducing the special course "Actual problems of the elementary school of rural areas" into the postgraduate pedagogical education system as an imperative for the competitiveness of a specialist in the educational landscape of Ukraine.

Key words: teacher of primary school of rural area, postgraduate pedagogical education, special course "Actual problems of elementary school in rural areas".

1. The National Doctrine of the Development of Ukraine's Education in the 21st Century. - K.: Shk. World, 2001. - 24 p. [in Ukrainian]

2. Barnes A. An Introduction to Career Learning and Development 11-19: Perspectives, Practice, Possibilities / A. Barnes, B. Bassot, A. Chant. – London : Routledge, 2010. – 168 p.

BUSINESS GAME "DETERMINING THE MISSION OF A GENERAL EDUCATIONAL INSTITUTION" AS A TRAINING ELEMENT IN THE FORMATION OF THE FUTURE HEAD OF THE GENERAL EDUCATIONAL INSTITUTION TO STRATEGIC MANAGEMENT  
Lebid O.  (download)
[in Ukrainian]

The article substantiates the essence and main advantages of using the training method in forming the readiness of the future head of a general educational institution for strategic management. The author analyzes the role of training in the process of forming the readiness of the future head of a general educational institution for strategic management in a master's degree. The essence of the method of business game is revealed. It is noted that the training on forming the readiness of the future head of a general educational institution for strategic management consists of three business games: "Definition of the mission of a general educational institution", "Strategic planning of the development of a general educational institution", "The Concept of development of a general educational institution of the future". The method of carrying out of the business game "Determination of the mission of a general educational institution" as an element of the training for forming the readiness of the future head of a general educational institution to strategic management is proposed.

Key words: training, business game, strategic management, readiness for strategic management, head of a general educational institution.

1. Dovzhenko, I. (2013), Rol dilovoi hry u profesiinii pidhotovtsi maibutnikh fakhivtsiv sfery obsluhovuvannia [The role of business in the training of future professionals in the service sector], Pedahohika i psykholohiia profesiinoi osvity [Pedagogy and psychology of professional education], no. 6, pp. 96-103 [in Ukrainian]

2. Manokhina, I. (2011), Treninh yak zasib formuvannia hotovnosti maibutnoho sotsialnoho pedahoha do roboty z ditmy-syrotamy ta ditmy, shcho pozbavleni batkivskoho spilkuvannia [Training as a means of forming the readiness of the future social teacher to work with orphans and children deprived of parental care], Problem pidhotovky suchasnoho vchytelia [Problems of preparing a modern teacher], no. 4, part 1, pp. 43-47.  [in Ukrainian]

3. Romanovskii, O.H. and Chebotarov, M.K. (2017), Pedahohichni umovy formuvannia hotovnosti maibutnikh menedzheriv do adaptyvnoho upravlinnia [Pedagogical conditions of formation of readiness of future managers for adaptive management], East European Scientific Journal, no. 1 (17), part 2,  рр. 12-18.  [in Ukrainian]

4. Strashko, S.V. Treninh yak orhanizatsiina forma navchalno-vykhovnoi roboty [Training as an organizational form of educational work], available at: http://dspace.pnpu.edu.ua/ bitstream/123456789/2688/1/Straschko.pdf (accessed 01.09.2017). [in Ukrainian]

GENERAL PRINCIPLES OF ORGANIZATION OF FUTURE TRANSLATORS PROFESSIONAL TRAINING AT THE UNIVERSITIES OF AUSTRIA  
Oleksiienko L.  (download)
[in Ukrainian]

The purpose of this article is to define the basic principles of the organization of professional training of future translators at the universities of Austria.

Results. It has been found out that the training of future translators at the universities of Austria is being performed according to the European standards of professional education. Due to the standards the educational establishments operate the policy and procedures to ensure the quality of educational programs and qualifications. It has been investigated the main features of future translators professional training at the universities of Austria. The obtained results can be used in the educational process of future translators at Ukrainian universities.

Key words: educational standards, curriculum, professional training of translators.

1. Popova, O.V. (2015), “Competence approach as a methodological basis of professional and language training of future translators of the Chinese language at High School”, MOVA, vol. 23, pp. 146–152. [in Ukrainian]

2. Bundesgesetz über die Organisation der Pädagogischen Hochschulen und ihre Studien (Universitätsgesetz 2002 – UG), Bundesrecht konsolidiert: Gesamte Rechtsvorschrift für Universitätsgesetz 2002), Bundesgesetzblatt für die Republik Österreich, ausgegeben am 9. August, 2002,  № 120, pp. 1267–1333. [in German]

3. Hochschulgesetz: Bundesgesetz über die Organisation der Pädagogischen Hochschulen und ihre Studien, (2005), BGB1. I Nr. 30/2006, Wien. [in German]

4. Bologna-Monitoring, (2015), Wien: BMBWK.

5. Shyika, O.I. (2016), Quality Assurance System of the University Education in Austria, Ph.D. Thesis, The general pedagogy and history of pedagogy, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine. [in Ukrainian]

6. Yaroshenko, A.O. (2010), “European standards in the context of development of Ukrainian education”, Proceedings of Drahomanov national pedagogical university, International scientific forum: sociology, psychology, pedagogy, management, vol. 4, pp.74–81. [in Ukrainian]

7. Ukraine Ministry of Education (2005), Problemy osvity [The problems of education], vol. 45, no. 1, Kyiv, Ukraine. [in Ukrainian]

8. Council of Europe. European Language Portfolio (ELP): Principles and Guidelines. – Strasbourg: Council of Europe. – 2003; Christ I. Das europäische Portfolio für Sprachen: Konzept und Funktionen // Babylonia. – 1999/1. – S. 10-13.

9. Yryskhanova, K.M., (2003), Evropeiskyi yazykovoi portfel dlia filologov (prepodavatelei yazyka, pysmennykh i ustnykh perevodchikov) [The European language portfolio for philologists (language teachers, translators and interpreters)], Sovet Yevropy, Moscow, Russia. [in Russian]

10. Grabher, A.P.Wejwar and Unger, M. (2014), Student mobility in the EHEA Underrepresentation in student credit mobility and imbalances in degree mobility, available at: http://www.ihs.ac.at http://www.equi.at, (accessed 07.09.2017).

