Advanced Pedagogical Experience Research Articles

FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGY BY MEANS OF UPCYCLING TECHNOLOGY

The article is devoted to the problem of the formation of professional competences of future teachers of labor education and technology by means of upcycling technology in the process of designing eco-bags. The project activity is aimed at the development of critical thinking, reflects the pedagogical process as a system based on the theory of universal human values, humanization, a person-oriented approach, the priority of subject-subject relations, and is effective in shaping the personality of future teachers. The main features of the process of designing eco-bags using upcycling technology are determined - interdisciplinary, communicative and dynamism through the use of information services of social networks, environmental friendliness under the conditions of recycling of secondary raw materials; creative project and practical activity. The working hypothesis was accepted that the professional competences and creative abilities of the future teacher of labor education and technology are formed under certain conditions of project activity on upcycling: structuring of the project and stages of project activity; definition of educational and educational goals and tasks; implementation of an integrated program of technological activity; development of a criterion basis for determining the levels of educational achievements of education seekers for the implementation of eco-bag projects; development of information-subject and materialtechnical support of the educational process; modeling of systems of interdisciplinary connections of technologies with natural, mathematical and graphic knowledge; cooperation of teachers of subjects of general and professional training cycles regarding the content, organization of training, improvement of educational and methodological and software training of technologies of processing of secondary raw materials. In the study of the problem, methods of theoretical and empirical research were used: analysis and synthesis to clarify the main concepts and categories of professional training of future teachers of labor education and technology; study of psychological-pedagogical and scientific-methodological literature and advanced pedagogical experience on the problems of learning technologies in institutions of higher education; distinguishing regularities and formulating conclusions from the investigated problem. A three-stage pedagogical experiment was conducted at Mykhailo Kotsyubynskyi State Pedagogical University of Vinnytsia (Ukraine) (2020-2023): ascertaining experiment - a preliminary slice of knowledge (levels of formed professional competences of future teachers were determined); a formative experiment - the organization of teaching the technologies of making eco-bags by the upcycling method with the involvement of information arrays of the Pinterest social network and the formulation of pedagogical conditions of the project activity); control and generalization stage – analysis, processing of research results using statistical methods, formulation of theoretical-experimental conclusions and recommendations.

INFORMATION TECHNOLOGY AS A FACTOR FOR IMPROVING THE TRAINING OF MODERN TEACHERS

The article analyzes developments in improving the training of modern teachers, considers the concept of «quality of education». Emphasis is placed on the fact that a modern specialist in the field of professional education must have a system of developed skills and abilities for the introduction of information technologies into the educational process to improve the assessment of the quality of education. An interpretation of the concept of «information technology» is provided. The author notes that due to the growth of information flows, the use of new pedagogical technologies, the need to meet the needs of personal and professional development of teachers, who are sometimes not fully prepared for the introduction of innovations in the educational process. This leads to certain difficulties in professional activities, including: organization of project and research activities of education seekers; development and implementation of methodical models, technologies and methods; analysis of the results of the educational process and their further use during the design of pedagogical activities; study, generalization and creative use of advanced pedagogical experience. It is noted that the structure of the readiness of future teachers of professional education includes the following components: motivational component as a set of motives adequate to the goals and tasks of pedagogical activity; a content component related to the cognitive sphere of a person and constitutes a system of knowledge necessary for productive pedagogical activity; operational component − a set of abilities and skills of practical problem solving in the process of pedagogical activity. a substantive analysis of the above definitions shows that there are currently two most distinct approaches to the definition of educational information technology. It is noted that in the first case, it is proposed to consider it as a didactic process, organized using a set of fundamentally new means and methods of data processing introduced into the education system, representing the purposeful creation, transmission, preservation, and display of information products with the lowest costs and in accordance with the laws of cognitive activity education seekers. In the second case, we are talking about the creation of a certain technical learning environment, in which information technologies occupy an important place.

PROFESSIONAL TRAINING OF FUTURE TEACHERS WITH THROUGH OF MOOCs

The article defines the direction of professional training of future teachers who can dynamically respond to changes taking place in education. The development of innovations in the field of Education corresponds to the emergence and development of the innovation environment and methods of its management. The article examines the innovative educational environment, the educational space, the concepts of the innovation process, conducts a theoretical analysis of research and practices in the formation of the innovative environment in an educational organization, identifies the internal and external components of the educational environment. The problems of a systematic approach to the training of a teacher of vocational training in the context of information formation are considered in this article. The essence of the pedagogical system as the basics of improving the professional training of a teacher of vocational training is revealed. These processes are based on the content of technological support, including pedagogical technology. To solve the tasks and test the research hypothesis, the following methods were used: study and analysis of philosophical, pedagogical, psychological and methodological literature, legal documents; study and generalization of advanced pedagogical experience of teaching in pedagogical and classical universities; analysis of the content of mathematical and information technology disciplines within the framework of the studied problem; observation, modeling, questioning, expert assessment, pedagogical experiment, statistical processing of results.

