Candidate Of Sciences In Pedagogy Research Articles

THE ART OF BEING THE HUMAN OF PRINCIPLE: REMEMBRANCE OF OLGA VAVILOVA

The memorial article is in honor to the personality of Olga Ivanivna Vavilova, who was born and grew as a specialist of the highest qualification, the candidate of pedagogical sciences, docent of Pedagogics department, being constantly more than 40 years under the sign of Odesa I .I. Mechnikov National University. And by her devoted working she succeeded and gained authority both in teaching and assisting position and later as the Head of trade union committee of the alma-mater, actively caring of a high ratio of the only one classical university of the South of Ukraine with a 160 years history among countries and foreign higher educational institutions with the administration and rectorate. Being initiative and active person, Olga Vavilova together with the editorial board (M. Podrezova, M. Sherban, N. Jurgelaytys) founded “They are Originally from the University” with the purpose to promote the achievements of Odesa I. I. Mechnikov National University via popularization a wide range of creative interests of its fully talented employees. In an accompanied foreword for the collection (2012–2019) under the title “Ne Hlibom Yedynym...” Olga Vavilova presented the main motto of the edition “There are a lot of employees in the university, whose talent and creative interest is broader than just occupation. Honest word, that gives optimism and spiritual power, will find a grateful feedback in the hearts of all enthusiasts of beauty in our opinion. So that’s this collection have all the chances to become an original, even now modest, contribution to the common heritage of spiritual existence of Ukrainian culture”. And it became true. Unfortunately, the collection withdrew in 2020. Still, the impact of Olga Vavilova in the life of Odesa I. I. Mechnikov National University is modest but remarkable and important.

Building a microcycle program for skiers using the kinesioplasty method

In the scientific and methodological literature, a great deal of respect was attached to the preparation of the kinesioplasty method during the folding of the training microcycles during the preparation to the final stage, or a series of starts on the singing stage during the final preparation.
 At the statistics, there is an injection of a special-preparatory complex of rights for athletes using the kinesioplasty method with training of statodynamic stamina of athletes. Doslіdzhuvavsya infusion of this method on the rational budovu training process, scho to increase the functional capacity of the organs and systems of the body of the lizhniks and the full complex of mechanisms that are responsible for adaptation.
 The kinesioplasty method was aimed at eliminating the athlete's physiological immaturity, regulating involuntary, spontaneous, micro-kinetic processes and their synchronization with consciously ordered structures in the direction of physiological optimality of pathological or newly formed functional systems in this sport. This helps to increase the degrees of freedom in the joints, and the athlete himself consistently gets the opportunity to implement systematic training motor activity.
 Studies of the scientific and methodological literature in skiing indicate that upon reaching a high level of sports fitness, maximum indicators of internal inter-component correlations appear in athletes, and after the end of the competition period, they very quickly fall to levels lower than in the preparatory period.
 Thus, in training races, it is important to take into account and develop special specific states of the body's functional systems of skiers.
 Our research has shown that a significant contribution to the performance of skiers' sports activities is made by the translational system, the ability to maintain body balance through dynamic stabilization in relation to the gravity vector. The ability to maintain balance during the race determines the final result.
 The study was conducted during September-December 2022 at the base of the children's and youth sports school of Skoliv OTG of the Lviv region. (n=16) participated in the study. During the research, the own method of kinesioplasty was introduced into the training microcycle, which was implemented by candidate of pedagogical sciences, associate professor V. Gavriliuк.

