ФЕНОМЕН ІНШОМОВНОЇ ОСВІТИ В СУЧАСНОМУ НАУКОВОМУ ДИСКУРСІ

PRYSHLYAK Oksana – Candidate of Pedagogical Sciences, Associate Professor of the Foreign Languages Department, Ternopil Volodymyr Hnatyuk National Pedagogical University, Kryvonosa Str., 2, Ternopil, 46024, UkraineE-mail address: pryshlyak_o@yahoo.com ORCID: http://orcid.org/0000-0003-3108-502X ResearcherID: http://www.researcherid.com/rid/F-3895-2019 LUPAK Natalia – Candidate of Philological Sciences, Associate Professor of the Pedagogy and Methods of Primary and Preschool Education Department, Ternopil Volodymyr Hnatyuk National Pedagogical University, Kryvonosa Str., 2, Ternopil, 46024, Ukraine E-mail address: lupak@elr.tnpu.edu.ua ORCID: http://orcid.org/0000-0001-7868-8771 ResearcherID: http://www.researcherid.com/rid/I-7018-2018 To cite this article: Pryshlyak, O., & Lupak, N. (2019). Intercultural competence in foreign language teaching. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 185–200. doi: 10.24919/2413-2039.8/40.164457. Article history Received: January 12, 2019Received in revised form: February 14, 2019 Accepted: February 18, 2019Available online: April 22, 2019Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).Abstract. The article reveals the understanding of intercultural competence in foreign language teaching. Teaching culture in foreign language teaching has remained an unsolved problem for many years. The relevance of the study is to identify the readiness of the English language teachers to implement intercultural competence at English language lessons. Teachers of a foreign language are the first people who introduce pupils to the linguistic and cultural diversity of the world, open the child’s consciousness to the knowledge of other cultural realities, traditions, behavioral models, values, etc. The realities of the modern world prove the importance of forming pupils’ multicultural consciousness, associated not only with countries of the target language, but also with other cultures whose representatives can communicate in the target language. However, the readiness of foreign language teachers to meet the modern challenges of society, which is related to the development of intercultural competence in pupils, has not been sufficiently highlighted in professional pedagogical education. The authors investigated the level of readiness of foreign language teachers for the development of intercultural competence in pupils. Data were collected from 78 foreign language teachers from four regions (Lviv, Ternopil, Ivano-Frankivsk and Chernivtsi region) by means of a questionnaire. Study presented teachers’ understanding of intercultural competence and culture, attitudes to intercultural competence teaching, applications and actual teaching practices in foreign language classroom. The article reveals the attitude of the English language teachers to implementation of intercultural competence in foreign language teaching classroom. Findings revealed two distinct teacher profiles, i.e., the favourably disposed foreign language teacher, who integrate culture into their classroom practices and the unfavourably disposed foreign language teacher, who did not support this practice.Acknowledgements. Sincere thanks to the pedagogical staff of Ternopil National Volodymyr Hnatyuk Pedagogical University, in the person of Prof. Vira Polishchuk.Funding. The author received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.

PROKOPIV Liubov – Candidate of Pedagogical Sciences, Associate Professor of the Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: prk1@i.uaORCID: http://orcid.org/0000-0001-8661-510X ResearcherID: http://www.researcherid.com/rid/E-2262-2019STYNSKA Viktoriya – Candidate of Pedagogical Sciences, Associate Professor of the Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: svt9@ukrnet.uaORCID: http://orcid.org/0000-0003-0555-3205ResearcherID: http://www.researcherid.com/rid/E-2310-2019 To cite this article: Prokopiv, L., & Stynska, V. (2019). Development strategies of pedagogy of partnership in educational process of small schools in Ukraine and abroad: a comparative aspect. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 116–130. doi: 10.24919/2413-2039.8/40.164440. Article history Received: November 20, 2018Received in revised form: January 10, 2019 Accepted: February 18, 2019Available online: April 22, 2019Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).Abstract. The article discusses the strategies of spreading pedagogy of partnership, which provides for cooperation between all participants in the educational process, the presence of a com pact approach, the integration of students’ educational and social work in order to prepare them for the future life, to educate conscious citizens with a system of value orientations, to attract young people to cooperate with society, parents, teachers and the like. The attention is focused on the fact that the European experience of introducing pedagogy of partnership in small schools includes: introducing new approaches to school management, partnership between teachers and students, solving problems of schools and society, the need to participate in volunteering, searching for grants to attract young teachers who are able to work in remote regions, the possibility of distance education.It is argued that at the present stage, the understanding of the pedagogy of partnership in European countries is somewhat modified in connection with the challenges of the modern world, in particular, with the growing number of immigrants to the Nordic countries. European countries are developing educational support programs for educational partnerships. These are programs of study and professional teamwork, where specialists in various academic disciplines cooperate to achieve a common goal – equal cooperation between family and school. It is proved that in small schools in Germany, which are fairly autonomous, the experience of partnership pedagogy is unique.An assessment of the experience of the Israel school is given. There are many public organizations for collaboration between teachers and students (Pop). Here, following the principles of pedagogy of partnerships schools and organizations are provided with: professional development; leadership training; strong professionals; valuable resources; culture heals; changing approaches to teaching practice.The authors, on the basis of the studied experience, conducted a study that included the introduction of the basic principles of partnership pedagogy into the practice of small schools. The analysis showed the need for cooperation pedagogy.It is argued that the pedagogy of partnership in the educational environment of small schools of Ukraine has a chance to exist in terms of cooperation between authorities, the public, scientists, philanthropists, school leaders, the teaching community, parents, who through mediation and fundraising will be able to open grant programs, which will help to preserve the small school and village.Attention is drawn to the fact that a small school in the conditions of partnership pedagogy has the right to development subject to the initiation of partnerships. This study underlines the fact that small schools should carry out the educational process in social cooperation by involving local authorities. Of course, in urban schools such cooperation priorities are significant.Acknowledgments. Sincere thanks to the Head of Bohdan Stuparyk Pedagogy Department of Vasyl Stefanyk Precarpathian National University, in the person of Tetiana Zavhorodnia, and to the Head of General Pedagogy and Preschool Education Department of Drohobych Ivan Franko State Pedagogical University, in the person of Mariia Chepil.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.