IMPLEMENTATION OF INFORMATION TECHNOLOGIES IN INSTITUTIONS OF VOCATIONAL EDUCATION

The article covers the theoretical, methodical and practical aspects of the implementation of information technologies in vocational education and training. The purpose of the article is to find factors for improving the educational process, management, methods and information work via the introduction of information/information and communication technologies in institutions of vocational and technical education. The following methods were used in the research process: theoretical and substantive analysis of primary sources and advanced pedagogical experience, analysis, generalization and systematization of scientific approaches in the use of information and communication technologies in the educational process of vocational education institutions, as well as methods of modelling and designing the “Teacher’s Road Map”. It has been established that information/information and communication technologies in vocational education are an important area of activity of an educational institution and a tool for increasing the teacher’s productivity. It has been found out that the pedagogical terms contributing to the effectiveness of the use of information technologies in vocational education institutions are a high level of information culture of teachers and students; implementation of innovative technologies including information and communication pedagogical ones based on subject-subject interaction; ensuring the reflection of the subjects of the educational process, their capability of adequate self-assessment of their personality. A virtual road map for the teacher has been developed as an electronic public resource (for example, a website). The map shows all mandatory points and routes that a teacher should take during educational activities in a vocational education institution. The main directions in the teacher’s virtual road map which are consistent with the similar ones of the teacher’s activity in a real educational situation are defined. The virtual road map covers educational and methodical work, has a hyperlink to the plan of methodical work of the cycle commission for the year, a hyperlink to methodical manuals or guides on the organization work in a vocational education institution; provides teachers with system suggestions and hyperlinks to electronic educational resources; a hyperlink to cloud storage for downloading documents for advanced training courses or internships; certificates, diplomas regarding participation in scientific and methodical events and self-education; a hyperlink to the cloud storage for uploading planning documents and methodological developments for review and approval. The virtual road map is differentiated by subject area which allows for providing meaningful instructions to occupational safety teachers, road safety teachers, industrial training masters, and teachers of special disciplines. The result of the research is the development of a meaningful module “Digital technologies in education: cloud services, online platforms for the creation of an educational environment by the teacher and the improvement of the qualifications of the pedagogical staff of the vocational educational institution.” It has been concluded that due to the testing of the information educational environment model at the Kostyantyniv Higher Vocational School, the approaches to the internal management of the institution, the organization of methodical, educational and study work, the forms and methods of teaching the profession, the culture of designing theoretical and industrial training lessons, the system assessment of educational achievements of students, and ways of involving parents in the educational process at the institution have been enhanced.

The new Ukrainian school reform: Achievements, developments and challenges

AbstractThis article describes the New Ukrainian School reform and its conceptual framework. The reform builds on advanced pedagogical experience, best education practices, European competency frameworks and the promotion of national values. The system‐wide reform focuses on competency‐based content for teacher professional development, safe learning environments, inclusion and the digitalisation of education. Also, it addresses the internal and external quality assessment of education. The reform is financed through central government grants and the budgets of local governments. To test the newly developed content, the reform was piloted at 143 schools one year ahead of the nationwide roll‐out. The schools are a representative sample of schools in Ukraine. The pilot study involved monitoring student learning outcomes, teacher preparedness to implement the reform, and organisation of education environments. Methods used for the pilot study included a survey, test, pedagogical observations, and secondary analysis of statistics. The national implementation of the reform started in 2017 and is planned to be completed by 2030. Russia's full‐scale invasion of Ukraine in 2022 has contributed to obstacles and risks such as learning losses, lacking school safety, absence of funding for the development of schools and for printing textbooks. We describe measures undertaken in Ukraine to promote the reform and good results. A range of challenges remain, such as rebuilding destroyed schools, optimising the school network in line with demographic changes and organising shelters at schools. Additional challenges include the promotion of digital technologies at schools, closing learning gaps and the provision of psychological support at school.

