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Engineering and Educational Technologies. Kremenchuk : KrNU, 2018. Vol. 6. No. 4. 81 p.
Journal homepage: http://eetecs.kdu.edu.ua

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IMPLEMENTATION OF NEW FORMS AND METHODS OF EDUCATIONAL PROCESS ORGANIZATION AT HIGHER EDUCATION INSTITUTION: HISTORY AND MODERN

Formation of teachers' readiness to project activities in the conditions of scientific-methodic work general learning educational institutions  
Zhile L. (download)
[in Ukrainian]

Abstract. The article defines the main directions of forming the readiness of teachers-philologists for the project activity. There are various ways to solve this problem, but first and foremost, through the effective organization of scientific and methodological work of a comprehensive educational institution. The main purpose of using the method of projects in teaching foreign languages is the effective formation of communicative competence among students with different levels of training and the speed of perception of information. And also the formation of information competence, which manifests itself in the ability to independently work with the reference literature and find the right information from various fields of knowledge. Another important area of project activity is the socialization of the individual in the lessons of a foreign language, which takes place through involvement in the culture of other peoples, communication in a foreign environment in the process of project implementation. During the academic year, a library of works was presented that were presented at the "Festival of Projects" during the English Week. In order for students to be fully involved in the project activity, our school has become an active participant in the international eTwinning Plus curriculum. Therefore, the readiness for the project activity is determined by a number of factors, the most important of which is the system of methods and objectives of the project activity, the availability of professional knowledge and skills, the direct inclusion of the individual in the project activity. The development and implementation of the model for forming the readiness of teachers for the project activity in the conditions of scientific and methodological work of a comprehensive educational institution will improve the process of preparation itself, making it organized and structured, will provide an increase in the professional competence of teachers.

Key words: project activity, scientific methodical work, general educational institution.

[1]      Konarzhevskij, Yu. A. (1986). Pedagogicheskij analiz uchebno-vospitatelnogo processa i upravlenie shkoloyu. Pedagogika, Moscow, USSR, 144. [in Russian]

[2]      Shamova, T. I. (Ed.), Tretyakov, P. I., Kapustin N. P. (2003). Upravlenie obrazovatelnymi sistemami: Ucheb. posobie dlya stud. vyssh. zavedenij. Gumanit. izd. centr VLADOS,Moscow, Russia, 320. [in Russian]

[3]      Rogers, E. M. (1983). Diffusoin of innovations. Free Press, № 4,  476.

[4]      Orshanskyi, L. V. (2008). Khudozhno-trudova pidhotovka vchyteliv trudovoho navchannia: monohrafiia. Kolo, Drohobych, Ukraine, 260. [in Ukrainian]

[5]      Kontseptualni zasady rozvytku pedahohichnoi osvity Ukrainy ta yii intehratsii v yevropeiskyi osvitnii prostir.  Nakaz MON № 988 vid 31.12.04. URL: https://ru.osvita.ua/legislation/Vishya_osvita/3145/ (accessed 01.10.2018). [in Ukrainian]

[6]      Uruskyi, V. I. (2005). Formuvannia hotovnosti vchyteliv do innovatsiinoi diialnosti: Metodychnyi posibnyk. TOKIPPO, Ternopil, Ukraine, 96. [in Ukrainian]

[7]      Kytaihorodska, H. A. (1986). Metodyka intensyvnoho navchannia inozemnym movam. Vysshaya shkola, Moscow, USSR, 103. [in Ukrainian]

[8]      Zablotska, O. S. (2008). Kompetentnisnyi pidkhid yak osvitnia innovatsiia: porivnialnyi analiz. Visnyk Zhytomyrskoho derzhavnoho universytetu, 40, Seriia: Pedahohichni nauky, 63–68. [in Ukrainian]

[9]      Mykhailenko, T. (2012). Proektna robota na urokakh anhliiskoi: 5-9 kl. Shkilnyi svit, Kyiv, Ukraine, 104. [in Ukrainian]

[10]    Roman, S. V. (2003). Planuvannia ta analiz navchalnoho protsesu z inozemnoi movy u pochatkovii shkoli (na materiali anhliiskoi movy). HDPIIM, Horlivka, Ukraine, 108 s. [in Ukrainian]

[11]    OECD (2012). Teaching staff and non-teaching staff employed in tertiary education institutions. doi: https://doi.org/10.1787/eag-2012-table237-en

[12]    Usta, H. Gonca (2017). Variables Related To Teachers' Assessment Qualifications And Attitudes. 8th ICEEPSY 2017 The International Conference on Education & Educational Psychology, 609-620.

[13]    OECD (2015). Trends in teachers' salaries, based on typical qualifications, between 2000 and 2013. doi: https://doi.org/10.1787/eag-2015-table262-en

[14]    OECD (2018). Difference between advantaged and disadvantaged schools in the qualifications of science teachers. doi: https://doi.org/10.1787/9789264301603-graph23-en

[15]    OECD (2017). Teachers' statutory salaries at different points in their careers, for teachers with the most prevalent qualifications defined at different points in the teachers' career. Education at a Glance. doi: https://doi.org/10.1787/eag-2018-table225-en

[16]    Alison, J. (2006). Collective Memory Loss: secondary teachers and school qualifications in New Zealand. FORUM, 48 (3), 337-344. doi: https://doi.org/10.2304/forum.2006.48.3.337

[17]    Carruthers, Celeste K. (2010). The Qualifications and Classroom Performance of Teachers Moving to Charter Schools. PsycEXTRA Dataset. doi: https://doi.org/10.1037/e722372011-001

[18]    Benn, M., Downs, J. (2014). Teachers don’t need qualifications. Truth About Our Schools, 95-108. doi: https://doi.org/10.4324/9781315658674-6