CHERVINSKA Inna – PhD (Education), Associate Professor of Primary Education Pedagogy Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76000, Ukraine E-mail address: inna.chervinska@pnu.edu.ua ORCID: http://orcid.org/0000-0003-0745-1413 CHERVINSKYI Andriy – PhD (History), Lecture of Geography and Natural Sciences Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76000, Ukraine E-mail address: andrio2323@gmail.com ORCID: http://orcid.org/0000-0003-0745-1413 To cite this article: Chervinska, I., & Chervinskyi, A. (2020). Socio-cultural educational environment of the Ukrainian Carpathian region as a subject of interdisciplinary discourse. Human Studies. Series of Pedagogy , 10/42, 101‒112. doi: https://doi.org/10.24919/2413-2039.10/42.198817 Article history Received: January 27, 2020 Received in revised form: March 3, 2020 Accepted: March 11, 2020 Available online: April 28, 2020 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). The article methodologically justifies and determines the educational potential of the socio-cultural environment of the Ukrainian Carpathian region in the process of interdisciplinary discourse that is relevant in the context of educational and socio-cultural research. The essence of sociocultural environment as one of the environment formation components of a certain region is described. The purpose of the study is to reveal the essence of socio-cultural environment of the educational institutions in the Ukrainian Carpathians region as a subject of interdisciplinary discourse in the context of ensuring Ukrainian regions sustainable development. The socio-economic, socio-cultural, educational and environmental problems of educational establishments and the psycho-pedagogical and socio-cultural conditions of their formation are distinguished. Sociological methods, content analysis of scientific publications, methods of system analysis, synthesis, and scientific abstraction were used in the research. The scientific reflection of the research is aimed at understanding how the authentic heritage of regional culture determine the real state and dynamics of culture and education environment development of this unique in all features and characteristics area. The authors present the interpretation of the region characteristics as a component of the socio-cultural environment, which determines the scientific and philosophical knowledge and modern interpretation of this multifaceted phenomenon. They reveal the essence of interdisciplinary discourse on the formation of Ukrainian Carpathian region socio-cultural environment, point to the peculiarities of the Ukraine regions as relatively independent units, formed on the basis and due to the interaction of territorial and natural conditions, common history, culture and language, demographic, social and economic indicators. A successful solution of the problems facing the society requires the analysis of the basic components of a long-term process formation of a certain region socio-cultural environment in order to determine the promising directions of its further sustainable development. The subject of the interdisciplinary scientific discourse is the Ukrainian Carpathians region. The formation of its cultural and educational environment is based on historically accumulated rich ethno-cultural experience, a unique originality of the cultural heritage and ancient traditions, the achievements of the national pedagogy. It has been determined that in modern humanities the category of environment acquires the character of a metaphor, by means of which various spaces and environments are described, both in physical extent and in its mental or virtual essence. For successful solution of mentioned problems, the strategic goal of these territories development must be creation of effective educational and socio-cultural life support systems that will be able to contribute to their sustainable development. The authors emphasize that the definition of “environment” is the most suitable for describing phenomena that have qualitative characteristics of extent, meaningfulness and representation. The main problems and prospects of preserving the identity of the region are revealed. Acknowledgments. The authors are grateful to the management and staff of the Vernadsky National Library of Ukraine, the State Archives of Ivano-Frankivsk Region, I. Franko Regional Universal Scientific Library in Ivano-Frankivsk for their help in compiling and systematizing materials on the investigated problem. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