Process model of development of adolescents’ social initiative in educational organization environment

The paper presents theoretical and methodological grounds that actualize the development of a process model of development of adolescents social initiative in educational organization environment as a regulatory of productive stimulation of civil, patriotic, spiritual and moral development of young people, the basis for creative activity in a changing reality, for conscious opposition to the destructive influences of risky society. The problems and risks of insufficient attention to the development of adolescents social initiative in school by means of the opportunities of the educational environment have been identified. The content of the basic concepts of research is specified on the basis of interdisciplinary analysis of literature and advanced pedagogical experience. A designed process model of the development of adolescents social initiative in the educational organization environment is presented. Its block structure (target, methodological, content, productive blocks), optimally implemented in the sequence of stages (orienting, activating, reflexive) is described. The research also characterizes the target block of the model which sets guidelines for updating the study based on the social order of society, the requirements of regulatory legal documents in the field of education and the social sphere. The methodological block of the model was substantiated, reflecting the conceptual ideas of the environmental and activity scientific approaches and the general scientific principles arising from them (axiology, individuality and personal priorities, social cooperation, eventuality). The content block is aimed at the phased implementation of organizational forms and methods of the process model of the development of adolescents social initiative from the standpoint of using the capabilities of the educational organization environment (semantic, informational, activating) and its components (value-regulatory, informational, communicative, event, spatial). A productive block of the model has feedback functions and makes it possible to determine the productivity of the conducted study in the context of the sequential transition of the level of the components development of the adolescents social initiative (eposeological, axiological, praxeological) from low to medium and high.

PEDAGOGICAL TESTING IN THE UNIVERSITIES OF UKRAINE AND THE USA

Problem. The article analyzes the current state of pedagogical testing in university education in Ukraine and the USA. Increasing the effectiveness of the organization of test control and assessment of knowledge, skills, and abilities of higher education students is becoming urgent.The purpose of this research is to substantiate the theoretical foundations of the effectiveness of pedagogical testing in universities in Ukraine and the United States.Research methodology based on general principles of philosophy, basic modern provisions of pedagogical science, psychology and reflects the relationship of methodological approaches to the study of the process of pedagogical testing and its use in universities of Ukraine and the USA.Object of research: educational process in universities of Ukraine and the USA.Scientific novelty. It is substantiated that the effectiveness of pedagogical testing is influenced by the state of the university's informatization, as well as: provision of the educational process with electronic textbooks, manuals, methodical recommendations; competence of professors and teaching staff in the development and use of tests; willingness to study and implement advanced pedagogical experience; logical construction of the test control system in the pedagogical process of the university; readiness of applicants to work with tests.Conclusions. Pedagogical testing is a modern process of assessment and control of knowledge, abilities and skills of higher education students. The application of pedagogical testing within the educational process of a separate university both in Ukraine and in the USA improves the process of effective assessment and control. Test control allows you to obtain unbiased knowledge about the level of initial achievements of higher education applicants, and therefore, to establish the quality of training and the quality of education of a future specialist. In the USA, the effectiveness of pedagogical testing is influenced by the state of the university's informatization, in particular, multimedia and telecommunication resources. The theoretical justification of pedagogical testing is based on the principles of: systematicity of its conduct; the openness of its purpose; objectivity and comprehensibility of its results; effectiveness of consequences.

Корпоративне навчання як новий бренд методичної служби в закладі загальної середньої освіти

Methodical work in a modern school is an integral system of interrelated activities based on the achievements of psychological and pedagogical science, advanced pedagogical experience and aimed at improving the professional skills of teachers, developing the creative potential of each teacher in particular and the entire teaching staff in order to increase the effectiveness of the educational process.
 The content of the article reveals the questiona new approach to the organization of methodological work, which is the most important link in the system of continuous training of members of the teaching staff and is aimed at enriching and developing the creative potential of teachers.
 Given the practical implementation of the tasks of the State National Program "Education (Ukraine of the XXI century)," the urgent task is to adapt teachers to educational requirements. An important role in ensuring the reform of education is played by the modernization of scientific and methodological work in an educational institution through the introduction of modern educational, management technologies, stimulating professional growth of personnel, increasing their professional skills, in particular; through the effective application of effective forms and methods of adult learning, tools, computer learning systems and information network interaction.
 A model of the system of organization of methodological work in the institution of general secondary education has been developed. It is determined that methodical work with pedagogical personnel occurs by differentiation of pedagogical potential and requires the presence (or formation) of information and technological competence among pedagogical workers, which is advisable to do through corporate training.
 Therefore, in the present (the emergence and dissemination of a large amount of information), a key feature of the system of methodological work with pedagogical personnel should be the ability to obtain the necessary skills in time to be able to meet immediate educational needs. The article determined that the most effective method in this case is corporate training. The priority of which is the acquisition of relevant knowledge, skills and abilities to increase the efficiency of any institution in general and institutions of general secondary education in particular.