11. Bolotska, O.A. (2013), “The state of development of academic mobility of students in European countries: problems and prospects”, Pedahohichni nauky, Iss. 1 (66), pp. 17-24. [in Ukrainian]

12. Diachenko, O., “Specifics of development of academic mobility of future teachers of foreign language”, available at: www.irbis-nbuv.gov.ua/.../cgiirbis_64.exe (accessed 07.09.2017). [in Ukrainian]

13. Communique of the Conference of European Ministers Responsible for Higher Education, (2009), Leuvenand Louvain-la-Neuve, 28–29 April, available at: http://europa.eu/rapid/ pressReleasesAction.do?reference=IP/09/675&type=HTML (accessed 07.09.2017).

14. Dorda, S. (2016), “The formation of translation competence of the future lawyers in the field of professional communication”, Naukovi zapysky. Seriia: pedagogika, pp. 112–128. [in Russian]

15. Оsterreichischer EQR Zuordnungsbericht, (2011), BMWF, Wien. [in German]

16. Martyniuk, O.V. (2010), “Professional training of translators in the context of globalization and integration processes”, Pedahohichnyi dyskurs, iss. 7, pp. 157–161. [in Ukrainian]

17. Fritz, U. (2013), Bildungsstandarts in der Berufsbildung. Projecthandbuch, Wien, Eigendruck. [in German]

18. Bindas, O.M. (2016), “Professional training of foreign languages teachers of masters level at university colleges of teacher education Austria”, Ph.D. Thesis, The general pedagogy and history of pedagogy, Poltava, Ukraine. [in Ukrainian]

19. Corpas, G. (2006), Translation quality standards in Europe: an overview. International Symposium on Social Communication, Eloina Miyares Bermudez, and Leonel Ruiz Miyares. Linguistics in the Twenty First Century. Newcastle, UK: Santiago de Cuba, Cuba: Cambridge Scholars Press, pp. 52–54.

FORMING THE CREATIVE POTENTIAL OF THE FUTURE MUTUAL: INNOVATIVE APPROACHES  
Prima R., Zamelyuk M.  (download)
[in Ukrainian]

The work defines the aspects of forming the creative potential of the future educator. Theoretically psychological and pedagogical foundations of the definitions of "creative potential", "innovation", "innovative activity" are grounded in "innovative approach". The main innovative approaches are considered – technological and search, methods of creative search of alternative variants of solving problems forming the creative potential of the future educator.

The emphasis is on the identification of personal characteristics of the student's creative potential, the use of interactive techniques, forms and methods of work of the teacher with the author's fairy tale.

Key words: creative potential, innovation, innovative activity, innovative approach, author's fairy tale.

1. Dichek, N. (2009), Pedahohichne novatorstvo yak istoryko-pedahohichna problema: pidkhody do vyvchennia, Ridna shkola, № 10, pp. 40-44. [in Ukrainian]

2.  Kremen, V.H. (2008), Entsyklopediia osvity, Yurinkom Inter, Kyiv.  [in Ukrainian]

3. Klarin, M.V. (1998), Innovatsii svitovoi pedahohiky, Pedahohichnyi tsentr "Eksperyment", Moscow, Ryha. [in Ukrainian]

4. Klokar, N.I. (1997), Psykholoho-pedahohichna pidhotovka vchytelia do innovatsiinoi diialnosti, Avtoref. dys. kand. ped. nauk: 13.00.04, Kyiv. [in Ukrainian]

5. Levytov, N.D. (1969), Psykholohycheskoe sostoianye bespokoistva, trevohy, Vopr. Psykholohyy, № 1, pp.131-138. [in Russian]

6. Moliako, V.A. (1983), Psykholohyia reshenyia shkolnykamy tvorcheskykh zadach, Znanye, Kyiv.  [in Russian]

7. Ovsianetska, L. (2004), Tvorchyi potentsial liudyny: sotsialno-psykholohichna paradyhma, Sotsialna psykholohiia, № 2, pp. 140–145. [in Ukrainian]

INNOVATIVE TECHNOLOGIES OF LEARNING FOREIGN LANGUAGE IN ELEMENTARY SCHOOL  
Chapiuk Yu.  (download)
[in Ukrainian]

The article deals with the question of efficiency of innovative technologies use at the English lessons. The essence of the concepts "innovation", "innovative process" and "innovative pedagogical technology". It is revealed the necessity of using innovative technologies in the modern professional education in connection with the strengthening of informatization of society. Actuality and practical value of innovative technologies is explained. Noted that the effectiveness of learning depends on the feasibility of using a variety, the most adequate teaching the subject teaching methods, as well as the revitalization of the entire educational process. It is focused on the application of innovative games when learning a foreign language, because they stimulate the process of cognition and children learning  and teach them to conscientious work. Introduction to lesson games make learning more interesting, create in children a cheerful mood, make it easier to overcome difficulties in learning. Presents exercises can develop creativity, give rise to interest, stimulate attention, memory and thinking to the primary school-aged children.

Key words: innovation, innovative technology, foreign language, primary school-aged children, games.

1. Kurich, M. (2013), Vykorystannia interaktyvnykh tekhnolohii na urokakh inozemnoi movy / M. Kurich // Nova ped. dumka : nauk.-metod. zhurn. Iss. 2, pp. 80-83. [in Ukrainian]

2. Savechko, Ia.V. Vykorystannia innovatsiinykh tekhnolohii na urokakh anhliiskoi movy dlia uchniv pochatkovoi shkoly, available at: http://xn--e1aajfpcds8ay4h.com.ua/files/image/ konf%2011/doklad_11_3_2_30.pdf (accessed June 10, 2016) [in Ukrainian]

3. Dzhohan, Iu. (2016), Vykorystannia pedahohichnykh innovatsiinykh tekhnolohii na urokakh anhliiskoi movy u pochatkovii shkoli, available at: https://sichneva2016.jimdo.com/.. ./8...mova/8-20-dzhohan-iuliia-mykolaivna-nvo-31/ (accessed June 10, 2016) [in Ukrainian]