STRAZHNIKOVA Inna – PhD hab. (Education), Professor of Bohdan Stuparyk Pedagogy and Educational Management Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76000, UkraineE-mail address: zavina@email.uaORCID: http://orcid.org/0000-0001-5921-6197ResearcherID: https://publons.com/researcher/1775419/inna-strazhnikova/ YEHOROVA Inha – PhD (Education), Associate Professor of Bohdan Stuparyk Pedagogy and Educational Management Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76000, UkraineE-mail address: yegorova.inga@gmail.comORCID: https://orcid.org/0000-0001-8070-9455To cite this article: Strazhnikova, I., & Yehorova, I. (2020). Theoretical fundamentals of the educational process regionalization in higher education institutions of Ukraine. Human Studies. Series of Pedagogy, 11/43, 39‒49. doi: https://doi.org/10.24919/2413-2039.11/43.220435Article history Received: July 27, 2020Received in revised form: August 23, 2020 Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). The article considers the problems of regionalization of the educational process in higher education institutions and ways to solve them, since at present the theoretical and methodological foundations of the study of regional educational systems and the conceptual and terminological apparatus related to this issue are still insufficiently established. In recent years, research on globalization in various fields has become increasingly popular. This trend is not surprising given the historical depth and source complexity of the phenomenon of global integration. One of such separate spheres of globalization became the globalization of education. Such research works have become especially relevant in the sphere of higher education, as the latter has undergone the most obvious changes under the influence of modern requirements.In addition to the diversity of scientific views on the phenomenon of globalization in education, there is also the problem of different response to adverse conditions within individual educational structures in different countries and regions. Globalization has had an impact on the social reforms of nation states, to which the education sectors are forced to adapt in the new global environment, characterized by flexibility, diversity, an increased competition and unpredictable variability. Understanding the impact of globalization on the educational process in higher education institutions is important for any policy maker, reformer and educational leader in particular.Due to the fact that higher education is visible in global market relations, it trains managers and technologists of global business; carries out the main growth of student mobility on a global scale, which contributes to business research and business rapprochement of nations, etc. Thus, we consider educational regionalism as various forms of socio-cultural and political self-identification of territorial communities, which manifest themselves in ideas, attitudes, actions and intentions aimed at preserving the identity of the region or increasing its status in the state educational system.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.

BILAVYCH Halyna – PhD hab. (Education), Professor of Primary Education Pedagogy Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76018, Ukraine E-mail address: ifosuhcvas@gmail.com ORCID: http://orcid.org/0000-0002-1555-0932ResearcherID: https://publons.com/researcher/3192548/halyna-bilavych/BAHRIY Mariya – PhD (Philology), Doctoral Student of Pedagogy & Education Management of Bogdan Stuparyk Department, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko Str., Ivano-Frankivsk, 76018, UkraineE-mail address: myskiv.bagriy@gmail.comORCID: https://orcid.org/0000-0002-3506-9900To cite this article: Bilavych, H., & Bahriy, M. (2020). Periodization of the literary process in Western Ukraine in the period from the late 18th century to the 1930s in historical pedagogical aspect. Human Studies. Series of Pedagogy, 10/42, 87‒100. doi: https://doi.org/10.24919/2413-2039.10/42.198799 Article historyReceived: January 16, 2020Received in revised form: February 20, 2020 Accepted: March 11, 2020Available online: April 28, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). The article covers the problem of periodization of the literary process in Western Ukraine in the period from the late 18th century to the 1930s in the aspect of the history of pedagogy. It has been proved that the development of the literary process periodization of the studied period in the historical and pedagogical aspect requires a development of a special methodological program of interdisciplinary character, consisting of three main blocks: 1) literary studies; 2) educational and pedagogical; 3) constructing the periodization in the context of the problem under study. Each of these components is described in detail by the authors. It is noted that an analysis of representative research did not reveal a productive experience in the development of a holistic regional periodization of the literary process in Western Ukraine, but the scholars have deeply studied its individual stages and trends, which creates the basis for the reconstruction of the dynamics of this phenomenon, which was transformed and modified under the influence of political regimes and the European and the Dnieper Ukrainian writers. In the context of the problem under investigation, the presented periodisations indicate that the literary process in Western Ukraine in the period from the late 18th century to the 1930s was backed by a significant tradition of national writing and fits in with the overall scheme of its development. In the regional projection, it has its peculiarities caused by the well-known socio-historical and cultural factors, which become even more pronounced in Galicia, Bukovina, Transcarpathia, Volhynia. It is stated that the literary process in Western Ukraine in the period from the late 18th century to the 1930s, determined by various socio-political and cultural factors, was a complex, multidimensional, polystructural phenomenon that makes up a distinct vivid page in the history of Ukrainian culture and literature. Due to the integration of the writers’ powerful intellectual potential, we consider it as a unique productive component of the development of the national pedagogical thought in Ukraine. In the historical pedagogical aspect five major periods of development of the Western Ukrainian literary process can be identified: 1) ecclesiastical educational (mid 1870s ‒ 1820s), divided into two stages: 1772‒1805 and 1806‒1820s.); 2) enlightenment (1830s ‒ first half of 1870’s, divided into two stages, the turning point being 1848); 3) activation of the literary life in the second half of the 1870s ‒ 1914; 4) the war and revolutionary upheavals of 1914 ‒ 1919/20; 5) the interwar period of the twentieth century, divided into two stages – the 1920s and the 1930s. Each of these periods has its own features and peculiarities of ideological and artistic character, expressed in the artistic reflections of a wide range of problems of education, upbringing and personality development.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.