STRENGTHENING APPLIED ORIENTATION OF SCHOOL NATURAL EDUCATION BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

The article reveals essence of the applied orientation of school education. Organizational and pedagogical conditions for the introduction of information and communication technologies in the practice of school work is determined. The application of such technologies in the educational process of the new Ukrainian school attaches special importance to the problem of strengthening the applied orientation of school natural education, development of computer-based ways of solving applied problems of industrial nature, filling the content of educational material with mathematical methods of displaying and processing information and reference support, etc. In order to visualize and define the system-creative relations of the concept of “applied orientation”, its structural and functional model which contains the main pedagogical objectives of school science education and possible ways to implement them is constructed. The pedagogical tasks reflect the goals of basic secondary education, as they present the main functions of the studied concept, determine its purpose and meaning of existence. Ways to implement the applied orientation are structural elements of the concept and reflect the actions and relationships in it.
 The main types of computer modeling used in IR support systems for teaching natural subjects, didactic possibilities of their use in teaching students of general secondary education are characterized. The analysis of interactive environments for solving applied problems using appropriate models is carried out. An algorithm for their design in various computer-aided design environments has been developed. Features of the formation of basic knowledge, practical skills in the use of measuring instruments, key competencies, cross-cutting skills and attitudes in computer-oriented environments are highlighted. In order to solve the tasks, the following methods and types of activities were used: the study of philosophical, psychological and pedagogical, scientific and methodological literature, advanced pedagogical experience, the content of curricula, programs, textbooks, didactic manuals for school science subjects and computer science, modeling of educational activities with the use of information and communication technologies, conversations, questionnaires, interviews and expert evaluation; experimental teaching using the developed system of tasks and diagnostics of student achievements; analysis of the results of educational activities using ICT; pedagogical experiment and statistical data processing.

МЕТОДИКА ПІДГОТОВКИ МАЙБУТНІХ ІТ-ФАХІВЦІВ ДО СТРАТЕГІЧНОЇ ТА ТАКТИЧНОЇ ДІЯЛЬНОСТІ В БІЗНЕС-ОРГАНІЗАЦІЯХ

The article emphasizes the relevance of revising the content of professional activities and the range of powers of specialists of IT departments in business organizations and, accordingly, the conceptual foundations of their professional training. The need for forming future IT specialists with unique skills and abilities to carry out strategic and tactical activities and develop the relevant competencies, which allows them to be active participants in the construction and implementation of the organization’s business strategies, has been clarified. The purpose of the article is to review and analyse the features of strategic and tactical activities in the functioning of IT specialists in a business organization, as well as the study of methodological foundations of the formation of tactical and strategic competence in future IT specialists, which will allow them to implement various measures of strategic planning and project work successfully. During the study of the problem of training future IT specialists for strategic and tactical activities in business organizations, methods of retrospective analysis, generalization and interpolation of theoretical aspects of the problem were applied; methods of conceptualizing advanced pedagogical experience in the formation of professional important competencies of future IT specialists were used. It has been found that tactical and strategic competence determines the ability of an IT specialist to project short-term and long-term goals, develop methods and tactics for their achievement, and in this way effectively organize professional activity and achieve success in it. It has been substantiated that the development of tactical and strategic competence can be realized in terms of a specially organized training process for future IT specialists contributing to their mastering the experience of developing and approbation IT strategies and tactics. Methodological approaches (competent-oriented, creative-developmental, multidisciplinary, practice-oriented, problem-based ones) have been revealed, for them the methods of training future IT specialists for strategic and tactical activities in business organization should be based. It has been noted that the methods of formation of future IT specialists’ readiness for strategic and tactical activities involve a number of stages, namely: 1) actualization of professional needs, interests, motives, and formation of students’ business values; 2) determination of the goal and selection the tools of influence aimed at the shaping of students’ scientific and theoretical knowledge and personal experience in the implementation of professional skills; 3) arming students with an arsenal of strategies that allow for a holistic analysis of the situation, actions, and motives and, as a result, permits to reduce the operational costs of the organization and the turned IT service into a driver of business; 4) modelling of possible strategy implementation tactics in various production situations; 5) analysis of acquired experience, control and correction of formation of future IT specialists’ professionally important competencies. The features of the application of methods of activation and stimulation of motivation and responsibility in educational and professional activities, organizational methods, the method of immersion in the situation, the method of pattern and case study in the process of formation of tactical and strategic competence in future IT specialists have been defined and described. A conclusion was made regarding the requirement for step-by-step application of methods and technologies in order to prepare future IT specialists for strategic and tactical activities during their professional training process.

ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ

The article carries out a thorough and comprehensive analysis of approaches that contribute to the effectiveness of professional training of future specialists in the socionomic sphere in the current socio-cultural situation and in terms of forced distance interaction. The goal of the article is to determine the main pedagogical technologies that are the most effective and characteristic for the training of future specialists in the socionomic area of expertise. According to the goal, the following tasks were set: firstly, on the basis of content analysis, to identify and analyse the main pedagogical technologies that are the most effective and characteristic for the professional training of future specialists in the socionomic sphere; secondly, to justify the effectiveness of the use of certain pedagogical technologies specifically for the training of experts in the socionomic sphere relying on the systematization and conceptualization of advanced pedagogical experience in higher education institutions. It has been established that the pedagogical technologies used in the training of future specialists in the socionomic sphere in the institution of higher education must design a mechanism of management and development of the personality and professional skills of the future experts. This becomes possible only under the condition of a set of students’ and teachers’ actions – cognitive and instrumental ones. The primary development of such technologies is the creation of highly productive students’ educational activities and highly effective managerial teachers’ activities in their educational, professional and creative interaction. It has been found that among the most promising pedagogical technologies capable of implementing the specified strategic tasks are project technology (project method), integrative-modular technologies, modular-rating learning technology, problem-based learning technology, case technologies, information and communication technologies and computer distance learning technologies. The mentioned technologies allow ensuring the comprehensive personal development of future specialists in the socionomic sphere, their preparation for productive professional activity, a high level of study and cognitive activity and self-management of the educational process. In the article, the emphasis is placed on the priority of integrating modern information and communication technologies into professional education for the purpose of forming the professional experience of future specialists in the socionomic sphere, activating thinking, intensification of educational activities, in particular in the distance learning conditions. It has been substantiated that the existing problems in the system of higher education in Ukraine require significant evolutionary changes in the paradigm of professional training and in all components of the educational process. It has been established that the reform of the education process in Ukrainian higher education institutions, which prepare future specialists in the socionomic sphere, should be aimed at including students in an active learning process and exerting a significant influence on the motivational, cognitive, emotional-volitional and psychophysiological spheres of their personality ensuring thereby their further professional and spiritual rise. It was concluded that for the modern theory and methodology of professional education of future specialists in the socionomic sphere, the search for new pedagogical opportunities is connected, first of all, with the rejection of some elements of the traditional educational process, the use of the idea of the integrity of the pedagogical process as a system based on the theory of universal human values, principles of humanization and humanitarization of professional knowledge, person-oriented approach, the priority of subject-subject relations.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ФАХОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З АГРОІНЖЕНЕРІЇ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ

The article examines the problem of formation of professional competence of future bachelors in agricultural engineering during their professional training. The urgent need for the training of highly qualified, goal-oriented, competitive specialists in the agro-industrial production area has been confirmed, which has been updated in connection with the significant renewal of their professional activities in the conditions of digitalization of the economy of Ukraine, and the introduction of innovative approaches to the organization of modern educational space. The article aims to define and justify the pedagogical conditions that can ensure the effective formation of professional competence of future bachelors in agricultural engineering during their professional training. In the research, a complex of methods was used: a content analysis of the crucial concepts of the research, generalization of advanced pedagogical experience to identify and justify the pedagogical conditions for forming professional competence of future bachelor in agricultural engineering in the professional training process. It has been proven that the practical activity of future specialists of agricultural engineers involves the use of achievements of psychological, pedagogical science and experience, and forming professional competence of future bachelors in agricultural engineering should be aimed at training them as professionals who are competitive, capable of successful professional activity, professional development and mobility, capable of solving the challenges, set tasks and problems in the field of agro-industrial production and to meet the needs of the labour market. Forming professional competence of future bachelors in agricultural engineering in higher education institutions will be effectively carried out under the condition of identifying and taking into account the features of their professional training, which are determined by the specifics of professional activity; orientation on the individual motivation of the professional training of future bachelors in agricultural engineering and compliance with the modern development of education; determination of the main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering in professional training. The following main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering during their professional training process have been determined, including ensuring systematic interest and forming positive motivation for mastering the chosen profession; development of the subject content of the cycle of professional training of future bachelors in agricultural engineering; the use of innovative technologies for the purpose of forming professional competence of future bachelors in agricultural engineering in their professional training; formation of professional and personal qualities of the future agricultural engineer; mastering the practical experience of the future professional activity of an agricultural engineer. It has been concluded that each specified pedagogical condition should positively contribute to the effective formation of professional competence of future bachelors in agricultural engineering in professional training with further identification of the peculiarities of their educational activities. The next step in the research of the considered issue is the construction of a criterion base for forming professional competence of future bachelors in agricultural engineering during their professional training.