4. Selevko, G.K. (2006), Entsiklopediya obrazovatelnyih tehnologiy, NII shkolnyih tehnologiy, Moscow. [in Russian]

5. Kremen, V. (2003), Osvita i nauka Ukrainy. Shliakhy modernizatsii, Hramota, Kyiv, pp. 16-19. [in Ukrainian]

6. Redko, V. (2011), “Interactive technologies of teaching foreign language”, Transactions of Ridna shkola, Iss. 8-9, pp. 28-36. [in Ukrainian]

7. Chapiuk, Iu.S. (2017), Rozvytok kreatyvnoho myslennia uchniv pochatkovykh klasiv pry vyvchenni inozemnoi movy: metod.rekomend, 44 p. [in Ukrainian]

COMMUNICATIVE COMPETENCE PECULIARITIES OF PHILOLOGIST TRANSLATORS  
Bespartochna O., Shymanska I., Tytuk P.  (download)
[in Ukrainian]

Communicative competence as a part of professional competence conditioned by special process of translation was examined. Communicative process characteristics, directions of communicative flows and their connections were researched. Types of information received by a recipient in the process of communication conducted through a philologist translator were defined. Constituents of communicative competence of philologist translators were explored, and their peculiarities, degree of translator’s influence on information and on other participants of interaction were researched.

Key words: philologist translator, communicative competence, communicative process, information, information transformation.

1. Tatur, Ju.G. (2004), “Competence in the structure of the model the quality of specialist training”, Vysshee obrazovanie segodnja, no 3, pp. 20-26. [in Russian]

2. Stecenko, N.M. (2016), “Communicative competence as a component of professional training of modern specialists”, Pedahohičnyj alʹmanax: zb. nauk. prac,ʹ KVNZ «Xersonsʹka akademija neperervnoji osvity», iss. 29. pp. 185-191. [in Ukrainian]

3. Bespartočna, O.I. and Zjuman, H.Ju. (2016)“Structure of dialogical communication in higher school”, Engineering and Educational Technologies, Vol. 4 (16), pp. 24-31. [in Ukrainian]

EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY AS A FACTOR OF FORMING CORPORATE CULTURE OF STUDENT YOUTH  
Brovko K.  (download)
[in Ukrainian]

In the study the essence of the concepts «educational environment of the university», «corporate culture», «corporate culture of the personality» is disclosed. The importance of formation corporate values and positive image of the organization as a functional focus of corporate culture is determined. The effective conditions and important aspects of the process of formation of the corporate culture of the personality are determined. Such factors of influence on the formation of the corporate culture of the personality, as destructive, constructive, total unification and deindividualization are characterized. The general goal of corporate culture is defined. Forms of active activity of student youth in the formation of corporate culture of the personality are analyzed. The list of educational disciplines contributing to the effective formation of the corporate culture of students is given. Information concerning the activities of Borys Grinchenko Kiev University in the direction of this research problem is presented. Forms, methods, means of formation of corporate culture of student's youth are defined.

Key words: corporate culture, personality, student youth, university.

1. Dmytrenko, M.Y. (2014), Korporatyvna kul'tura u konstelyatsiyakh pizn'oho modernu: filosofs'ko - antropolohichni eksploratsiyi, Doct. ped. Kharkiv. Nats. ped. un-tim. H. S. Skovorody, Kyiv. [in Ukrainian]

2. Lazarev, S.V. (2009), Korporatyvne kul'tura i upravlinnya znannyamy v orhanizatsiyi, Upravlіnnja rozvitkom personal, № 2, pp.108-112. [in Russian]

3. Mohylnyi, A.P. (2002), Kultura i osobystist, Vyshcha shkola, Kyiv. [in Ukrainian]

4. Mogutnova, N.N. (2005), Korporativnaja kul'tura: ponjatija, podhody, sociologicheskie issledovanija, № 4, pp. 147. [in Russian]

5. Ternopil`s`ka, V.I. (2014), Dovidny`k z vy`xovnoyi roboty` zi studentamy`, Navchal`na kny`ga – Bogdan, Ternopil`. [in Ukrainian]

6. Ternopil`s`ka, V.I. (2012), Pidhotovka kuratora akademichnoyi hrupy do orhanizatsiyno-vykhovnoyi roboty zi studentamy VNZ, Naukovyy chasopys NPU imeni M. P. Drahomanova. Seriya 16 :Tvorcha osobystist' uchytelya: problemy teoriyi i praktyky, Vyp. 17, pp. 140-143. [in Ukrainian]

7. Shapolova, V.V. (2016). Intehrovanyy zmist formuvannya korporatyvnoyi kul'tury maybutnikh menedzheriv yak chynnyk pidvyshchennya yakosti profesiynoyi pidhotovky u VTNZ, Pedahohika formuvannya tvorchoyi osobystosti u vyshchiy i zahal'noosvitniy shkolakh, Vyp. 48, pp. 456-463. [in Ukrainian]

8. Jelvesson, M. (2005). Organizacionnaja kul'tura, Gumanitarnyj Centr, Kharkiv. [in Russian]

9. Brovko, K.A. and Ternopilska, V.I. (2017), Corporate culture of personality: psychological aspects, Topical issues of contemporary science: Collection of scientific articles. C.E.I.M., Valencia, Venezuela,  pp. 176-178. [in Ukrainian]

10. Fralinger, B. (2007), Organizational Culture At The University Level: A Study Using The OCAI Instrument, Journal of College Teaching and Learning, Vol. 4, № 11, pp. 85-97.

STUDENT TRAINING CONTENT FUNDAMENTALISATION IN A MULTIDISCIPLINARY UNIVERSITY  
Hubachov O.  (download)
[in Ukrainian]

This article deals with the problem of student training content fundamentalisation on the evidence from specialty 263 “Civil Security”. The author, in particular, indicates the factors that do not contribute to the student training content fundamentalisation under the conditions of a modern national university. The author points, among other factors, such factors as: deduction of the amount of hours for studying disciplines of different courses (humanitarian, socio-economic, mathematical, scientific, profession-oriented), merging the students of the specialty with the students of completely different fields of study by the means of different forms of studying organization (lectures, seminars, practical and lab classes etc.). It is the author’s opinion that all of these factors do not contribute to the shaping of the horizon of experience and competences of the future safety engineer. The author suggests the scheme, which combines two mutually antithetical training content development tendencies – fundamentalization and professionalization, which should be given consideration as to the single whole in reference to the training content, training content fundamentalization and professionalization are of mutually reinforcing nature and they do not “mutually destroy” each other. It is shown that basic sciences provide the knowledge for a long term use, which is an important condition of the creation of future experienced professional, who is a competitive specialist in the conditions of modern market economy. This article provides the examples of pedagogical regularities and pedagogical conditions of fundamentalization of training in the conditions of modern national university.