[19]    OECD (2013). Inequity in access to educational resources: Percentage of teachers with university-level qualifications. doi: https://doi.org/10.1787/9789264201132-table108-en

[20]    OECD (2016). Change in lower secondary teachers' actual and statutory salaries (2010, 2012 and 2014). doi: https://doi.org/10.1787/eag-2016-graph225-en

Qualification evaluation of the results of teachers` professional development which work in the professional (vocational) education institutions  
Sysko N.  (download)
[in Ukrainian]

Abstract. The author of this article considers the problem of qualification evaluation of the results of teachers` professional development which work in the professional (vocational) education institutions. It was analyzed that the procedure of attestation of pedagogical workers is normalized. It was established that in 1993 and in 2010, by the orders of the Ministry of Education and Science of Ukraine, the Model Regulations for the certification of pedagogical workers were approved. Comparison of qualification requirements for dynamics teachers, which are specified in the Model Regulations. The algorithm of attestation procedure is presented. It was established that with the change of socio-economic conditions qualification requirements for teachers of professional (vocational) education institutions were changed in our country. It is revealed that the certification criteria apply to teachers of all types of educational institutions: pre-school, school, vocational and higher education institutions of the I-II level of accreditation. It was emphasized that at this stage of education reform in Ukraine a new form of independent external evaluation of professional competence of teachers is emerging - certification. It was emphasized that it is important to study the positive international experience regarding the certification of teachers and their consideration when developing the Regulations on the certification of Ukrainian pedagogical staff. It has been established that at the transitional stage, the certification procedure will be voluntary. The comprehensive assessment of the teachers` professional competence at the national level is planned to be carried out by the Ukrainian Center for Education Quality Assessment through external independent evaluation (testing) and at the regional level by studying the experience gained. It is emphasized that vocational education is a more complex educational system, because it is directly related to production, the teacher of the professional (vocational) education institutions should have full knowledge of the psychological and pedagogical component of professional activity, and have a high level of technological and production skills. It is emphasized that qualification assessment is a separate important component of the system of continuous professional development. It has been established that the qualification of teachers of the professional (vocational) education institutions requires the development of a special tool that would correspond to the profile of the teacher's professional and pedagogical activity, which is determined by the prospect of further exploration.

Key words: professional development, qualification assessment, attestation, certification, teacher, institution of professional (vocational) education.

[1]      Dzhantimirov, A.Iu (2007). Bahatorivneva pidhotovka inzhenerno-pedahohichnykh kadriv dlia profesiino-tekhnichnykh navchalnykh zakladiv [Multi-level training of engineering and pedagogical staff for vocational schools] (Dys. kand. ped. nauk). The Institute for Pedagogical Education and Adult Education of The National Academy of Pedagogical Sciences of Ukraine, Kyiv. [in Ukrainian]

[2]      Kremin, V.H. (Ed.) (2018). Entsyklopediia osvity [Encyclopedia of Education] (2008). Akademiia ped. nauk Ukrainy, Yurinkom Inter, Kyiv, Ukraina, 1040. [in Ukrainian]

[3]      (2018). Zakon Ukrainy “Pro osvitu“ [The Law of Ukraine “On Education“]. URL: http://zakon2.rada.gov.ua/laws/show/2145-19 (accessed 10.12.2018) [in Ukrainian].

[4]      (2018). Zakon Ukrainy “Pro tekhnichni rehlamenty ta otsinku vidpovidnosti“. [Law of Ukraine “On Technical Regulations and Conformity Assessment“]. URL: http://zakon2.rada.gov.ua/laws/show/124-19 (accessed 10.10.2018) [in Ukrainian].

[5]      Kryvonis, M. (2012). Certyfikatsiia vchyteliv SShA yak zasib udoskonalennia yakosti profesiinoi osvity. [Certification of US Teachers as a means of improving the quality of vocational educatio]. URL: http://ena.lp.edu.ua/bitstream/ntb/24057/1/30-242-248.pdf. (accessed 20.12.2018) [in Ukrainian].

[6]      Luniachek, V. E. (2017). Profesiinyi rozvytok vchytelia: novi mozhlyvosti, yaki vidkryvaie Zakon Ukrainy «Pro osvitu». [Teacher Professional Development: New Opportunities Opened by the Law of Ukraine "On Education"]. URL: http://education-ua.org/ua/articles/1085-profesijnij- rozvitok-vchitelya-novimozhlivosti-yaki-vidkrivae-zakon-ukrajini-pro-osvitu (accessed 20.12.2018) [in Ukrainian].

[7]      Ohiienko, O. I. (2016). Profesiina pidhotovka vchyteliv u Velykii Brytanii, Frantsii, Kanadi i SShA: podibne ta vidminne [Teacher training in Great Britain, France, Canada and the United States: similar and excellent]. URL:: http://lib.iitta.gov.ua/706154/1/%D0%9E %D0%9B%D0%95%D0%9D%D0%90 %20%D0%9E%D0%93%D0%86%D0% 84%D0%9D%D0%9A%D0%9E%D1%81 %D1%82%D0%B0%D1%82%D1%82%D1%8F.pdf (accessed 20.12.2018) [in Ukrainian].

[8]      Proekt Polozhennia pro sertyfikatsiiu pedahohichnykh pratsivnyki. [Draft Regulations on the Certification of Teachers]. URL: https://mon.gov.ua/ua/news/mon-proponuye-dlya-gromadskogo-obgovorennya-proekt-polozhennya-pro-sertifikaciyu-pedagogichnih-pracivnikiv (accessed 10.12.2018) [in Ukrainian].

[9]      Sysko, N. M. (2017). Diahnostyka yak zasib planuvannia profesiinoho rozvytku vykladacha zakladu profesiinoi (profesiino-tekhnichnoi) osvity [Diagnostics as a means of planning professional development of a teacher of vocational (vocational) education]. Naukovyi visnyk Melitopolskoho derzh. ped. un-tu, 2 (19), 186-196. [in Ukrainian].