АКТИВІЗАЦІЯ МЕТОДИЧНОЇ РОБОТИ З РОЗВИТКУ ПРОФЕСІЙНО-МОВЛЕННЄВОЇ КОМПЕТЕНТНОСТІ ВИХОВАТЕЛІВ ЗАКЛАДУ ДОШКІЛЬНОЇ ОСВІТИ

The article highlights the issue of intensification of methodical work on the development of professional speech competence of preschool teachers. Based on the analysis of psychological literature, it was found that a lot of scientific research and practical innovations are devoted to the problem of methodical work in various educational institutions. The scientists revealed the peculiarities of the organization of methodical work in educational institutions of different levels, characterized the effectiveness of various practical experiences on the activation of methodical work in preschool education institutions; the content and forms of innovations in the activation of methodical work of educators were revealed. Researchers see the meaning of methodical work in the selection of the most rational methods of teaching and raising children by increasing the level of general didactic and methodical preparation of the teacher for organizing and conducting educational work; exchange of experience between members of the pedagogical team, identification and promotion of advanced pedagogical experience The analysis of purposeful observation of the professional speech activity of educators in organized conditions in online classes, conversations, questionnaires, analysis of the products of the methodical work of educators, documentation of educational material allows us to state that there is no systematic, purposeful nature of planning speech classes for teaching preschoolers to write stories thoughts. The author applied forms of intensification of methodical work on the development of professional speech competence of preschool teachers. Among them are the following: interactive sketches, a moment of empathy, the game-competition «Quote Disputes», the intellectual game-competition «Two Tents», a pedagogical polylogue, a methodical capsule of an educator, an interactive game, a club form «Salon of Errors», a problem table, a creative sheet, methodological ring, panorama of creative works, modeling, seminar-presentation «School of Renewal», interactive interaction «Pedagogical Carousel», compiling a cloud of tags «Describe, tell, think», case model «Using visualization techniques in the process of teaching children of the older group to compose a story reflection», simulation game «Content characteristics of a story-reflection». We see the prospect of further research in the substantiation of the criteria for the activation of methodical work in preschool education institutions; development of didactic and technological foundations of information support for the activation of methodical work on the development of professional speech competence of preschool teachers using modern computer technologies. Key words: activation of methodical work, teachers of preschool education institution, forms of methodical work.

Functional techniques of the improvement of the combat wrestling techniques in educational organizations of the Russian Ministry of Internal Affairs system

The purpose of this study is to organize effective "sport training" for cadets and students of educational institutions of the Ministry of Internal Affairs of Russia using the principles of functional all-round training. The subject of the study is the methods of functional all-around, adopted for implementation in the training process of cadets and students of educational organizations of the Ministry of Internal Affairs of Russia using the example of the Ryazan branch of the Moscow University of the Ministry of Internal Affairs of Russia. In the process of research, methods of observation, generalization of independent characteristics, study and generalization of advanced pedagogical experience, experimentation, generalization, and specification were used. An analysis of the requirements for the performance of law enforcement officers emphasizes the need to develop a special approach to mastering "Physical Training". The result of the work is a set of indicators confirming the effectiveness of using functional all-around techniques to improve the quality of performing combat wrestling techniques. The results of the research can be used in educational process of the educational organizations of the Ministry of Internal Affairs of Russia in the discipline “Physical training”. The author substantiates the conclusion that these techniques not only help to realize the potential of general physical training of students, but also to form mental stability in the face of hard physical work, difficulties in the process of maintaining public order and ensuring public safety, as well as in other professional activities. The novelty of the research is determined by the content of the methods used and the rationale for the effectiveness of their use directly to improve the quality of performing combat fighting techniques.