THE WORKS ARE DEVOTED TO DIDACTIC MATERIALS IN PRIMARY SCHOOL

The content of the article is devoted to the didactic materials of the famous scientist, candidate of pedagogical sciences, professor Karatay Sartbaev for grade 3. When creating didactic material, the author proposed a curriculum, a system of creativity based on the methodological materials of the textbook. The methodological manual was first created by Karatay Sartabaev and is considered a multiple edition. When disclosing the content of the article, the methods, forms and techniques of using didactic materials were considered, and their practical content was revealed. It is analyzed that the didactic material in the work was created by the author on the basis of texts taken from folk works, songs, stories, newspapers and magazines, with special emphasis placed on its practical side. In the content of the work, the author was guided by the selection of text in order to form the student’s oral and written speech, as well as improve the student’s spelling, spelling, punctuation and stylistic literacy. It is analyzed that the work includes materials that form students’ calligraphic literacy. In general, the article emphasizes that the scientist’s didactic materials are a useful and necessary teaching aid for teachers.

Учитель, ветеран войны, ученый-методист, почетный академик (о И.Х. Темрокове)

The article presents the main milestones of the biography of the honored teacher of the Kabardino-Balkarian Autonomous Soviet Socialist Republic, Candidate of Pedagogical Sciences, Associate Professor, honorary academician of the Adyghe (Circassian) International Academy of Sciences Inderbi Khazhumarovich Temrokov, who made a huge contribution to the development of the system of general and professional education in Kabardino-Balkaria. He worked his way up from a teacher to a school principal and from a soldier of the 115th Kabardino-Balkarian Cavalry Division to an Associate Professor at the Kabardino-Balkarian State University. The scientific, pedagogical and methodological heritage of I.H. Temrokov is very extensive, it is also relevant in the modern conditions for the development of the education system of Kabardino-Balkaria. In this regard, we considered it possible to provide a list of his works and studies by various authors devoted to his life and work as an appendix to this article.

SCIENTIFIC AND PEDAGOGICAL HERITAGE OF PROFESSOR T. D. DEM’IANIUK AND PROSPECTS OF ITS IMPLEMENTATION IN MODERN PSYCHOLOGICAL AND PEDAGOGICAL PRACTICE

The article is devoted to the analysis of scientific and pedagogical heritage of the famous Ukrainian pedagogue, specialist in theory and methods of education, candidate of pedagogical sciences, professor, honored worker of education of Ukraine, excellent teacher of Ukraine, member of the Commission for Innovation and Research in Ukraine on Education of the Ministry of Education and Science of Ukraine Tamara Dmytrivna Demianiuk.The essence of the theoretical provisions of the process of education developed has been revealed, namely: education, educational system, structure of educational system, educational activity, educational space. The main socio-cultural ideas for ensurance of the process of moral development, have been characterized: the influence of the family on the formation of spiritual and moral values and qualities; common work of family and school in spiritual and moral education of schoolchildren;taking into account the age characteristics of schoolchildren in their spiritual and moral education;involvement of schoolchildren for various forms and kinds of extracurricular and extracurricular educational work of moral and spiritual orientation.The role of scientific and methodological literature of professor T. D. Demianiuk) in the period of formation of Ukraine as an independent and sovereign state, when national education was at the stage of revival.
 The pedagogical ideas of professor T. D. Demianiuk on the importance of education in the development of a growing personality, reliance on its national character, the cooperation of student and teacher teams in the process of its organization have been summarized.

MATHEMATICAL CALCULATIONS IN DETERMINING OIL AND GAS RESERVES: EVALUATION OF EFFICIENCY OF RESERVOIR ENERGY APPLICATION

MATHEMATICAL CALCULATIONS IN DETERMINING OIL AND GAS RESERVES: EVALUATION OF EFFICIENCY OF RESERVOIR ENERGY APPLICATION Natalia Marchenkova assistant professor, Candidate of Pedagogical Sciences, Gubkin Russian University of Oil and Gas (Ore

LOYALTY TO YOUR ROOTS

The article is dedicated to Anatoly Vasilyevich Ishmuratov’s anniversary; a scientist, sociologist, Candidate of Pedagogical Sciences, Honored Worker of Culture of the Udmurt Republic, who made an invaluable contribution to the development of the educational space of Udmurt State University. His works cover a remarkably wide range of disciplines. He successfully worked in various fields, applying theoretical and practical experience in research and management activities: he worked in party and state structures, as well as in the field of pedagogy and social work at the university. On his initiative and thanks to the support of Rector A. V. Zhuravlev, Social Work, a long needed new educational direction was created at Udmurt State University. Heading this promising profile, he has achieved significant success.