MUKAN Nataliya – PhD hab. (Education), Professor of Pedagogy and Innovative Education Department, Lviv Polytechnic National University, 12 Stepan Bandera Str., Lviv, 79013, Ukraine E-mail address: nataliya.v.mukan@lpnu.ua ORCID: http://orcid.org/0000-0003-4396-3408 ResearcherID: https://publons.com/researcher/1739818/nataliya-mukan/ KOBRYN Nadiya – Postgraduate student of Pedagogy and Innovative Education Department, Lviv Polytechnic National University, 12 Stepan Bandera Str., Lviv, 79013, Ukraine E-mail address: nadiia.z.kobryn@lpnu.ua ORCID: http://orcid.org/0000-0003-1960-1212 ResearcherID: https://publons.com/researcher/2018398/nadiia-kobryn/ ZAPOTICHNA Mariya – Postgraduate student of Pedagogy and Innovative Education Department, Lviv Polytechnic National University, 12 Stepan Bandera Str., Lviv, 79013, Ukraine E-mail address: zapotichnam@gmail.com ORCID: http://orcid.org/0000-0002-1504-9136 To cite this article: Mukan, N., Kobryn, N., & Zapotichna, M. (2020). Development history and the current state of professional training in health informatics in Canada. Human Studies. Series of Pedagogy , 10/42, 62‒75. doi: https://doi.org/10.24919/2413-2039.10/42.186894 Article history Received: November 21, 2019 Received in revised form: December 10, 2019 Accepted: March 11, 2020 Available online: April 28, 2020 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). The article studies the history and the current state of the professional training in health informatics in Canada. The specifics of healthcare informatization in Canada as a precondition for its formation are analyzed. At its initial stages, the computer technology was implemented into the provincial and territorial healthcare institutions slowly and unevenly. The computerization policy was decentralized, and this did not promote an effective medical information exchange. Thus, at the beginning of the 2000s, Canada set course for the centralized healthcare informatization. It required a qualified workforce and became a catalyst for the development of professional training in health informatics in Canada. A retrospective analysis of the professional training in health informatics development in Canada is conducted. The research reveals that in its development professional training in health informatics has gone through the pre-institutional phase (the 1960s – 1980), which laid the basis for the appearance and further development of professional training in health informatics, and the institutional phase (1981 – till present time), when it began to be implemented into the Canadian higher educational institutions. The characteristic features of the institutional phase include the rise of health informatics as an academic speciality; the conceptualization of professional training in health informatics; the rapid increase in the number of health informatics professional programs in the mid 2000s; the unification of methodological, scientific framework for training health informatics professionals. The current state of the professional training in health informatics in Canada is studied. It is concluded that the Canadian system of the health informatics professional training is built on the principles of degree education and life-long learning. The educational process is organized in such a way that future health informatics professionals can receive a credential at different levels of the higher education, in particular a health informatics diploma or certificate in the non-degree granting institutions and Bachelor’s, Master’s and PhD degrees at universities. The analysis of the professional training content in health informatics enables to state that its development depends on the level of the higher education and is characterized by various combinations of academic disciplines in the health informatics curriculum within three knowledge domains – information sciences, health sciences, and management. Acknowledgments. Sincere thanks to Professor Mariya Chepil, the Head of General Pedagogy and Preschool Education Department of Drohobych Ivan Franko State Pedagogical University. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

The paper investigates the academic integrity (AcadI) in the activity of a foreign language (FL) teacher at a general secondary education institution (GSEI). Aim of research is to highlight the factors of formation of the FL teacher’s AcadI, to define the directions of its activity regarding the promotion of AcadI, to name the leading ways of preventing violations of AcadI in the GSEI. Methods. To achieve the goal, the following methods were used as theoretical (analysis, synthesis of normative and scientific and pedagogical sources) and empirical (observation of the educational process). Results and discussion. The factors of formation of the FL teacher’s AcadI are singled out and characterized, including the personality qualities of the FL teacher, which can be natural (from the birth) or acquired, the appropriate acquired qualification (an example of the popularization of AcadI and the prevention of its violations in the training of FL teachers under the specialities "Secondary Education (English Language and Literature)" and "Secondary education (German language and literature)" on the basis of Hryhorii Skovoroda University in Pereiaslav, Ukraine), self-education and direct practical professional activity and experience. The authors determined the directions of activity of a FL teacher regarding the promotion of AcadI were defined as: 1) personal example of behavior and academic culture of the FL teacher, 2) the extracurricular work with students about AcadI; 3) optional FL classes on AcadI; 4) the curricular work of the FL teacher with the students directly at FL classes. The leading ways to prevent violations of academic integrity in GSEI were identified: 1) adoption of the Regulation on academic integrity, which should be published on the website of the educational institution and brought to the attention of every participant in the educational process; 2) conducting educational work on compliance with academic integrity; 3) strengthening of self-motivation, self-esteem and self-respect of students, etc. Aspects, thanks to the analysis of which it is possible to verify compliance with the academic culture in the school, are also defined. Conclusions. It was made an attempt to highlight the factors of formation of the FL teacher’s AcadI, which are considered to be as the following: personality qualities, appropriate acquired qualification, self-education, practical professional activity. The directions of activity of a FL teacher regarding the promotion of AcadI were defined and the leading ways of preventing violations of AcadI in the GSEI were named according to the authors’ opinion. The prospect of further research is interviewing FL teachers on their opinion towards AcadI and problems and benefits of participating in AcadI popularization at GSEIs.