FORMATION OF THE SOCIALLY SUCCESSFUL PERSONALITY OF HIGH SCHOOL STUDENTS IN EDUCATIONAL INSTITUTIONS: GENDER CHARACTERISTICS (according to the results of an experimental study)

In the conditions of the European integration of Ukraine, compliance with the gender strategy of the educational institution is important, especially from the school level, as an indicator of the democratization of society. It resonates with the problem of forming a socially successful personality of high school students, since success is the main characteristic of any activity and the result of a person’s integration into the socio-cultural environment.The tasks of the mentioned work are the generalization of experimental research data, the analysis of domestic and foreign scientific sources, advanced pedagogical experience regarding the gender features of the formation of a socially successful personality of education seekers; the results of the application of appropriate methods, forms, methods of educational interaction. In the research process, theoretical (analysis, comparison and generalization) and empirical methods (questionnaire, blitz survey, method of incomplete sentences, observation, projective technique) were applied.The work provides a comparative analysis of the attitude of high school students, parents (persons who replace them), teachers to the concepts of «gender», «social success»; it was found that more than a third of those seeking education have a high need to achieve success (and 16 % of them are girls); for 13% of girls and 17 % of boys, this need is increased; reduced and low need is characteristic of only 13% of high school students; the motivational field of success and fear of failure among school graduates is determined, which is in the «pole of inexpressiveness», and the hope for success among boys (19 %) prevails over the orientation towards achieving success among girls (10 %); the existence of different levels of development of the formation of skills of a socially successful personality has been experimentally proven. So communication skills, optimism and generosity in girls at medium and high levels, as well as assertiveness and self-education skills in boys (respectively, from 37 to 55 points); girls have more inherent (high level) cooperation skills, unlike boys – their level of development is medium and low (up to 37 points)

PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH AND ADJUSTMENT OF PROFESSIONAL INTERESTS OF HIGHER EDUCATION ACQUIRES

The article reveals some psychological-pedagogical aspects of training students of higher education, research and correction of their professional interests. The psychological and pedagogical literature on the specified problem was analyzed and problematic aspects were identified. In the research, it was determined, that professional interests arise and are formed during the period of professional training and are a multifaceted personal development, with characteristics (breadth, stability, dynamism, intensity) that are related to abilities and motivation. Forms and methods of complex organization of the educational process are presented, which were used for the effective formation of professional competences of students of higher education and methods of stimulating their interests in the future profession in preschool education. Emphasis is placed on the effective use of such methods of classroom work as setting problem situations and tasks, research work, analysis of tasks and achievements of advanced pedagogical experience, students’ performance of mini-researches on a certain topic, review of video presentations on certain issues of the educational process in preschool education institutions. Special attention in the article is paid to game simulation and business game as a simulation method of training organization. Based on the obtained results, it was proved that the professional interests of future specialists in preschool education are formed as a personal educational formation in educational-cognitive and educational-practical activities. In the end, the article summarizes a systematic approach to educational work, which corrects the cognitive motivation and professional interest of students of higher education in the future profession in preschool education.
 Keywords: preschool worker; student; higher education; professional interest; training; motivation; forms; methods; game modeling; simulation reception.

ORGANIZATIONAL FORMS OF QUALIFICATION IMPROVEMENT FOR PRIMARY SCHOOL TEACHERS IN WESTERN REGIONS OF UKRAINE (1970s-1980s)

This article addresses the issue of postgraduate education for teachers in its historical development in the western regions of Ukraine. Despite the challenging conditions for the development of Ukrainian pedagogical education during wartime, the problems of quality training and retraining for primary school teachers remain relevant. Pedagogical education is the strong foundation on which all educational reforms, including the New Ukrainian School, are based. For Ukraine, which is evolving in the context of European educational processes, the issue of continuous pedagogical education (lifelong learning) is crucial. Ukrainian educational theory and practice have accumulated certain experience in the development of postgraduate education, particularly in the western region of Ukraine in the 20th century (Ivano-Frankivsk, Ternopil, Chernivtsi, Lviv, Zakarpattia, Rivne, Volyn regions). Continuous pedagogical education for primary school teachers in the western regions of Ukraine in the 1970s-1980s was provided by regional institutes for teacher improvement. The development of the postgraduate education system was based on relevant legislation. In addition to traditional forms of qualification improvement (courses for primary school teachers), various lectures, seminars, conferences, elective and practical classes, individual and group consultations, exams, excursions, and organizing teaching practice in the best schools in each region were conducted. Technical teaching aids and computers were actively used, along with role-playing and business games, lesson simulations, and more. This organizational work was particularly intensified after the educational reform in 1985. Special attention was given to the promotion of advanced pedagogical experience, which was studied, disseminated, and contributed to the professional development and self-education of teachers. Still relevant and requiring separate additional research is, for example, the experience of Yavoriv Secondary School (headed by the pedagogical innovator P. Losyuk) and the experience of Serednoberezhivska Secondary School (headed by the pedagogical innovator V. Bilavych) in the Kosiv district of Ivano-Frankivsk region, which researchers during the studied period considered as an important organizational form of postgraduate education for teachers.