[10]    Melnychuk, O.S. (Ed.) (1974). Slovnyk inshomovnykh sliv. [Dictionary of foreign words]. Holovna redaktsiia “Ukrainska radianska entsyklopediia”, Kyiv, Ukraine, 776. [in Ukrainian].

[11]    Chernyshova, Ye.R. (Ed.), Huzii, N.V., Liakhotskyi, V.P., ets. (2014). Terminolohichnyi slovnyk z osnov pidhotovky naukovykh ta naukovo-pedahohichnykh kadriv pisliadyplomnoi pedahohichnoi osvity [Terminological dictionary on the basics of preparation of scientific and scientific-pedagogical staff of postgraduate pedagogical education]. DVNZ Universytet menedzhmentu osvity”, Kyiv, Ukraine, 230. [in Ukrainian].

[12]    (1993). Typove polozhennia pro atestatsiiu pedahohichnykh pratsivnykiv Ukrainy. [Typical position on attestation of pedagogical workers of Ukraine]. URL: http://zakon0.rada.gov.ua/laws/show/z0176-93 (accessed 10.12.2018) [in Ukrainian].

[13]    (2010). Typove polozhennia pro atestatsiiu pedahohichnykh pratsivnykiv. [Typical position on attestation of pedagogical workers].  URL: http://zakon2.rada.gov.ua/laws/show/z1255-10 (accessed 10.12.2018). [in Ukrainian].

[14]    Tkachuk, T. (2015). Potribna sertyfikatsiia osvitian Osvitnia polityka: portal hromadskykh ekspertiv. [Certification of educators is required]. URL: http://education-ua.org/ua/articles/329-potribna-sertifikatsiya-osvityan (accessed 10.12.2018). [in Ukrainian].

[15]    (2018). U 2019 rotsi 1 tys vchyteliv pochatkovykh klasiv za bazhanniam zmozhut proity sertyfikatsiiu ta otrymaty 20% nadbavku do zarplaty, reiestratsiia pochnetsia 15 sichnia – rishennia Uriadu. [In 2019, 1,000 primary school teachers will be able to obtain certification if they wish and receive a 20% increase in salary, starting on January 15 - the Government's decision]. URL: https://pedpresa.ua/196684-u-2019-rotsi-1-tys-vchyteliv-pochatkovyh-klasiv-za-bazhannyam-zmozhut- projty-sertyfikatsiyu-ta-otrymaty-20-nadbavku-do-zarplaty-reyestratsiya -pochnetsya-15-sichnya-rishennya-uryadu.html (accessed 20.12.2018) [in Ukrainian].

[16]    Shevchuk, L. I. (2016). Zovnishnie nezalezhne pidtverdzhennia kvalifikatsii pedahohiv profesiinoi osvity. [External independent confirmation of professional qualifications of teachers of vocational education]. Profesiino-tekhnichna osvita, 1, 21-23. [in Ukrainian].

[17]    (2018). Iurydychnyi slovnyk. [Legal dictionary]. URL:http://kodeksy.com.ua/dictionary/s/sertifikatsiya.htm (accessed 10.12.2018). [in Ukrainian].

[18]    Graham, P. A. (2005). Schooling America: How the Public Schools Meet the Nation’s Changing Needs. Oxford University Press Inc., New York, USA, 273.

[19]    Stecher, B. M., Rahn, M., Ruby, A., Alt, M., Robyn, A., Ward, B. (1997). Using Alternative Assessments in Vocational Education. RAND, 193.

[20]    Earley, Penelope M. (Ed.), Imig, David G. (Ed.), Michelli, Nicholas M. (Ed.) (2011). Teacher Education Policy in the United States: Issues and Tensions in an Era of Evolving Expectations. Taylor & Francis Routledge, New York, USA, 272.

Methods of the competence card application  
Bychkovskyi V., Reutska Yu. (download)
[in Ukrainian]

Abstract. The methodology, which provides for the integrated use of the competency map and evaluation of personnel based on quality indicators is considered in this work. The expedient sequence of using competency maps of general and vocational directions is given. The features of the use of the competency map and its analogue in the form of a performance assessment chart have been analyzed. The need to use standardized indicators to ensure quantitative analysis is established. The procedure of multi-stage use of the competency map with the ranking of individual competencies and with additional verification of the obtained results is shown. The expertise methodology at each of the comparison stages of the ideal and real competency cards is reviewed. A comparative analysis of the ideal and realistic competence maps is considered. The method of estimating the value of the development area, which involves the use of relative quantities, is proposed. The quota system, which is based on ranking of results, distribution of assessments and the ratio between quotas and relative values of human development areas, has been formulated. In the process of conducting experimental studies identified the best, worst and average relative values of the areas of development. A procedure for the final determination of the relative values of the development area, based on additional verification of the results with the greatest deviations, is shown. On the basis of experimental data typical ranges of relative values of areas of development are defined. The comparative analysis of the results obtained at the various stages of the assessment of the personnel has been completed. The prediction model of transition from lower to higher level of competence is proposed. The regularity of the change in the relative error is determined depending on the initial condition, the potentially possible minimum value of the error, the individual personality characteristics and the studying time. The time required to go from the lowest competence level to the highest competence level is established. The relationship between the personal characteristics of the individual, the studying time and the studying effectiveness is determined.

Key words: evaluation of personnel, competency map, quantitative characteristics, self-examination, development forecasting.