Key words: fundamentalization, professionalization, training content, shaping of professional competence.

1. Balakhonov, A.V. (2004), Fundamentalyzatsyya medytsynskoho unyversytet·skoho obrazovanyya, Yzd-vo SPbHU, Sant-Petersberg. [in Russian]

2. Drotyanko, L.H. (2000), Fenomen fundamental'noho i prykladnoho znannya (postklasychne doslidzhennya), Yevropeys'kyy universytet finansiv, informatsiynykh system, menedzhmentu i biznesu, Kyiv. [in Ukrainian]

3. Sadovnykov, N.V. (2011), Fundamentalyzatsyya sovremennoho obrazovanyya, Yzvestyya PHPU ym. V.H. Belynskoho, no. 24, pp. 782-786. [in Russian]

4. Semerikov, S.O. and Teplyts'kyy, I.O. (2009), Fundamentalizatsiya yak osnova rozvytku innovatsiynoyi vyshchoyi osvity, Zb. nauk. prats' Kam"yanets'-Podil's'koho natsional'noho universytetu : Seriya pedahohichna, Vyp. 15, pp. 249-251. [in Ukrainian]

5. Duka, N.A. (2006), Vzaemosvyaz' tendentsiy fundamentalizatsii i praktikoorientirovanosti v vysshem professional'nom obrazovanii, Elektronnyy zhurnal «Vestnik Omskogo gosudarstvennogo pedagogicheskogo universiteta», available at: http:// www.omsk.edu/artickle/vestnik-omgpn-69.pdf/ (accessed 01.09.2017). [in Russian]

6. Raduhyn, A.A. (2010), Fundamentalizatsiya − glavnyy vektor modernizatsii vysshego obrazovaniya v usloviyakh postindustrial'nogo obshchestva, Vestnik Voronezhskogo gosudarstvennogo universiteta. Serіya: Problema vysshego obrazovaniya, no. 2, pp. 90-93. [in Russian]

7. Chytalyn, N.A. (2011), Printsip fundamentalizatsii i professionalizatsii v proektirovanii soderzhaniya professional'nogo obrazovaniya: teoretiko-metodologicheskiy aspect, Izvestiya Rossiyskoy akademii obrazovaniya, no 1, pp. 76-87. [in Russian]

MODELS OF TRAINING OF FUTURE SPECIALISTS OF THE ECONOMIC BRANCH IN UKRAINE AND  REPUBLIC OF POLAND  
Zagorodnya A.  (download)
[in Ukrainian]

In the study the essence of the phenomenon "model of education" is revealed. The features of functioning of the university system of education are revealed. The main postulates of the theory of developmental learning are characterized. The leading ideas of the traditional (classical) model of education (Humboldt's idea of the classical university) are defined. The main principles of the activity of the higher educational institution concerning this model are given. The features of the organization of the learning process are analyzed in accordance with the provisions of the rationalistic, phenomenological, institutional, parallel, integrated model of education. The properties of visibility, certainty, objectivity, as the leading principles of modeling the education system in Ukrainian higher educational institutions are revealed. The values of the principles of scientific conceptual activity, values and target orientation, predictability and activity, a person-oriented approach, situational and optimization approaches to creating models for professional training of economic branch specialists in relation to the scientific approaches of Polish researchers are determined. Information is presented on the general and distinctive characteristics of models for training specialists in the economic branch in higher educational institutions of Ukraine and the Republic of Poland.

Key words: higher educational institution, model of education, modeling principles, specialists in the economic field.

1. Bochkarova, N.S., Filosofiia osvity Karla Rodzhersa, available at: http://ipp.lp.edu.ua/WebRC/issues/Bochkaryova_Rogers.htm (accessed 02.09.2017). [in Ukrainian]

2. Humboldt, V. (2002), Pro vnutrishniu ta zovnishniu orhanizatsiiu vyshchykh navchalnykh zakladiv u Berlini, Ideia Universytetu: Antolohiia, pp. 25-33[in Ukrainian]

3. Dubaseniuk, O.A. (2008), Kontseptualni modeli pedahohichnoi osvity: naukovi poshuky ta zdobutky, Profesiino-pedahohichna osvita: suchasni  kontseptualni  modeli  ta  tendentsii  rozvytku: Monohrafiia, Zhytomyr: Vyd-vo ZhDU im. I. Franka. [in Ukrainian]

4. Lefransua, Gi. (2005), Prikladnaja pedagogicheskaja psihologija, prajm-EVROZNAK Sant-Petersberg. [in Russian]

5. Makarenko, I.Ie. (2011), Pryntsypy orhanizatsii monitorynhu yakosti protsesu navchannia u zahalnoosvitnikh navchalnykh zakladakh, Naukovyi chasopys NPU imeni M.P. Drahomanova: Seriia 5.  Pedahohichni nauky: realii ta perspektyvy, Vyp. 27, pp. 153-159. [in Ukrainian]

6. Pavelko, V.V. (2009), Formuvannia znan i umin molodshykh shkoliariv u protsesi navchannia zasobamy naochnosti ta modeliuvannia, Kand. ped. Instytut pedahohiky APN Ukrainy, Kyiv. [in Ukrainian]

7. Rean, A.A. (2008), Psykholohyia y pedahohika, Pyter, Sant-Petersberg. [in Ukrainian]

8. Hellman, J. (2000), Seize the state, seize the day: state capture, corruption and influence in transition. World Bank policy research. Working paper. 2444.