ОСВІТНІЙ МОНІТОРИНГ – ІНФОРМАЦІЙНА ОСНОВА ЕФЕКТИВНОГО УПРАВЛІННЯ ЗАКЛАДОМ ПОЗАШКІЛЬНОЇ ОСВІТИ

The article defines the concept of monitoring as a means of effective management of extracurricular educational institutions. Monitoring as a means of management is an effective information base that provides the head of the institution with data on the quality of conditions, the quality of the educational process and the quality of the results necessary for the implementation of the educational process in extracurricular educational institutions, ensures management decision-making, predicts trends in further development and identifies certain corrective measures, and it is believed that the effectiveness of management is influenced by external and internal factors. The success of effective management of extracurricular educational institutions is determined by two main factors. These are: the ability of the institution to clearly define the behavior of its teaching staff required to achieve the strategy, and the ability to apply effective management decisions to direct the behavior of the teaching staff in the right direction. Both tasks are equally important and challenging. The article describes the personal qualities, professional and managerial competencies of heads of educational institutions as an important aspect of the management of out-of- school educational institutions. Effective management of extracurricular educational institutions involves creating favorable conditions for the growth and development of pupils and students of different age groups, as well as for theself- realization of the team and the disclosure of their educational competencies, providing opportunities for experimental educational activities and the formation of advanced pedagogical experience. It is shown that a systematic approach plays an important role in the management of extracurricular educational institutions. The institution is characterized by the synergy of all potential subjects and entities, their subsystems and possible components, both in the internal environment of the extracurricular educational institution and in external influences.

Технологии формирования российской идентичности у школьников в этнокультурной образовательной среде

The purpose of the work is to theoretically substantiate the technologies for the formation of Russian identity among schoolchildren in an ethnocultural educational environment and formulate recommendations for their use. Based on the methods of theoretical analysis, as well as generalization of his own and advanced pedagogical experience, the author proposes some effective forms and means that contribute to the formation of Russian identity among schoolchildren in an ethno-cultural educational environment. The article emphasizes the connection between the concepts of «Russian identity» and «patriotism», provides a definition of the ethno-cultural educational environment, describes the various areas of work on the formation of the Russian identity of students in the course of educational and extracurricular activities, reveals the forms of organization of interethnic and intercultural communication participants in the educational process. The paper al-so considers the means of forming Russian identity in the lessons of literature, mathematics, fine arts, music, and technology. In the conclusions, the author characterizes the process of formation of Russian identity as the process of becoming a socially active person who is able to actively interact in a polyethnic and multicultural society, to carry out interethnic and intercultural communication and cooperation, and from this point of view assigns a special role to gaming technologies and highlights their social function, which consists in the development of social roles by schoolchildren, and, consequently, sociocultural norms, the ability to evaluate their social behavior in terms of the mastered rules of behavior in situations of interethnic and intercultural interaction.

PEDAGOGICAL CREATIVITY OF EDUCATORS UNDER THE CONDITIONS OF INNOVATIVE DEVELOPMENT OF MODERN EDUCATION

A feature of modern education is innovativeness - the ability to update.
 Therefore, improving the quality of modern education is impossible without the creation of an innovative space, that is, the study and active implementation of innovative pedagogical technologies in practice, the main task of which is to ensure a new quality of education, which involves improving learning, education and personality development. Innovative in terms of content and nature, the dynamics of world trends require the modern teacher to mobilize creative potential in order to provide quality educational services and train a highly qualified competitive specialist in the modern labour market. In order to achieve effective transfer of knowledge and formation of competences, the teacher must show creative initiative when choosing modern forms and methods of work of innovative orientation, using certain criteria that allow judging the effectiveness of this or that innovation, creating an appropriate atmosphere of creative, searching, innovative activity. Therefore, the teacher's creative activity becomes the main direction of the implementation of modernization reforms in education and one of the essential directions of the transition to the model of innovative development. The use of modern information technologies has a qualitative effect on the professional activity of the teacher, as a result of which he acts as an intellectual, an organizer of the educational process and a translator of the necessary knowledge, skills and abilities. The introduction of modern pedagogical technologies into the educational process requires the teacher to have serious preparation and confident mastery of the material, a clear understanding of how to perform this task, prompts him to show creative initiative, creating a basis for the full-fledged development of a creative personality, thus contributing to the acquisition of advanced pedagogical experience for quality preparation of students for future professional activities.