[1]      Vulkovich-Stadnik, A. A. (2008). Ocenka personala: chetkij algoritm dejstvij i kachestvennye prakticheskie resheniya, Eksmo, Moscow, Russia. [in Russian]

[2]      Ivanova, S. V. (2008). Kandidat, novichok, sotrudnik. Instrumentyi upravleniya personalom, kotoryie realno rabotayut na praktike. Eksmo, Moscow, Russia. [in Russian]

[3]      Solovev, M. V., Korolkov, G. N., Baranenko, A. A. etc. (2003). Morskaya radioelektronika. Spravochnik. Edited by Kravchenko V.A. Politehnika, Saint Petersburg. [in Russian]

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[7]      Vorobiienko, P., Lozhkovskyi, A. (2016) Kompetentnisnyi pidkhid u vyshchii osviti – vid teorii do praktyky, periodical Vyshcha shkola Iss. 6, pp. 13-20. [in Ukrainian]

[8]      Kompetentnisnyi pidkhid u suchasnii osviti: svitovyi dosvid ta ukrainski perspektyvy. Biblioteka z osvitnoi polityky. (2004) Edited by Ovcharuk O.V., «K.I.S.». in Ukrainian]

[9]      Ienzeisler, Bernd (2005). Die Competence Card als Mess- und Steuerungsinstrument für die Dienstleistungswirtschaft. Praxishanbuch Controlling, 167-183. https://doi.org/10.1007/978-3-322-90505-5_6

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[12]    Dalinger, V. A. (2007) Izmereniye kachestva professionalnoy podgotovki spetsialista s pomoshchyu matematicheskoy modeli Rasha, periodical Sovremennyye naukoyemkiye tekhnologii. Iss. 11. pp. 47-48. [in Russian]

[13]    Gavrilyuk, G. V. (2010) Podgotovka i povysheniye kompetentsiy kadrov s ispolzovaniyem tekhnologiy i struktur kouchinga, periodical Novyye tekhnologii. Iss. 4. pp. 74-76. [in Russian]

[14]    Shevtsova, I. V. (2003) Trening lichnostnogo rosta. SPb.: Rech, Saint Petersburg, Russia. [in Russian]

[15]    Uiddet, Stiv and Kholliford, Sara. (2008) Rukovodstvo po kompetentsiyam; Per. s angl. GIPPO, Moscow, Russia. [in Russian]

[16]    Stiven, R. Kovi. (2018) Sem navykov vysokoeffektivnykh lyudey; Per. s angl. Moscow: Alpina Pablisher. Russia. [in Russian]

[17]    Kaufman, D. (2016) Sam sebe MBA. Samoobrazovaniye na 100 %; Per. s angl. Moscow: Mann. Ivanov i Ferber. Russia. [in Russian]

[18]    Ashima Aggarwal, Gour Sundar Mitra Thakur (2013). Techniques of Performance Appraisal-A Review, 617-621. International Journal of Engineering and Advanced Technology (IJEAT) ISSN: 2249 – 8958, Volume-2, Issue-3, February. https://pdfs.semanticscholar.org/dfcb/3490e4a5e999263339ef27d76548f1440410.pdf

[19]    Heljä Hätönen (2014) Competence Map for Workplace Instructors Print Juvenes Print – Suomen Yliopistopaino Oy, Tampere, ISBN 978-952-13-5672-8 37 p.

https://www.oph.fi/download/155784_competence_map_for_workplace_instructors.pdf

[20]    Baughman, Jacqulyn, (2012) Student professional development: Competency-based learning and assessment in an undergraduate industrial technology course. Graduate Theses and Dissertations. Iowa State University Ames, Iowa. https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer= https://www.google.com/&httpsredir=1&article=3599&context=etd

Modern trends for higher education in Ukraine  
Voloshinov S., Osadchyi V., Osadcha K.  (download)
[in Ukrainian]

Abstract. The current global trends are analyzed on paper in education with order to identify the main trends of higher education in Ukraine. There are known that fast-changing information society one of its main features is uncertainty today's. There are taking into account the current trends in the educational development and information technologies in planning the work of higher education institutions will determine the development directions of higher education in Ukraine. The analysis of foreign scientific articles and studies allowed to highlight the key trends in the higher education development, which should lead to transformations in Ukraine: the impact of information and communication technology leads to further improvement of material and technical, and educational, and methodological provision of HEI and transformation of approaches for teaching and learning; attention to the quality of education prompts to the search for certification mechanisms and the integration of national quality assurance schemes at the international level; coordinating the universities role as institutions of culture and the commercialization needs of higher education requires coordinating local needs and priorities, taking into account standards, practices and expectations at the national and international levels; the era of the information society and increasing the role of relevant data lead to a constant analysis of the work to the law enforcement in conditions of uncertainty and rapid change in order to make managerial and strategic decisions;  necessary to increase human resource capacities urges the introduction of policies to encourage and promote an interdisciplinary approach in higher education, mainly in the area of research, training and implementation of educational programs; it is important to pay attention for accelerating the implementation of educational technologies in higher education, in particular new solutions for mixed learning, a culture of innovation, study spaces redevelopment, immersed teaching methods, a collective approach for learning, open educational resources, cooperation between institutions of higher education; international practice of the educational services concept encourages the implementation and the diversification for educational programs to formal and informal education.

Key words: higher education, trends, educational technologies, information technologies.