Program Committee II International scientific and practical conference “Information technologies and intelligent decision making systems” (ITIDMS-II-2021)

Program Committee II International scientific and practical conference “Information technologies and intelligent decision making systems” (ITIDMS-II-2021)

DEVELOPMENT STRATEGIES OF PEDAGOGY OF PARTNERSHIP IN EDUCATIONAL PROCESS OF SMALL SCHOOLS IN UKRAINE AND ABROAD: A COMPARATIVE ASPECT

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.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR TEACHERS’ READINESS FORMATION TO USE INFORMATION TECHNOLOGIES AND DISTANT LEARNING

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.

OPTIMIZATION OF COOPERATION BETWEEN SOCIAL WORK SPECIALISTS AND PEDAGOGES OF PRE-SCHOOL EDUCATIONAL ESTABLISHMENTS

PERKHAILO Nelia – Candidate of Pedagogical Sciences, Senior Lecture of the Social Pedagogy and Social Work Department, Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University, Sukhomlynskyi Str., 30, Pereiaslav-Khmelnytskyi, 08400, UkraineE-mail address: ne-la@ukr.netORCID: http://orcid.org/0000-0002-3332-6256ResearcherID: http://www.researcherid.com/rid/C-2384-2019ROZHKO-PAVLYSHYN Tetiana – Candidate of Pedagogical Sciences, Lecture of the Pedagogy and Methods of Primary and Pre-school Education, Ternopil Volodymyr Hnatyuk National Pedagogical University, Maksym Kryvonos Str., 2, Ternopil, 246027, UkraineE-mail address: tana.rzhk@gmail.comORCID: http://orcid.org/0000-0003-2781-5982 ResearcherID: http://www.researcherid.com/rid/C-2370-2019 To cite this article: Perkhailo, N., & Rozhko-Pavlyshyn, T. (2019). Optimization of cooperation between social work specialists and pedagoges of pre-school educational establishments. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 131–145. doi: 10.24919/2413-2039.8/40.164417. Article history Received: November 10, 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. Considering the need for a substantive and technological upgrade of the social work system, which should meet the challenges of the time, to the demands of society, there is a need to find ways for its optimization, in particular, at the stage of primary socialization of the younger generation – in pre-school establishments.The proposed article elucidates the current problem of establishing a part-nership, constructive professional communication between teachers of pre-school establishments and specialists in social work in the formation of a fully-developed, socially-protected pre-school child, improving cooperation with parents, preven-ting professional burnout of workers, etc.It presents the results of study of the existing cooperation between teachers of pre-school establishments in the process of social upbringing of children, social-pedagogical work with their parents; identifies typical drawbacks and difficulties in the activity of specialists of the mentioned sphere: lack of social pedagogues on the staff of pre-school institutions as well as resources available to them, limited nature of the stereotyped forms and methods used, weak link with social workers, etc.The reasons and consequences of reducing the educational potential of the family, the quality of communication in it, are related to the inadequate level of so-cial experience of parents, their communicative culture; lack of readiness for a con-structive dialogue with teachers and specialists in the social sphere. The authors determined the conditions for optimizing cooperation between social work specia-lists and teachers of pre-school establishments, which requires introduction of a social teacher’s position in the pre-school establishments; formation of positive motivation for cooperation and effective professional communication in the peda-gogical and social specialists; preparation of future specialists (educators and so-cial workers) for social partnership; diversification of technologies for such coope-ration.The logic of qualitative transformation of professional cooperation between teachers of pre-school establishments and specialists in social work involves a ho-listic rethinking of the content and methods of their work: from the motivation, the conscious need for such interaction – to mastering the relevant tools, algorithm of activities and their creative use, which must be first and foremost provided in the process the professional training of future specialists; and continuous improvement – through the self-development of employees.The publication outlines the perspectives of solving the problem of improving the interaction of specialists in the direction of socialization of children of pre-school age, interaction, coordinating efforts of subjects of social influence, personal professional development. It reveals features of the most productive educational discourse that unites and strengthens the possibilities of innovative, integrated, contextual, active learning.Acknowledgments. Sincere thanks to pedagoges of pre-school educational establishments and social work specialists in the cities of Pereyaslav-Khmelnytsky and Ternopil, Pereyaslav-Khmelnytsky and Ternopil districts.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.