NOSKOVA Marharyta – Candidate of Pedagogical Sciences, Associate Professor of the Pedagogy and Social Management Department, Lviv Polytechnic National University, S. Bandera Str., 12, Lviv, 79013, Ukraine E-mail address: margaryta.v.noskova@lpnu.ua ORCID: http://orcid.org/0000-0003-4396-3408 ResearcherID : http://www.researcherid.com/rid/R-7823-2017 HAVRYLIUK Marianna – Candidate of Pedagogical Sciences, Associate Professor of the Foreign Language Department, Lviv Polytechnic National University, S. Bandera Str., 12, Lviv, 79013, Ukraine E-mail address: mhavrilyuk@gmail.com ORCID: http://orcid.org/0000-0002-2347-2188 ResearcherID : http://www.researcherid.com/rid/ D-9475-2019 To cite this article: Noskova, M., & Havryliuk, M. (2019). Organizational and pedagogical conditions for teachers’ readiness formation to use information technologies and distant learning. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 8/40, 81–93. doi: 10.24919/2413-2039.8/40.164407. Article history Received: November 4, 2018 Received in revised form: January 3, 2019 Accepted: February 18, 2019 Available online: April 22, 2019 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). Abstract. The article is devoted to the study of teachers’ readiness formation to use the information technologies and distant learning. The research focuses on teachers working in schools who have completed vocational education for at least ten years ago as well as have already got some teaching experience and plan to develop their teaching career. The article analyzes the research works of Ukrainian scientists concerning the essence of the concept of readiness and the components that determine it. In particular, the notion of teacher’s readiness to conduct a professional activity, which has been used throughout the research, was defined as following: «teacher’s professional readiness» is a complex, multicomponent concept that requires a certain formation process throughout the professional activity of a teacher. The readiness or ability of a teacher to perceive various innovations in the professional activity is formed by external and internal factors, which, ideally, should be harmoniously combined and complement each other. The organizational and pedagogical conditions for the formation of teachers’ readiness to use information technologies and distant learning in their professional training have been formulated and substantiated, namely: the availability of the state professional standard of a teacher, which determines the teacher’s informational competence according to his/her education and position; a steady motivation to use information technologies in the professional activities; the creation of an appropriate technical support on the teacher’s workplace; the availability of an information learning environment and sufficient technical equipment and software in the educational institution; system of teachers professional training concerning the use of information technologies and distant learning in the educational process; professional freedom to choose forms, methods, technologies and teaching tools; adequate financial support for the use of information technologies and the introduction of distant learning in the educational institution. The prospects for further scientific research on the defined problem are the following: analysis of the current state of the regulatory and legal framework of Ukraine that regulates the informatization and implementation of information technologies and distant learning in Ukrainian educational institutions; analysis of the reasons for the inhibition of the distant learning introduction in the educational process of Ukrainian institutions of secondary education; the study of the current state of content and the organization of professional development of school teachers’ information competence in institutions of postgraduate education. Acknowledgments. We wish to express our gratitude and appreciation to Ph.D., Professor Mukan Nataliya for the assessment of the materials under study, which have been presented in the article as well as for the valuable recommendations concerning the structure of the article. A thorough discussion of organizational and pedagogical conditions for the formation of teachers’ readiness to use information technologies and distant learning in Ukrainian educational institutions as well as the influence of internal and external factors on the professional activity of a new Ukrainian school teacher has influenced the content of the article and contributed to the identification of new research areas. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

The article addressed the urgent issue of personalized foreign language learning during periods of instability, such as war, economic crises, and pandemics. It explored the effectiveness of using educational technology (EdTech) and artificial intelligence (AI) to adapt the learning process to individual student needs. The aim of the study was to analyze the mechanisms of integration of adaptive AI systems in foreign language teaching to achieve maximum personalization of learning and to develop recommendations for their effective use in order to increase the resilience of the educational process to the challenges of global instability. The focus lay on developing future foreign language teachers’ metacommunicative competence, encompassing both organizational (grammatical and textual) and pragmatic (illocutionary and sociolinguistic) components. The study, conducted at Vasyl Stefanyk Precarpathian National University, analyzed students’ awareness of and readiness to use AI in language instruction. The article provided clear recommendations for the effective application of AI tools, including personalized learning, spoken language practice, writing skill development, interactive instruction, and the integration of online resources. Findings indicated that AI-supported foreign language teaching enhanced motivation, improved learning efficiency, and increased accessibility while fostering essential 21st-century skills. However, the research also emphasized the need to address ethical concerns and ensure high-quality teacher training for the successful integration of such technologies. The study identified various AI tools that supported students in enhancing their language proficiency and presented examples of the most commonly used ones. It concluded that AI had the potential to make language learning more personalized, engaging, and effective, especially in contexts marked by instability. The article was intended for teachers, methodologists, students, and all those interested in innovative approaches to foreign language education in challenging circumstances.