[1]      Toffler, A. (2002). Shok budushcheho, Moscow, Russia. [in Russian]

[2]      Jacob, W. (2015), "Interdisciplinary trends in higher education", Palgrave Communications, Vol.1, available at: https://www.nature.com/articles/palcomms20151 (accessed December 19, 2018). doi: 10.1057/palcomms.2015.1. [in English]

[3]      Altbach, P.G., Reisberg, L., Rumbley, L. E. (2009), Trends in Global Higher Education: Tracking an Academic Revolution. A Report Prepared for the UNESCO 2009 World Conference on Higher Education, available at: http://www.cep.edu.rs/public/Altbach,_Reisberg,_Rumbley_Tracking_ an_ Academic_Revolution,_UNESCO_2009.pdf (accessed December 19, 2018). [in English]

[4]      Maassen, P., Cloete, N. (2006). Global Reform Trends in Higher Education, Transformation in Higher Education, Vol. 10, pp. 7-33. , available at: https://doi.org/10.1007/1-4020-4006-7_2(accessed January 10, 2019) [in English]

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[11]    Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., Hall, C. (2016), NMC Horizon Report: 2016 Higher Education Edition, Austin : The New Media Consortium, 56 p., available at: http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf accessed December 19, 2018). [in English]

[12]    Ardashkin, I.B., Chmykhalo, A.Yu., Makienko, M.A., Khaldeeva, M.A. (2018). Smart-Technologies In Higher Engineering Education: Modern Application Trends, International Conference on Research Paradigms Transformation in Social Sciences, Vol. L, pp. 57-64. , available at: https://doi.org/10.15405/epsbs.2018.12.8 (accessed January 10, 2019) [in English]

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[15]    Osadchyi, V.V., Osadcha, K.P. (2015). Suchasni realii i tendentsii rozvytku informatsiino-komunikatsiinykh tekhnolohii v osviti, Informatsiini tekhnolohii i zasoby navchannia, Iss. 48 (4), pp. 47-57, available at:  https://journal.iitta.gov.ua/index.php/itlt/article/viewFile/1252/951 (accessed December 19, 2018) [in Ukrainian]

[16]    Shyshkina, M.P. (2006). Tendentsii rozvytku ta vykorystannia informatsiinykh tekhnolohii u konteksti formuvannia osvitnoho seredovyshcha, Informatsiini tekhnolohii i zasoby navchannia, Iss. 1 (1), available at: https://journal.iitta.gov.ua/index.php/itlt/article/view/287/273 (accessed December 19, 2018). [in Ukrainian]

[17]    (2017). NMC Horizon Report. 2017 Higher Education Edition (Russian), available at: https://www.nmc.org/publication/nmc-horizon-report-2017-higher-education-edition-russian (accessed December 19, 2018) [in English]

[18]    Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015), NMC Horizon Report: 2015 Higher Education Edition, Austin : The New Media Consortium, 56 р., available at:  https://files.eric.ed.gov/fulltext/ED559357.pdf (accessed December 19, 2018) [in English]

[19]    Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition, Austin : The New Media Consortium, 60 p., available at: https://www.sconul.ac.uk/sites/default/files/documents/2017-nmc-horizon-report-he-EN.pdf (accessed December 19, 2018). [in English]

[20]    Vision 2020. Excellence with Equity, available at: https://www.jefferson.kyschools.us/ sites/default/files/Vision-2020-Brochure.pdf (accessed December 19, 2018) [in English]

MODERN TRENDS OF PROFESSIONAL EDUCATION DEVELOPMENT

Pedagogical conditions for training of future ship engineers in the process of English for specific purpose learning  
Yurzhenko A.  (download)
[in Ukrainian]

Abstract. The article describes and analyzes the pedagogical conditions of forming the communicative competence of future ship engineers. Analysis of literary sources shows that the problem of determining the pedagogical conditions for the training of future ship engineers in the process of studying the English language for professional purpose becomes of particular importance. In our study, pedagogical conditions that most effectively influence the formation of ship engineers' readiness are identified and characterized in the article, namely: provision of positive motivation of cadets to study activities in the process of studying the English language for professional purpose; the introduction of a gamification approach (the use of game techniques in a non-gaming environment to obtain certain results, in our case - the acquisition of communicative competence) in the system of training future ship engineers by means of the information and communication pedagogical environment (platform MOODLE); development and implementation of the author's interactive electronic teaching-methodical complex of the discipline "English language for professional purpose". In order to determine the optimal pedagogical conditions for professional training of future ship engineers in the process of studying English was taken into account the specificity of learning (selection and systematization of the content of educational material, interest in teaching and professional activities, the ability of cadets to study - the features of thinking, memory, etc.). Positive motivation will encourage cadets to develop their desire to study and to find satisfaction in the learning process. The introduction of a gamification approach to learning will help to break out learning games and game techniques (tournament tables, game exercises, badges, quests, progression loops, etc.). Implementation of the author's interactive electronic teaching and learning complex of the discipline "English for professional purpose" will facilitate the formation of future English engineers’ communicative competency for performing professional tasks on board a vessel. In order to achieve the goal, we consider it expedient to use the latest technologies, including the MOODLE distance learning platform, the gamification approach, the systems of blended learning and the communicative approach.

Key words: communicative competence, gamification approach, LMS MOODLE, English for professional purpose, ship engineers.

[1]      Kylouskova, N. (2001). La compétence de communication. Brno, 33-38. [in French]

[2]      Sherman, M.I., Bezbakh, O.M. (2014). Informatsiyna kulʹtura maybutnikh inzheneriv-sudnovodiyiv yak psykholoho-pedahohichnyy fenomen. Zb. nauk. pratsʹ KHNTU Aktualʹni problemy derzhavnoho upravlinnya, pedahohiky ta psykholohiyi, Iss.1 (10), 190-193. [in Ukrainian]

[3]      Denderenko, O.O. (2014). Formuvannya profesiynoyi kompetentnosti sudnovoho mekhanika shlyakhom vprovadzhennya mizhdystsyplinarnoyi intehratsiyi fizychnykh znanʹ. Materialy Mizhnarodnoyi naukovo-praktychnoyi konferentsiyi "Aktualʹni problemy pryrodnycho-naukovoyi osvity v seredniy i vyshchyy shkoli", Kherson, 137-139. [in Ukrainian]

[4]      Kolot, A. M. (2005). Motyvatsiia personal. KNEU, Kyiv. [in Ukrainian].