THEORETICAL AND METHODICAL ASPECTS OF CASE TECHNOLOGY USE IN PROFESSIONAL TRAINING OF PRESERVICE TEACHERS

KOVALCHUK Tаtiana – Candidate of Pedagogical Sciences, Associate Professor, Head of Pedagogy Department, A.S. Pushkin Brest State University, Kosmonavtov Str., 21, Brest, 224016, Belarus E-mail adress: polina.artem@mail.ru ORCID: http://orcid.org/0000-0002-7787-3753 ResearcherID : http://www.researcherid.com/rid/C-6259-2019 VISHNIAKOV Rostislav – Master of Pedagogical Sciences, Postgraduate Student of Pedagogy Department, A.S. Pushkin Brest State University, Kosmonavtov Str., 21, Brest, 224016 , Belarus E-mail adress: vishniakov@bk.ru ORCID: http://orcid.org/0000-0002-3969-1027 ResearcherID: http://www.researcherid.com/rid/C-2029-2019 To cite this article: Kovalchuk, T., & Vishniakov, R. (2019). Teoreticheskie i metodicheskie aspekty ispolzovaniia keis-tekhnologii v professionalnoi podgotovke budushchikh pedagogov [Theoretical and methodical aspects of case technology use in professional training of preservice teachers]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy» , 8/40, 27–42. doi: 10.24919/2413-2039.8/40.164392 [in Russian]. Article history Received: September 22, 2018 Received in revised form: October 25, 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 reveals some aspects of the scientific and methodological support of the application of case technology in the educational process: approaches to the disclosure of the definitions of ‘case technology’, ‘case-method’ and ‘case study’ based on the analysis of the views of foreign and national scientists, general and distinctive features of the various methods making up the case technology. It is marked that case technology comprises an assembly of methods: case method, case study, situational analysis method, incident method, business situations analysis, etc. (authors treat a ‘task situation’ as the key common feature for all the case methods, that is subjected to detailed analysis from the position of either problem determination or grounding of its optimal or possible decisions); their employment in the educational process meets the principal criteria of the technology – science based algorithm (law congruence) and results achievement assurance. Special attention is paid to stating the difference between the two most wide spread approaches – case method and case study. The analysis of the approaches to the cases classification (by purpose of use, by the amount of source data and the nature of work with information, by type of analysis), that specify the peculiarities of cases development and their effective application fields, may be especially interesting for educational practice. In the article the educational potential of the technology is justified, that lies in strengthening of the practical orientation of the professional training of preservice teachers (because of contextual learning realization), in significant rise in the educational process productivity preconditioned by the essential case features and their possibilities for the development of the professional and universal competences. One of the important aspects of the scientific and methodological support of the case technology is the specifics of its use: the content of activity at each stage, the place of the case technology in the system of studies. Acknowledgments. Sincere thanks to the Board of A.S. Pushkin Brest State University, in the person of Anna Sender, Rector, and Nadezhda Leonyuk, Dean, Social Pedagogy Department. 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.