by Wolfgang Butzkamm and John A W Caldwell narr studienbucher 2009 978-3-8233-6492-4 The question of whether the mother tongue (MT) should be allowed in foreign language (FL) teaching has a long history in methodology debates. It has often been argued that the MT should definitely be avoided as it has a detrimental effect on learning a foreign language. Wolfgang Butzkamm and John Caldwell, however, claim not only that the monolingual approach has a weak basis in theory (even though they consider it a comprehensible reaction to the outcomes of the grammar-translation method), but also that it is better to work with the MT as a ‘natural tendency’ in FL teaching. To support their inclination towards a more relaxed approach to MT use, they scrutinise the reality of what they call the ‘MT taboo’, formulate a theory of MT use in the FL classroom and exemplify their insights through practical teaching techniques. It is the combination of theory and practice that makes the book much more than a ‘how to use the MT in FL teaching’ guide. The book discusses the importance of ‘immersion’ for MT acquisition, which means that a child is exposed to a huge amount of language, first learning chunks of language for communicative purposes and much later learning to break them down into parts. Since it is impractical to reproduce this natural process of acquiring a language in the FL classroom because of restrictions on the time available and, therefore, the exposure to the target language, FL teaching has to provide a focus on both meaning and structure. A prudent use of MT here helps make life easier for teachers and learners: ‘sandwiching’, mirroring and contrasting or literal translation, as the authors show, can be embedded in pattern drills in grammar teaching, dialogue work and drama. Moreover, it can increase the input of authentic material in the form of, for example, bilingual readers or DVDs with subtitles. A controlled use of the MT in the FL classroom also allows access to the understanding of language concepts that each learner has, even if those concepts are different in the MT and the FL. For example, when a teacher wants to show how continuous tenses are formed to learners whose own language has no continuous tenses, translation is a better way to express finer shades of meaning than an explanation or paraphrase in the target language. When the FL can be integrated into existing knowledge (ie the MT), the FL is ‘deforeignised’ and confidence is built up in the learner. In other words, the MT can be useful in promoting understanding of both form and meaning (which use of the FL alone often fails to do). Real understanding and control are key words in this book, and it is argued that fashionable methods of communicative language teaching which strictly exclude the MT often cause a learning situation in which students do not really understand what they are saying (but merely parrot phrases for no communicative reason) and, as a result, skills learning is impeded. The authors put their case convincingly, supporting their arguments with insights into the mechanisms used by children growing up bilingually: mixing their languages is a tactic that helps them learn. A separate chapter discusses ‘translation as a fifth skill’ with the help of some intellectually demanding (and therefore enjoyable) classroom activities, which, not least, help develop MT competence. The authors do admit that there are many situations where monolingualism is preferable, especially for classroom management, and claim that a controlled use of the MT should actually increase the time available for using the FL. The book is aimed particularly at student teachers, having study questions and tasks at the end of each chapter as well as many practical ideas, but I am sure that experienced teachers will also benefit from it. A benchmark in its field, the book is a must for all those who want to contribute to the debate over the pros and cons of using the MT in FL teaching.