[5]      Halatsyn, K.O. (2013). Modeliuvannia protsesu formuvannia komunikatyvnoi kultury maibutnikh inzheneriv, Journal of Kharkiv State academy of Culture, Iss. 41, 257-261.[in Ukrainian]

[6]      Denysenko, T.O., Hreshniev, O.Ye. (2013). Informatsiini tekhnolohii v osviti, Informational education and professional communication technologies of XXI century: materails of VI intermational scientific conference, Odesa, September 12–14, pp. 59-62. [in Ukrainian]

[7]      Kulakova, O.M. (2009), Komponenta kultury v movnii komunikatsii informatsiinoho suspilstva. Journal of Kharkiv Nat. Ped. Univ. after H. S. Skovoroda, Kharkiv, Iss. 32, 90-99. [in Ukrainian]

[8]      Melnyk, I.Yu. (2013). Komunikatyvne seredovyshche v universytetskii osviti, Informational education and professional communication technologies of XXI century: materails of VI intermational scientific conference, Odesa, September 12–14, pp. 226-230. [in Ukrainian]

[9]      Rudenko, L.А. (2014). Formirovanie kommunikativnoi kultury budushchikh spetsialistov v kontekste innovatsionnoi obrazovatelnoi deiatelnosti. Domestic and Foreign Pedagogy Journal, № 3 (18), 114-122. [in Russian]

[10]    Sadovskaya, V.S. (2011). Osnovy kommunikativnoi kultury. Moscow: VLaDOS, 206. [in Russian]

[11]    Smirnova, I.V., Smirnova, O.D. (2008). Kultura kommunikatsionnoi deiatelnosti: poniatie, struktura i funktsii. Journal of Dalnevost. State University, № 5-6, 46-57. [in Russian]

[12]    Sysoieva, S.O. (2006). Informatsiina kompetentnist fakhivtsia: teoriia ta praktyka formuvannia. Chernivtsi: Tekhnodruk, 208. [in Ukrainian]

[13]    Filipova, L.Ya. (2013). Kontsepcii informatsiinoi paradyhmy sotsialnoi komunikatsii, Informational education and professional communication technologies of XXI century: materails of VI intermational scientific conference, Odesa, September 12–14, pp. 14–18. [in Ukrainian]

[14]    Lasen, M. (2010). Education and career pathways in Information Communication Technology: What are schoolgirls saying? Computers & Education, 54(4), 1117-1126. doi: https://doi.org/10.1016/j.compedu.2009.10.018.

[15]    Louis, V. (2006). Compétence communicative et saviors culturels en didactique des langues étrangеres. Université de Liеge, pp. 50-63. [in French]

[16]    Perrenoud, Ph. (2000). Compétences, langage et communication, Université de Genеve, pp. 42-49. [in French]

[17]    Trager, G., Hall, E., (1994). Culture and Communication: A Model and an Analysis. Explorations and Communication, Iss. 3, 32-38. [in English]

[18]    Maslova, S. (Ed.) (2004). Informatization of education: directions, facilities, technology : Textbook. Publishing House of Moscow Power Engineering Institute, Moscow, Russia, 864. [in Russian]

[19]    Dyachenko, A.V., Manzhula, V.G., Popov, A.E. (Ed.), ets. (2010). Information systems of continuing education based on Internet technology. Academy of Natural Science, Moscow, 130. Available at: www.monographies.ru/98. (accessed 12.12.2018) [in Russian]

[20]    Zagirnyak, M.V., Rodkin, D.Y., Chornyi, O.P. (2009). Virtual laboratory systems and complexes – a new perspective for scientific research and improving the quality of training in electro. Electromechanical and efficient system, Iss. 2 (6), 8–12. [in Ukrainian]

Quality assurance system for professional training of future programmers in the Ukrainian higher educational institutions  
Kruglik V.  (download)
[in Ukrainian]

Abstract. The article raises the problem of ensuring the quality of theoretical and practical training of future software engineers for professional activities in the process of their training in institutions of higher education. The author has analyzed the provisions on the system of internal quality assurance of higher education, operating in selected domestic universities. This made it possible to identify the main activities that should be carried out in order to ensure the quality of higher education at the level of educational institutions. On this basis, and taking into account our own experience, areas of activity to ensure the quality of professional training of future software engineers have been proposed. For each of these areas, goals are defined; performers; quality indicators that are subject to adjustment; system of measures. The purpose of a systematic revision of educational programs is to ensure compliance between the content of educational programs, the forms used, the methods and means of education, the current state of the IT industry, the needs of the labor market, and the needs of students. The purpose of evaluating future software engineers is to obtain relevant information about the quality of educational activities within each discipline and educational program to identify problem areas and measures to eliminate them. The aim of ensuring the quality of the teaching staff is to form a team of competent, motivated professionals who provide training for highly qualified specialists. The purpose of practical training at enterprises is to form practical experience of future software engineers in the real production process of the IT industry. The purpose of measures to provide the necessary resources for the organization of the educational process is to create an educational environment for the effective training of future software engineers. The toolkit that is appropriate to use in the implementation of measures to ensure the quality of higher education of future software engineers (professional communications; reputation and social quality control, knowledge control system; autonomy and scientific freedom; evaluation; rating; quality audit; motivation; knowledge management; defect free concept, quality management instructions, etc.).

Key words: quality of education, future engineer-programmer, professional training, higher educational institution.