9. Komisja Europejska: Eurybase, (2010), Organizacja systemu edukacji w Polsce 2009/2010. [in Polish]

STRUCTURE OF FUTURE TEACHERS’ READINESS TO WORK AT SCHOOLS OF NATIONAL MINORITIES  
Makhouli I.  (download)
[in Ukrainian]

The paper represents an analysis of basic definitions of the study which are readiness, professional readiness, readiness for work at schools of national minorities. It was clarified that future teacher’s readiness to work at schools of national minorities is an integrative quality of a personality, characterized by the need of personality in ethnic tolerance, the culture of interethnic communication, the prevention of interethnic conflicts, and overcoming negative ethnic stereotypes; obtaining a high level of knowledge necessary for productive and creative self-realization of the future teacher in a multinational society; the formation of skills and personal qualities that allow interaction with representatives of different nationalities, taking into account their values, respect intercultural differences and build intercultural dialogue; the presence of emotional intelligence, motives, needs, rules of conduct and reflection that allow to successfully realize and implement high-performance professional activities in a multinational society, have a humanistic world outlook, and be able to live in peace and with the consent of representatives of different nationalities. Readiness components have been considered, and they are motivational, cognitive, operational, reflexive, and creative. The characteristics of each component have been represented, and their necessity has been substantiated.

Key words: readiness formation, structure, future teacher, schools of national minorities.

1. Duraj-Novakova, K.M. (1983), Formirovanie professional'noj gotovnosti studentov k pedagogicheskoj dejatel'nosti: doctor’s thesis, Moscow. [in Russian].

2. Slastenin, V.A. (1982), Professional'naja podgotovka uchitelja v sisteme vysshego pedagogicheskogo obrazovanija, Moscow. [in Russian].

3. Ghavrysh, I.V. (2006), Teoretyko-metodologhichni osnovy formuvannja ghotovnosti majbutnikhuch yteliv do innovacijnoji profesijnoji dijaljnosti, doctor’s thesis, Kharkiv. [in Ukrainian].

4. Cymbrylo, S.M. (2011), Polikuljturnevy khovannjastudentiv v umovakh osvitnjo-vykhovnogho seredovyshha vyshhogho tekhnichnogho navchaljnogho zakladu : extended abstract of candidate’s thesis, Droghobych. [in Ukrainian].

5. Ghurenko, O.I. (2005), Formuvannja etnokuljturnoji kompetentnosti studentiv pedaghoghichnogho universytetu v umovakh polietnichnogho seredovyshha, extended abstract of candidate’s thesis, Kharkiv. [in Ukrainian].

6. Atanov, Gh.O. (2007) Teorija dija ljnisnogho navchannja, Condor, Kyiv. [in Ukrainian].

7. Zimnjaja, I.A. (1999), Pedagogicheskaja psihologija, Logos, Moscow. [in Russian]

MODERN REQUIREMENTS FOR THE FORMATION OF FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCE (ENGLISH LANGUAGE)  
Martynenko M.  (download)
[in Ukrainian]

The article raises some important issues about formation of foreign-language communicative competence in terms of English teaching and learning as the main language of the European and world educational, academic and economic areas. Foreign language (English) is one of the means of realization of professional and personal qualities and abilities of students, scientists and professionals in various fields and industries. The analysis of the problem of formation of foreign-language communicative competence, based on teaching English experienced at Kremenchuk Mykhailo Ostrohradskyi National University, has revealed that this process is built on the basis of competence and system approaches. These approaches allow to study the communicative competence as a system, identifying its internal features and relationships. The structure of foreign-language communicative competence is analyzed and its components are defined and described: linguistic, culture-oriented linguistic and sociolinguistic competences. Based on the analysis of the Standard of higher education, the Common European Recommendations of language education, the curriculum of English language at Kremenchuk Mykhailo Ostrohradskyi National University it has been proposed a number of measures to ensure the effectiveness of the foreign language-communicative competence formation at the university.

Key words: communicative competence, competences, foreign languages, English.

1. Zabolots’ka, O.S. (2008), Competency-based approach as educational innovation: comparative analysis, Bulletin of Zhytomyr state university, Issue 40, Pedagogical sciences, pp.63-68. [in Ukrainian]

2. Оvcharuk, O. (2004), Competency-based approach in modern education: international practices and Ukrainian prospects, К.І.S., Kyiv.  [in Ukrainian]

3. A set of regulations for the development of the constituents of higher education industry standards system (2008), Ministry of Education and Science of Ukraine, Institute of Innovative Technology and Content of Education, Kyiv.  [in Ukrainian]

4. Khotskina, S.M. (2013), Formation of prospective economists communicative competency in the study of humanitarian subjects: extended abstract of cand. ped. sci. dis. : spec. 13.00.04. «Theory and methodology of professional education», Borys Grinchenko Kyiv University, Kyiv. [in Ukrainian]

5. Oxford dictionary, available at: https://en.oxforddictionaries.com/definition/competence (accessed September 2, 2017).

6. Cambridge dictionary, available at: http://dictionary.cambridge.org/us/dictionary/english/ competence (accessed September 2, 2017).

7. Canale, M. and Swain, M. (1980), Theoretical bases of communicative approaches to second language teaching and testing, Applied Linguistics.

8. Vorobieva, I. (2004), Cross-cultural approach to teaching languages to students of non-linguistic specialties at higher educational institutions,  Philological sciences, Issue 5, 266 p. [in Ukrainian]

9. Nicolaeva, S. (ed). (2003), Common European Framework of Reference for Languages: Learning, Teaching and Assessment,  Kyiv. [in Ukrainian]

DIALOGUE COMMUNICATION AS THE BASIS OF INTERACTIVE EDUCATION IN HIGH SCHOOL  
Poiasok T., Zuman A.  (download)
[in Ukrainian]

The article is devoted to the information society, which necessitated the use of interactive methods in higher education pedagogy. The difference in the construction of the pedagogical process of the interactive and informational society is determined, the role of information in the formulation of cognitive pedagogical purpose sin the learning process and the role of interactive methods is shown, the principles of interactive learning are considered. The influence of dialogic communication on its effectiveness is investigated, interdependence of communication and interaction is shown; the influence of dialogue on the formation of cooperation and personal development; The role of dialogic communication in building a learning environment that stimulates students to search and personal development is defined.

Key words: dialogic communication, interactive learning, interaction, cooperation, information society.