PREPARATION OF FUTURE MASTERS OF ELEMENTARY EDUCATION TO THE FORMATION OF A SUCCESSFUL PERSONALITY OF JUNIOR SCHOOLCHILDREN

YANKOVYCH Oleksandra – Doctor of Pedagogical Sciences, Professor, Head of Pedagogy and Methods of Primary and Pre-school Education, Ternopil National Volodymyr Hnatyuk Pedagogical University, Maksym Kryvonos Str., 2, Ternopil, 46027, Ukraine; Kujawy and Pomorze University of Bydgoshch, ul. Torunska, 55-57, Bydgoshch, 85-023, PolandE-mail address: yankov@tnpu.edu.uaORCID: http://orcid.org/0000-0003-4253-5954ResearcherID: http://www.researcherid.com/rid/I-7011-2018BINYTSKA Kateryna – Candidate of Pedagogical Sciences, Associate Professor of Pedagogy Department, Khmelnytsky Humanitarian Pedagogical Academy, Proskurivsky pidpillia Str., 139, Khmelnitsky, 29000, UkraineE-mail address: rfn.yz87@gmail.comORCID: http://orcid.org/0000-0002-2111-5275 ResearcherID: http://www.researcherid.com/rid/A-6231-2019 To cite this article: Yankovych, O., & Binytska, K. (2019). Preparation of future masters of elementary education to the formation of a successful personality of junior schoolchildren. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 43–56. doi: 10.24919/2413-2039.8/40.164490. Article history Received: January 16, 2019Received in revised form: February 17, 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. Based on the study of scientific sources, analysis of empirical researches, the article substantiates theoretical and methodological principles of the preparation of future specialists of elementary education to the formation of a successful personality of junior schoolchildren in the context of the requirements of the new State Standard of Elementary Education. It is shown that the formation of key competences for pupils of elementary school age is a prerequisite for the upbringing of a successful child in the primary school. The emphasis is on praxeological, technological, humanistic, systemic approaches to the training of primary education specialists.The integrated course «Organization of successful activity» taught at the institutions of higher pedagogical education has proved its expediency and effectiveness. It combines knowledge on pedagogy, psychology, praxeology, philosophy, biology, sociology, history of the peculiarities of the formation of the personality of progress. The article studies experience of teaching this course in the Master’s program of Ternopil Volodymyr Hnatiuk National Pedagogical University and substantiates the necessity of preparing future teachers in two directions: formation of a successful personality of the future specialist of elementary education and mastering the method of formation of a successful student. It also covers the forms, methods, and means of child upbringing that achieve the goals in the chosen activity (course of classes «Climb to the peak of success»; use of games, exercises, review and analysis of films about successful people with disabilities; multimedia presentations on the success of children from long families, orphans). The training of future masters of elementary education to the formation of a successful personality of a student in the first grade school is shown schematically as well as the related problems of such training. The authors analyze the results of pedagogical measurements of students’ readiness for upbringing of a successful student and the level of the future teacher’s success. Positive experience of studying the subject «Organization of successful activity» is elucidated (student’s definition of life goals in accordance with the requirements for goal-formation, mastering of methods and technologies for overcoming obstacles, achievement of success, development of a desire for self-development, increase of the coefficient of success, creative performance of one’s work). It is necessary to achieve internal harmony in the process of implementation of goals. The article also determines promising directions of application of positive ideas in the modern educational space: introduction of special educational courses on praxeological training of future teachers; mastering students’ technology in solving life problems and their implementation in primary education institutions; the introduction of cardiac pedagogy in the curriculum of elementary and primary school.Acknowledgments. Sincere thanks to the Rector of Ternopil Volodymyr Hnatiuk National Pedagogical University, Prof. Bogdan Buyak and to the Rector of Khmelnytskyi Humanitarian-Pedagogical Academy, Prof. Inna Shorobura.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.