[1]      Mutanov H.M., Tomylyn A.K., Kukyna YU.E. y dr. Upravlenye kachestvom v vysshem uchebnom zavedenyy. Ustʹ-Kamenohorsk: VK•HTU, 2011. 116 p.  [in Russian]

[2]      [Polozhennya pro systemu vnutrishnʹoho zabezpechennya yakosti vyshchoyi osvity u Drohobytsʹkomu derzhavnomu pedahohichnomu universyteti imeni Ivana Franka. Drohobych: DDPU im. I. Franka, 2015. 20 p. URL: http://ddpu.drohobych.net/wp-content/uploads/2016/11/polozhennya-pro-systemu-vnutrishnogo-zabezpechennya-yakosti-vyshhoyi-osvity-u-ddpu-im.-i.franka.pdf. [in Ukrainian]

[3]      Polozhennya pro systemu vnutrishnʹoho zabezpechennya yakosti vyshchoyi osvity u Zaporizʹkomu natsionalʹnomu universyteti. Zaporizhzhya: ZNU, 2015. 7 p. URL: https://www.znu.edu.ua/2016/polozhennya_pro_svzyavo.pdf. [in Ukrainian]

[4]      Polozhennya pro systemu zabezpechennya yakosti vyshchoyi osvity (systemu vnutrishnʹoho zabezpechennya yakosti) Kharkivsʹkoho natsionalʹnoho universytetu imeni V.N. Karazina. Kharkiv: KHNU imeni V.N. Karazina, 2015. 16 p. URL: http://www.univer.kharkov.ua/docs/work/yakist-osvity-polozhennya.pdf. [in Ukrainian]

[5]      Polozhennya pro systemu zabezpechennya yakosti osvitnʹoyi diyalʹnosti ta yakosti vyshchoyi osvity universytetu misʹkoho hospodarstva imeni O.M. Beketova. Kharkiv: KHNUMH im. O.M. Beketova, 2016. 25 p. URL: http://www.kname.edu.ua/images/Files/Normativny_Dokumenty/pologennya_sistema_yakosti_osviti.pdf. [in Ukrainian]

[6]      Shyyka O.I. Systema zabezpechennya yakosti universytet•sʹkoyi osvity v Avstriyi: dys. ... kand. ped. nauk: 13.00.01 / Lʹviv, 2016. 276 p. [in Ukrainian]

[7]      Vasilateanu, A., Marin, I., Pavaloiu, B. (2018) Programmers` professional development monitoring system. 12th International Technology, Education and Development Conference, 5-7 March, 2018, Valencia, Spain. INTED2018 Proceedings, 9123-9126. https://doi.org/10.21125/inted.2018.2225

[8]      Brown R. (2004). Quality Assurance in Higher Education. The UK Experience Since 1992. Routledge, London, UK, 224. https://doi.org/10.4324/9780203416327_chapter_7

[9]      Tsimillis, Kyriacos C. (2014). Training needs to understand quality assurance. Accreditation and Quality Assurance,  vol. 20 (1), 53-59. https://doi.org/10.1007/s00769-014-1092-1

[10]    Tovey, Philip (2013). Quality Assurance in Continuing Professional Education. An Analysis. Routledge, London, UK, 224. https://doi.org/10.4324/9780203423684

[11]    Cheng, Yin Cheong (2003). Quality assurance in education: internal, interface, and future. Education, 11 (4), 202-213. https://doi.org/10.1108/09684880310501386

University-Led Routes of Initial Teacher Training in Great Britain  
Dernova M., Perevozniuk V.  (download)
[in Ukrainian]

Abstract. The paper studies the modern system of initial teacher training (ITT) in the UK, which is quite diversified due to the large number of educational programs leading to awarding the qualified teacher status (QTS). On the macro level, the authors identify three main trajectories of ITT for primary and secondary schools, in particular: university-led, school-led and school-HE-led. On the micro level, the authors explore the university-led ITT, which offers educational programs at the first and second levels of teacher training, in particular: BEd, BA and BSc programs, BA and BSc with opt-in QTS, PGCE/PGDE programmes, subject conversion PGCE and integrated Master with opt-in QTS. The paper also presents requirements for admission to the first and second level programs. The analysis of British universities' teacher training programs has also allowed to identify three types of flexible ITT programs at the second level, among them are flexible, part-time and distance programs for PGCE/PGDE. It is noted that for those people over the age of 21 years and those who apply for one of the flexible  programs, there is a system of recognition of previous learning and experience. Analysing Ukrainian and foreign studies in British ITT the authors have found that various aspects of the problem were payed attention to, but the current ITT programs, which have appeared in the last few years, were not discussed, since the British education system is constantly transforming to meet changing needs of society. The study results in refining the modern ITT university-led trajectory in the UK. Under the refinement the authors suggest newly introduced opt-in QTS programmes (BA and BSc opt-in QTS, MA opt-in QTS) to be included in ITT university-led trajectory.

Key words: ITT, QTS, university-led teacher training, integrated Master.

[1]      A framework of core content for initial teacher training (ITT) July 2016. URL:  https://assets.publishing.service.gov.uk/ government/ uploads/ system/uploads/ attachment_data/file/ 536890/Framework_Report_11_July_2016_Final.pdf (accessed 10.10.2018).

[2]      Avis, J., Fisher, R. and Thompson, R. (2010). Teaching in Lifelong Learning: A guide to theory and practice. Maidenhead: Open University Press.

[3]      Chen, D-T. (2003). Uncovering the provisos behind flexible learning. Educational Technology & Society. 6 (2), pp. 25-30.

[4]      Flexible Post Graduate Professional Graduate Certificate in Education. Professional Practice Handbook 2 2015-2016. Edgehill University. URL: https://www.edgehill.ac.uk/educationpartnership/ files/2014/09/ PGCE-Flexible-Professional-Practice-2-Handbook-2015-16.pdf (accessed 10.10.2018).

[5]      Get into teaching with support and advice from the Department for Education. Degrees with opt-in QTS. URL https://getintoteaching.education.gov.uk/ explore-my-options/teacher-training-routes/ university-led-training/university-led-undergraduate-training/degrees-with-opt-in-qts (accessed 10.10.2018).