1. Požujev, V.I. (2008), “Informatization as a global trend of modern information society “, Humanitarnyj visnyk ZDIA, iss. 32, pp. 4-19. [in Ukrainian]

2. Komličenko, O.O. (2013), “The use of interactive methods in educational process and final control of students ' knowledge”, Informacijni texnolohiji v osviti, nauci ta vyrobnyctvi, iss. 3(4), pp. 178-186. [in Ukrainian]

3. Turkot, T.I. (2011), Pedahohika vyščoji školy: Navčalʹnyj posibnyk dlja studentiv vyščyx navčalʹnyx zakladiv [Higher school pedagogics: textbook for students of higher educational institutions], Kondor, Kiev, Ukraine. [in Ukrainian]

4. Bespartočna, O.I., Zjuman, H.Ju. (2016) “Structure of dialogical communication in higher school”, Inženerni ta osvitni texnolohiji, iss. 4 (16), pp. 24-31. [in Ukrainian]

5. Sysojeva, S.O. (2011), Interaktyvni texnolohiji navčannja doroslyx: navčalʹno- metodyčnyj posibnyk [Interactive technologies in adult education: educational - methodical manual], VD «EKMO», Kiev, Ukraine. [in Ukrainian]

6. Tarskaja, O.Ju., and Valovik, V.I., and Bushueva, E.V. (2007), Metodika prepodavanija psihologi : uchebnoe posobie [Methods of teaching psychologists : a tutorial], Vysshee obrazovanie, Moscow, Russia. [in Russian]

7. Čerepanova, S.O. (2008) Filosofija rodoznavstva : navčalʹnyj posibnyk [Philosophy rodanast : a tutorial], Znannja, Kiev, Ukraine. [in Ukrainian]

8. Vul'fov, B.Z. (2015), Pedagogika: uchebnoe posobie [Pedagogy: a tutorial], Jurajt, Moscow, Russia. [in Russian]

9. Buber, M. (1995), Dva obraza very [Two ways of faith], Respublika, Moscow, Russia. [in Russian]

10. Savčyn, M.V. (2011), Vikova psyxolohija : navčalʹnyj posibnyk [Age psychology : a tutorial], Akadem-vydat, Kiev, Ukraine. [in Ukrainian]

11. Smeretenko, P.S. (2011), “Harmonisation and synchronisation of European and Ukrainian innovation programmes”, Mižnarodnyj naukovo-praktyčnyj seminar, Ukrajinsʹkyj NKP EUREKA [International scientific-practical seminar, Ukrainian national club EUREKA], Kiev, June, pp. 27-44. [in Ukrainian]

12. Moskalenko, V.V. (2007), Psyxolohija socialʹnoho vplyvu. navčalʹnyj posibnyk [Psychology of social influence. The tutorial], Centr učbovoji literatury, Kiev, Ukraine. [in Ukrainian]

13. Skibickij, Je.G., and  Skibickaja, I.Ju. (2008), Osnovy delovogo obshhenija : uchebnoe posobie [Foundations of business communication : a tutorial], NGASU, Novosibirsk, Russia. [in Russian]

14. Klymyšyn, O.I. (2008), Teorija i metodyka treninhu rozvytku duxovnosti osobystosti. navčalʹnyj metodyčnyj posibnyk [Theory and methodology of training of development of spirituality of the individual. The tutorial], Nova Zorja, Ivano-Frankivsk, Ukraine. [in Ukrainian]

THE LEGAL ASPECTS OF RESPONSIBILITY REGULATION OF EDUCATIONAL PROCESS PARTICIPANTS FOR ACADEMIC VIOLATIONS  
Soshenko S., Shmeleva A.  (download)
[in Ukrainian]

In this work the historic conditions for the law of copyright origin have been considered. The acts of legislation that regulate the legal relations in the sphere of intellectual property have been defined. The academic plagiarism has been defined as a notion. Three kinds of good academic behavior have been outlined. It has been found out that the violations of academic culture and honesty also happen in the academic society or, in other words, law violations/ It has been found up that in the case when the participant of an educational process realizes the negative consequences of his/her behavior, knows the measure of punishment for committing the academic violation, and despite all this he or she commits this violation, sanctions that are defined by the state must be applied. It has been discovered that in Ukraine not many cases concerning intellectual property right protection are heard in the courts because of evidential base complexity, lack of home legal precedents as well as lack of legal usage. It hasinvestigatedlegal precedentin the USA. The problematic issues of academic violations have been marked out. It has been defined that if to increase the level of legal and academic culture among the participants of educational process and provide a legislative framework for that, the quantity of academic violations will decrease, and this will lead to increasing of overall academic culture in Ukraine and will allow adapting a Ukrainian academic system to European standards.

Keywords: plagiarism, academic plagiarism, academic violations, good academic behavior.

1. On Copyright and Related Right (1993), the Law of Ukraine of December № 3792-XII, Vidomosti of the Verkhovna Rada of Ukraine.[In Ukrainian].

2. Petrenko, V.S. (2013), The Notion and Kinds of Plagiarism, available at: [file:///C:/Users/admin/Downloads/Chac_2013_14_27%20(1).pdf]. [In Ukrainian].

3. Kolodii, А.М., Kopeichikov, V.V., Lysenkov, С.L. etc. (2000), General Theory of State and. Law, UrinkomInter, Кyiv. [In Ukrainian].

4. The Code of Ukraine about administrative violations (1984), the Law№ 8073-X, Vidomosti of the Verkhovna Rada of Ukraine.[In Ukrainian].

5. Criminal Code of Ukraine (2001), the Law № 2341-III. Vidomosti of the Verkhovna Rada of Ukraine.[In Ukrainian].

6. Stanislav, Shevchuk (2010), Court Law-making: world experience and perspectives in Ukraine», Scientific edition, Кyiv.  [In Ukrainian].

7. Doris, Long, Patricia, Rey, Zharov, V.О., Sheveleva, Т.М., Vasylenko, І.Е. and Drobiazko, V.S. (2007), Protection of Intellectual Property Rights: statutory regulations of international and national legislation and its legal application, Practical guide,  «К.І.S.», Кyiv. [In Ukrainian].