PALASEVYCH Iryna – PhD of Pedagogical Sciences, Associate Professor, General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko Str., 24, Drohobych, 82100, Ukraine E-mail address: ipalasevich@gmail.com ORCID: https://orcid.org/0000-0003-0596-6835 ResearcherID: https://publons.com/researcher/1966383/iryna-palasevych/ BEREZA Svitlana – Lecture of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko Str., 24, Drohobych, 82100, Ukraine E-mail address: bereza.s@ukr.net ORCID: https://orcid.org/0000-0003-2454-0709 ResearcherID: https://publons.com/researcher/3099157/svitlana-bereza/ To cite this article: Palasevych, I., & Bereza, S. (2019). Content and means of teenager՚s aesthetic education during extra-curricular activities. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 177–188. doi: 10.24919/2413-2039.9/41.175706. Article history Received: June 5, 2019 Received in revised form: June 24, 2019 Accepted: July 20, 2019 Available online: September 24, 2019 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). The article highlights the essence of aesthetic education of teenagers as a pro cess of integral formation of spirituality, perception and understanding of beauty, upbringing of humanistic qualities in schoolchildren, responsible attitude to beauty as well as the ability to feel and create beauty Upbringing by beauty and through beauty contributes to the formation of not only the aesthetic-value orientation of the individual, but also contributes to the development of creative abilities, the ability to create aesthetic values in various fields of activities, life, actions, behavior, and certainly in art. It is clarified that significant opportunities for the implementation of the teenagers’ aesthetic upbringing tasks are provided by out-of-class educational work, which expands the educational prospects of the school in this direction, providing a wide range of content, forms, methods and means of artistic-aesthetic development of students in their spare time, alternativeness in meeting their needs, interests, cognitive abilities and opportunities. Aesthetic and artistic direction of out-of-class educational work directed on formation of aesthetic culture, spiritual enrichment, expanding worldview, the desire to make the beautiful in life, to increase cultural and artistic heritage of the people are the most important things to implement the tasks of aesthetic upbringing. It is proved that the main forms of aesthetic upbringing in out-of-class educational work are cultural and art festivals and competitions, lectures, seminars, folklore and ethnographic explorations and expeditions; meetings with artists, poets and writers of native land. Attention is focused on the importance of creating study groups in schools; centers of aesthetic upbringing, where students would have the opportunity to engage in studios, creative associations, groups of folk and spiritual singing groups, amateur talent groups. At the same time, the development and implementation of aesthetic upbringing projects have educational effect, as well as the organization and equipping of local history museums, exhibitions of decorative and applied arts, scientific and technical works, the works of students in the Minor Academy of arts. Acknowledgments. The authors are grateful to the Sviatoslav Mychats, Assosiate Professor of Drohobych Ivan Franko State Pedagogical University, for his help in manuscript translation. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

KUZMENKO Vasyl – Doctor of Pedagogical Sciences, Professor, Head of Pedagogy and Management of Education Department, Kherson Academy of Continuing Education, Pokrysheva Str., 41, Kherson, 73000, Ukraine E-mail address: kuzmenkovasiliy@gmail.com ORCID: http://orcid.org/0000-0002-0211-5173 ResearcherID : http://www.researcherid.com/rid/C-9659-2019 PRYMAKOVA Vitaliia – Doctor of Pedagogical Sciences, Professor of Education, Psychology and Inclusive Education Department , Kherson Academy of Continuing Education, Pokrysheva Str. , 41, Kherson, 73000, Ukraine E-mail address: pran703@gmail.com ORCID: http://orcid.org/0000-0002-8914-6748 ResearcherID : http://www.researcherid.com/rid/C-9339-2019 To cite this article: Kuzmenko, V., & Prymakova, V. (2019). Postgraduate training of primary school teachers through the forming of the pupils’ scientific picture of the world. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 8/40, 57–67. doi: 10.24919/2413-2039.8/40.164396. Article history Received: October 13, 2018 Received in revised form: December 2, 2018 Accepted: February 18, 2019 Available online: April 22, 2019 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). Abstract. The article substantiates the problem of teachers’ postgraduate training through the forming of junior pupils’ scientific picture of the world. The analysis of publications devoted to this research and similar topics made it possible to state that in contemporary literature there are a lack of significant works on the above-mentioned question. To solve the problem, we analyzed its theoretical aspects, identified methods, specified pedagogical conditions, implementation of which can ensure the readiness of primary school teachers to form pupils’ scientific picture of the world. The article clarifies the essence of «the junior pupils՚ scientific view of the world» concept and characterizes the features of its formation. To realize these features, the teacher of elementary school should create a favorable environment for individual development of schoolchildren in primary school, organize various types of integrated educational and cognitive activities, in particular creative, research, labor, etc.; to implement the principle of the nature compliance in order to take into account the age peculiarities of junior pupils; be able to find effective forms and methods of optimizing the educational process; to provide the development of cognitive mental processes for the development of which the junior school age is a sensitive period (perception, memory, imagination, attention, speech, thinking). After analyzing the possibilities of the postgraduate pedagogical education system in solving the above-mentioned tasks, we defined the stages of appropriate specialists training, which include the coursework, between the course periods and the self-education of teachers, the systematic work during which the readiness to perform such activity is determined. The structural components of readiness are motivational, cognitive, activity, reflexive and corrective; their content is described in the publication. On the basis of developed criteria and levels of teachers’ readiness formation to solve this educational task (high, medium, low), its pedagogical diagnostics was carried out, after which the efficiency and effectiveness of the pedagogical conditions substantiated by authors were experimentally tested. Thus, we determined the pedagogical conditions of postgraduate teacher training to the forming of junior pupils’ scientific picture of the world, namely: the motivation of primary schools teachers in this direction of pedagogical activity; mastering theoretical knowledge about the essence of key concepts and forming of junior pupils’ scientific picture of the world peculiarities; formation of the necessary skills for the teachers; improvement of reflexive skills and working skills to adjust further work taking into account the results obtained, were recognized effective. Acknowledgments. Sincere thanks to the pedagogical staff at Kherson schools № 7, № 16, № 28, № 45 and students of Communal Higher Educational Establishment «Kherson Academy of Continuing Education» of Kherson Regional Council. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.