[6]      Goldsmiths University of London. PGCE (Secondary) Part-Time Programme. URL: http://www.gold.ac.uk/ pgce/ secondary-flexible/ (accessed 10.10.2018).

[7]      Government UK portal. Initial teacher training (ITT): criteria and supporting advice. URL https://www.gov.uk/ government/ publications/ initial-teacher-training-criteria (accessed 10.10.2018).

[8]      Government UK portal. Initial teacher training: trainee number census – 2018 to 2019. URL: https://www.gov.uk/ government/ statistics/ initial-teacher-training-trainee-number-census-2018-to-2019 (accessed 10.10.2018).

[9]      Government UK portal. Initial teacher training: trainee number census - 2017 to 2018. URL: https://www.gov.uk/ government/ statistics/ initial-teacher-training-trainee-number-census-2017-to-2018 (accessed 10.10.2018).

[10]    Government UK portal. Qualified teacher status (QTS): qualify to teach in England. URL:  https://www.gov.uk/ guidance/ qualified-teacher-status-qts (accessed 10.10.2018).

[11]    Government UK portal. Teachers’ Standards. URL: https://www.gov.uk/ government/ publications/ teachers-standards (accessed 10.10.2018).

[12]    Higher Education Statistics Agency. Definishions: Students: Mode of study. URL: https://www.hesa.ac.uk/ support/definitions/students (accessed 10.10.2018).

[13]    Houston, M., McCune, V., and Osborne, M. (2011) Flexible learning and its contribution to widening participation: a synthesis of research. Project Report. Higher Education Academy.

[14]    Initial Teacher Education for Education and Training Sector in England: development and Change in Generic and Subject-Specialist Provision. A Report by Ron Thompson School of Education and Professional Development University of Huddersfield (2014). URL: http://www.gatsby.org.uk/ uploads/education/ reports/pdf/ initial-teacher-education-for-the-education-and-training-sector.pdf (accessed 10.10.2018).

[15]    Menter, I., Hulme, M., Elliot, D. and Lewin, J. (2010). Literature Review on Teacher Education in the 21st Century, Edinburgh: The Scottish Government.

[16]    Menter, Ian (2017). The Role and Contribution of Higher Education in Contemporary Teacher Education. Scottish Council of Deans of Education. URL: http://www.scde.ac.uk/ wp-content/uploads/ 2017/05/Report-Ian-Menter-2017-05-25.pdf (accessed 10.10.2018).

[17]    Murray, J. (2016). 'Teacher education and higher education'. In Teacher Education Group, Teacher Education in Times of Change. Bristol: Policy Press. pp. 179-200.

[18]    Murray, J. and Mutton, T. (2016). 'Teacher education in England: change in abundance, continuities in question'. In Teacher Education Group, Teacher Education in Times of Change. Bristol: Policy Press. pp. 57-74.

[19]    Osborne, M. (2006). Flexibility and Widening Participation. In: Osborne, M. and Young, D. (eds.) Flexibility and Widening Participation, Part 1. York: HEA.

[20]    Programme Specification Joint Integrated Masters. University of Liverpool. URL: https://www.liverpool.ac.uk/ media/livacuk/tqsd/programmespecs/Computer,Science,with,QTS,MEng.pdf (accessed 10.10.2018).

[21]    The National Curriculum in England. URL: https:// assets.publishing.service.gov.uk/ government/uploads/ system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf (accessed 10.10.2018).

[22]    UCAS. PGCE university-led teacher training. URL: https:// www.ucas.com/ teaching-option/ pgce-university-led-teacher-training (accessed 10.10.2018).

[23]    UCAS. Undergraduate teacher training in England. URL: https://www.ucas.com/postgraduate/teacher-training/train-teach-england/undergraduate-teacher-training-england (accessed 10.10.2018).

[24]    UK Parliament. House of Lords. Teacher Training.04 November 2015, Volume 765. URL: https://hansard.parliament.uk/ Lords/2015-11-04/debates/15110439000439/TeacherTraining (accessed 10.10.2018).

[25]    University led training – PGCE/PGDE. The Complete University Guide. URL:  https:// www.thecompleteuniversityguide.co.uk/ how-to-get-into-teaching/postgraduate-routes/university-led-training/ (accessed 10.10.2018).

[26]    University of Northumbria at Newcastle. PGCE  Early Primary Education. URL: https://www.northumbria.ac.uk/study-at-northumbria/courses/pgce-early-primary-education-blended-learning-gtpype6/ (accessed 10.10.2018).

[27]    Williams J., Pollard E., Hinks R., Huxley C., Marvel R. (2016). The customer journey to initial teacher training Research report. Institute for Employment Studies, 2016. URL: https:// assets.publishing.service.gov.uk/ government/uploads/system/ uploads/attachment_data/file/530894/RR502_Customer_Journey_to_initial_teacher_training.pdf (accessed 10.10.2018).

[28]    Aveshenyuk, N. M, Dyachenko, L. M., Kotun, K. V., Marusynets, M. M, Ogienko, O. I, Sulima, O.V., Postryhach, N.O. (2017). Foreign experience of professional training of teachers: analytical materials. DKS "Center", Kyiv, Ukraine, 83 p. [in Ukrainian]

[29]    Novikova, Yu.B. (2014). Practical-oriented approach to the professional training of the British teacher (end of XX - beginning of the XXI century): author's abstract. dis ... candidate ped.nauc. URL: http://nauka-pedagogika.com/ pedagogika-13-00-01/ dissertaciya-praktiko-orientirovannyy -podhod-k-professionalnoy- podgotovke-britanskogo-uchitelya (accessed 10.10.2018). [in Russian]

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