BASES OF THE PEDAGOGICAL MEASURING AND MONITORING OF EDUCATIONAL QUALITY: CRITERION-ORIENTED TEST OF EDUCATIONAL ACHIEVEMENTS OF MASTER'S DEGREES OF RULE OF CREATION AND HIS USE  
Yaroshchuk L.   (download)
[in Ukrainian]

Some theoretical and practical aspects of the pedagogical measuring are in-process considered, the basic requirements are given to forming of tests, in particular, criterion-orientated test tasks in the process of study of educational discipline of «Basis of the pedagogical measuring and monitoring of quality of education». In addition, the standard of test tasks offers in accordance with requirements. It is marked that teachers can conduct diagnostics of the knowledge mastered by students by means of the program of easyQuizzy - simple and comfortable program for creation and editing of tests. The program is created for realization of testing in educational establishments. Helps teachers to save time. Proposes estimations and objectively estimates knowledge.

Key words: pedagogical measuring, tests, test tasks, criterion-orientated tests.

1. Avanesov, B.C. (240), Kompozicija testovyh zadanij, Centr testirovanija, Moscow. [in Russian].

2. Bespal'ko, V.P. (1977), Osnovy teorii pedagogicheskih sistem (Problemy i metody psihologo-pedagogicheskogo obespechenija tehnicheskih obuchajushhih sistem), Izd-vo Voronezhskogo un-ta. [in Russian].

3. Kukhar, L.O. and Serhiienko, V.P. (2010), Konstruiuvannia testiv. Kurs lektsii, Lutsk, [in Ukrainian].

4. Kovalenko, L.T. (2008), Korotkyi testolohichnyi slovnyk-dovidnyk, Hramota, Kyiv. [in Ukrainian].

5. Majorov, A.N. (2001), Teorija i praktika sozdanija testov dlja sistemy obrazovanija, Intellekt-Centr, Moscow. [in Russian].

7. Samylkina, N.N. (2007), Sovremennye sredstva ocenivanija rezul'tatov obuchenija, BINOM, Moscow. [in Russian].

8. Chelyshkova, M.B. (2002), Teorija i praktika konstruirovanija pedagogicheskih testov, Logos, Moscow. [in Russian].

9. Yaroshchuk, L.H. (2010), Osnovy pedahohichnykh vymiriuvan ta monitorynhu yakosti osvity, Slovo, Kyiv. [in Ukrainian].

WORKING WITH THE MEDIACONTENT FOR THE FORMATION OF THE LEXICAL COMPETENCE OF FUTURE JOURNALISTS  
Sizova K., Alekseenko N.   (download)
[in Ukrainian]

The paper examines ways and means of forming lexical competence, which unite the language and communicative approaches to the teaching of high school students of the specialty «Journalism». As the educational material on which the exercises are based, authors propose journalistic texts of popular Ukrainian and foreign media.  It allows to significantly enrich the vocabulary of future journalists due to modern vocabulary (both Ukrainian and English), including neologisms and phraseological units; to receive actual information on the contemporary social and cultural situation in different countries; to learn how to determine the correlation between the specific media vocabulary and its ideological setting and communicative goals; to generate skills in creating journalistic texts.

Key words: media content, lexical competence, future journalists.

1. Zhukova, M.E. (2007), “Phraseological units in journalism with a civilian”, To the 60th anniversary of Professor A.B. Zhukov. Jubilee collection of scientific works, NovSU, Veliky Novgorod, Russia, pp. 51–57. [In Russian]

2. Kalenich, V. (2014), “Culture of Speech as a factor in Journalism”, Ukrainian Information Space, Iss. 3, pp. 72–76. [In Ukrainian]

3. Mansurova. V.D. (2002), Journalistic picture of the world as a factor of social determination, Publishing house Alt. Un-t, Barnaul, Russia. [In Russian]

4. Chemeris, I.M. (2006), “The press as a means of formation of professional competence”, Bulletin of the University of Cherkasy, Iss. 81, pp. 155–159. [In Ukrainian]

INTERACTIVITY AS A DIRECTION IN OPTIMIZING TEACHING/LEARNING ENGLISH FOR PROFESSIONAL PURPOSES AT NON-LINGUISTIC HIGHER SCHOOLS  
Tarnopolskyi O., Kabanova M., Bradbeer P. W.  (download)
[in Ukrainian]

The article is devoted to discussing the approach based on interaction of students learning English for professional communication. The interpretation of interactivity notion is given and two aspects of that direction in optimizing the process of language acquisition by students of non-linguistic higher schools are analyzed: the aspect of learners’ interaction with each other in the course of professional communication in English modeled during their English language classes and the aspect of individual learner’s interaction with out-of-class professional sources of information in English. The learning activities that serve for implementing the interactive approach are considered: role plays and simulations, presentations and workshops, brainstorming, case studies and discussions, Internet search for professional information, and others.

Keywords: interactive approach, optimizing teaching and learning, aspects of the interactive approach, kinds of interactive learning activities.

1. Graddol, D. (2006), English next. Why global English may mean the end of ‘English as a Foreign Language’, British Council.

2. Kolb, D. (1984), Experiential learning: Experience as the source of learning and development, Englewood Cliffs, NJ: Prentice Hall.

3. Long, M.H. (1977), Group work in the teaching and learning of English as a foreign language, Problems and Potential in ELT, Vol. XXXI, No. 4, pp. 285-292.

4. Long, M.H. (1990), The least a second language acquisition theory needs to explain, TESOL Quarterly, Vol. 24, No. 4., pp. 649-666.

5. Long, M. and Crookes, G. (1993), Units of analysis in syllabus design – the case for tasks, Tasks in a pedagogical context: integrating theory and practice, Clevedon: Multilingual Matters Ltd., pp. 2-54.

6. Sharma, P. and Barrett, B. (2007), Blended learning. Using technology in and beyond the language classroom, Oxford: Macmillan.

7. Tarnopolsky, O. (2012), Constructivist blended learning approach to teaching English for specific purposes, Versita, London.

8. White, R. and Arndt, V. (1991), Process writing, Longman, Harlow.

INFORMATIONAL AND MATHEMATIC COMPETENCE AS IMPORTANT PART OF LAWYERS’ PROFESSIONAL TRAINING  
Poiasok T., Bruno V.   (download)
[in Ukrainian]

The necessity of fundamentalization of higher legal education and formation of information and mathematical competence has been proved. The content of interdisciplinary information and mathematical competence and the principles on which its formation is based have been determined. The competencies to be held by a lawyer within the limits of information and mathematical competence have been singled out. It has been shown that the content of the legal specialists’ training curriculum should be formed on the basis of a professional applied approach and the pedagogical technologies necessary for its realization have been revealed.