This study investigated foreign language (FL) teachers’ experiences of the virtual classroom during COVID-19 lockdown. The sample consisted of 405 FL teachers who participated in the survey which aimed to measure FL teachers’ perceptions of TPACK, virtual classroom activities, online self-efficacy, student engagement and encountered obstacles. The findings indicate that teachers working in remote areas practice fewer virtual classroom activities and thus perceive low student online engagement. The article discusses the differences between FL teachers regarding the FL they teach, i.e., differences in student online engagement exist between the FL taught, and differences in virtual classroom activities depend on the FL taught. In addition, school stage predicts FL teachers’ online self-efficacy and the relationship between teachers’ perceptions of TPACK and school size exists.

Experiencing new foreign cultures and making efforts to comprehend foreigners' ways of living and symbol systems inspire interest in foreign language education. Learning a foreign language can be the first step in comprehending every aspect of a foreign culture. And among the many ways to learn about foreign languages and cultures, the use of textbooks as an educational instrument can establish standards for how students experience foreign countries. Since the current method of learning foreign cultures is frequently restricted to fragmented experiences through various media, textbooks are highlighted as an essential educational conduit. This also suggests that in-depth research and development efforts are necessary to produce high-quality textbooks. The majority of learners first learn a second foreign language except for English during middle and high school courses and the learning amount and time in high schools are larger and longer than those in middle schools. Of course, this can depend on the characteristics of each school. The amount of time assigned to a second foreign language can be set at the principal’s discretion and specialized high schools such as foreign language high schools have longer learning time for a second foreign language. The curriculum of each school currently implemented in South Korea is based on the 2015 Revised Curriculum, which is expected to be gradually reorganized over time following the 2022 Revised Curriculum. Based on the recognition of the importance of developing textbooks as the most important learning medium for high school students to learn foreign cultures through regular curriculum, this paper looks back on what parts were mentioned and emphasized in the 2015 Curriculum in the process of developing culture-related textbooks and compares them with the actual contents of such textbooks. Furthermore, this paper examines the contents regarding second foreign language education in the 2022 Curriculum which will be gradually implemented. Through this, the paper aims to identify ways to utilize textbooks on foreign cultures more effectively and efficiently in high schools, which will soon adopt a credit system.

IVAKH Svitlana – PhD (Education), Associate Professor of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, 24 Ivan Franko Str., Drohobych, 82100, Ukraine E-mail address: slinkolven@ukr.net ORCID: https://orcid.org/0000-0003-4488-1527 ResearcherID: https://publons.com/researcher/1967819/svitlana-ivakh/ MISHCHENIA Oksana – PhD (Education), Associate Professor of Primary Education Pedagogy Department, Rivne State University of Humanities, 31 Plastova Str., Rivne, 33000, Ukraine E-mail address: oksanamishchenia@gmail.com ORCID: https://orcid.org/0000-0003-3041-1575 To cite this article: Ivakh, S., & Mishchenia, O. (2020). The social, educational and teaching activity of Kostiantyna Malytska. Human Studies. Series of Pedagogy , 10/42, 35‒46. doi: https://doi.org/10.24919/2413-2039.10/42.192171 Article history Received: December 5, 2019 Received in revised form: January 11, 2020 Accepted: March 11, 2020 Available online: April 28, 2020 Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094 e-ISSN 2413-2039 © 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license ( http://creativecommons.org/licenses/by-nc-sa/4.0/ ). The article substantiates the importance of the family environment (the mother’s social activity; the father’s writing talent) and the socio-cultural conditions (formation of the world outlook in the conditions of activization of the social and political life in all Ukrainian lands) as determinants of Kostiantyna Malytska’s becoming a social figure, writer and educator. Three stages are distinguished (Halych, Bukovyna, Lviv), her public-educational, pedagogical and literary activity at each of them has been characterized. It has been stated that the pedagogical activity included: teaching in Halych, Luzhany near Chernivtsi, in Lviv and Krasnoyarsk; and organizational activity – heading the first Ukrainian Shevchenko RTS Girls’ School in Lviv, establishment of the first Ukrainian Kotlyarevsky National School in Krasnoyarsk, etc. It has been determined that the main spheres of the public and educational activity of Kostiantyna Malytska were: organization and active participation in women’s and public associations of the region (foundation of the Prosvita reading rooms, Women’s Associations in different cities of the region, Anna Barvinok Circle in Lviv; a close cooperation with the first Ukrainian preschool society “Ukrainian Kindergarten”, with “Prosvita”, the P. Mohyla Scientific Society). The analysis of the literary heritage of Kostiantyna Malytska shows that in numerous stories on educational topics, scientific research and popular science articles, she not only showed the real state of Ukrainian schooling within the Austro-Hungarian and Polish states, but also theoretically substantiated the conceptual foundations of the mother-tongue national school, formulated its purpose, tasks, the content of education, requirements to the teacher. Funding. The authors received no financial support for the research, authorship, and/or publication of this article. No potential conflict of interest was reported by the authors.