Key words: information and mathematical competence, legal education, lawyer, interdisciplinary competencies.

1. Dagel', P.S., Ovchinnikov, N.I., Reznichenko I.M. (1976), “The model of a lawyer”, Law, No 4,pp. 82-89. [in Russian]

2. Ivanova, A.V., Prokop'ev, A.A. (2013), “Interdisciplinary information and mathematical competence as a factor of improvement of quality of professional training of lawyers",  Bulletin of the SVFU, vol. 10,No. 3, pp. 111-116. [in Russian]

3. Karakozov, S.D. (2002), “Information culture in the context of a General theory of culture for personality”, Pedagogical Informatics, No. 2, pp. 88-92. [in Russian]

4. Kolin, K.K. (2003), “Informatization of society and problems of education”, Librarianship, No. 2, pp. 32-42. [in Russian]

5. Tarasova, T.N. (2003), “The structure model of mathematical training of lawyers in the context of the University”, The works of SGU, iss. 52, Humanities, pp. 8-14. [in Ukrainian]

6. Turutina, E.E'., Isxakova, R.R. (2007), “The content of the information competence of future lawyers”, Actual problems of professional education: training and methodological support of innovative educational process, pp. 475-478. [in Russian]

7. Pojasok, T.B., Bespartočna, O.I. (2015), “The modernization of the education system in the information society”, Information and educational technologies, iss. 3(11), pp. 32-36. [in Ukrainian]

8. Rud'ko, E.A. (2011), “Of professional and mathematical culture of bachelors of jurisprudencia”, Bulletin of University (State University of management), No. 6, pp. 38-42. [in Russian]

MODERN STATE AND PROSPECTS OF STEM-EDUCATION’ IMPLEMENTATION IN UKRAINE  
Grytsiuk O.  (download)
[in Ukrainian]

The paper examines the current state and prospects for the implementation of STEM-education in the Ukrainian higher school. An integrated approach, combining science, advanced technology, engineering and mathematics, is the most effective in training students of engineering and technical specialties, which was proved by world pedagogical practice. In Ukraine, STEM-technologies began to be actively introduced into the education system only in recent years, with a primary focus on secondary education. STEM-technologies in the Ukrainian higher school now are used sporadically. The system of introducing elements of STEM-education into the training of future engineers suggested in the paper makes it possible to construct a logically and consistent training algorithm that links the learning process with professional activity, which ultimately contributes to the formation of a qualified specialist capable of competing in the conditions of accelerating scientific and technological progress and a changing economic situation.

Key words: STEM-education, professional training of engineers, mathematical training of engineers.

1. Kuzmenko, O. (2016), “Essence and directions of development of STEM-education”, Scientific notes, Iss. 9 (II). Series: Problems of Methodology of Physical-Mathematical and Technological Education, pp. 188–190. [In Ukrainian]

2. The National Strategy for the Development of Education in Ukraine for 2012-2021, available at: http://guonk.gov.ua/content/documents/16/1517/Attaches/4445.

3. Svidersky, Yu. Yu. (2017), “STEM-education. Humanitarian aspect”, STEM-education and ways of its introduction into the educational process, Ternopil, pp. 45-47. [In Ukrainian]

4. Kesidou, S., Koppal, M. (2004), “Supporting goals-based learning with STEM outreach (AAAS Project 2061)”, Journal of STEM Education, Iss.5 (3– 4), pp. 5–16.

5. Lynch, S. (2014), Inclusive STEM high schools: Promise for new school communities and democratizing STEM, DC: The George Washington University, Graduate School of Education and Human Development, Washington, USA, available at: https://www.narst.org/ annual conference/presidential_address_sharon_lynch.pdf

6. Tsupros, N., Kohler, R., Hallinen, J. (2009), STEM education: A project to identify the missing components. Intermediate Unit 1, Center for STEM Education and Leonard Gelfand Center for Service Learning and Outreach, Carnegie Mellon University, Pennsylvania, USA.

INFORMATION AND ANALYTICAL SKILLS FORMATION OF PROSPECTIVE PRIMARY AND PRESCHOOL FOREIGN LANGUAGE SPECIALISTS IN THE CONTEXT OF THEIR PROFESSIONAL TRAINING AT THE UNIVERSITY: APPROACHES  
Karpenko Ye.  (download)
[in Ukrainian]

This article deals with the approaches to the formation of information and analytical skills in the context of prospective primary foreign language teachers’ training, according to innovative educational trends. The basis of the reform of the system of prospective primary foreign language teachers’ training are target priorities: a focus on the process of search for information and incorporating it into their own system of professional knowledge and skills. Therefore, the ability to work effectively with information, processing and use it in educational and vocational activities is an actual. The author analyzes the concept of information and analytical skills of prospective primary foreign language teachers and offers the approaches to their formation in the context of their professional training.

Key words: information and analytical skills, approaches to the formation of information and analytical skills.

1. American library association. Standard of information literacy, available at: www.ala.org (accessed 10.09.2017).

2. Kuzmina, N.V. (1993), Acmeology: ways to achieve the vertices of professionalism, Russian Academy of Management, Moscow. [in Russian]

3. Lisova, S.V. (2008), Bologna process and quality of education,  Psychological and pedagogical bases of humanization of educational process in school and higher educational institutions. The Bologna Process in Ukraine and Europe: Experience, Problems, Perspectives. Collection of Sciences. Works,  no. 8, pp. 194-205. [in Ukrainian]

4. Semenyuk, Ye.P. (1994), Information Culture of Society and the Progress of Informatics, NTI, Ser. 1, № 1, pp. 1-8. [in Russian]

5. Mor'ska, L.I. (2007), Didactic bases for the preparation of the future teacher of foreign languages for the use of information technology in professional activities, available at: http://eprints.zu.edu.ua/1868/1/08mlitpd.pdf (accessed 10.09.2017). [in Ukrainian]

6. Education in the Information Society. UNESCO Edition for the World Summit on the Information Society, available at: http://www.ifap.ru/library/book193.pdf (accessed 10.09.2017). [in Russian]

 
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