FORMATION OF LANGUAGE PERSONALITY IN THE PEDAGOGICAL DISCOURSE IN BELARUS

MAKSIMUK Larisa – Candidate of Pedagogical Sciences, Associate Professor of the Foreign Languages Department, Brest State University named after A.S. Pushkin, Kosmonavtov Str., 21, Brest, 224016, BelarusE-mail address: flk@brsu.brest.by ORCID: http://orcid.org/0000-0002-8163-0842ResearcherID: http://www.researcherid.com/rid/K-9760-2018 LEVONYUK Lilia – Senior Lecturer of the Foreign Languages Department, Brest State University named after A.S. Pushkin, Kosmonavtov Str., 21, Brest, 224016, BelarusE-mail address: flk@brsu.brest.by ORCID: http://orcid.org/0000-0002-1560-2747 ResearcherID: http://www.researcherid.com/rid/K-4500-2018 To cite this article: Maksimuk, L., & Levonyuk, L. (2019). Formation of language personality in the pedagogical discourse in Belarus. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 94–104. doi: 10.24919/2413-2039.8/40.164413. Article history Received: November 7, 2018Received in revised form: December 17, 2018 Accepted: February 18, 2019Available online: April 22, 2019 Journal 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 deals with the actual problem of the formation of a professional language personality in the process of foreign languages teaching at a non-linguistic University. The concept of professional language personality, its multilevel structure, as well as the role played in its formation by a professionally oriented educational language environment created in foreign language classes using modern computer technologies and innovative educational techniques are considered.Special attention is paid to the use of a professionally oriented approach to the formation of a language personality. This approach contributes to the formation of students’ ability to communicate in real professional, business, scientific fields and specific situations. The specificity of a professionally oriented approach in teaching foreign languages lies in the fact that the development of the language personality of a student occurs primarily through immersion in the sphere of professional knowledge, through the features of his future profession, in other words, the familiarization of the language personality with the professional sphere begins starting from his familiarization with professional discourse. Professional discourse is a set of oral and written texts generated by the language personality of a specialist in foreign professional communication.The creation of a vocationally oriented educational environment in teaching a foreign language is considered as the main factor in the formation of a professional language personality of students. A professionally oriented language environment is defined, on the one hand, as a combination of means and technologies for collecting, accumulating, transmitting, processing and distributing educational and professionally oriented information, on the other hand, as conditions leading to the emergence and development of information interaction between the teacher, students and information and communication technologies. In this context, the specialist model serves as a unique basis for the design of the information technology support of the educational process as a whole.Acknowledgments. Sincere thanks to pedagogical staff at the Foreign Languages Department of Brest State University named after A.S. Pushkin.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.

INTERCULTURAL COMPETENCE IN FOREIGN LANGUAGE TEACHING

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.

Рецензія на монографію: Чуканова С. О. «Бібліотекознавство та інформологія у системі вищої освіти США»

Monograph «Library Science and Information Science in the US Higher Education System» was published in 2018. Its author, Svitlana Chukanova, Candidate of Pedagogical Sciences, Head of Sector of the Scientific Library of the National University «Academia Kiioviensis Mohileana», coordinator of the American Library. V. Kitastogo.

THE INTEGRAL CROSS-CURRICULAR SYSTEM OF ACADEMIC COMMUNICATIVE TEACHING AT THE USA UNIVERSITIES AS AN EDUCATIONAL TECHNOLOGY

KOZOLUP Mariya – Candidate of Pedagogical Sciences, Associate Professor of the Foreign Languages for Faculty of Sciences Department, Lviv Ivan Franko National University, Universytetska str., 1, Lviv, 79000, Ukraine (forys_maria@ yahoo.co.uk)ORCID: https://orcid.org/0000-0002-5892-6696ResearcherID: http://www.researcherid.com/rid/E-7927-2018DOI: https://doi.org/10.24919/2313-2094.7/39.123557To cite this article: Kozolup, M. (2018). Systema intehrovanoi dystsyplinarno-akademichnoi komunikatyvnoi pidhotovky studentiv v universytetakh SShA yak pedahohichna tekhnolohiia [The integral cross-curricular system of academic communicative teaching at the USA universities as an educational technology]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 130‒144. doi: 10.24919/2313-2094.7/39.123557 [in Ukrainian].Article historyReceived: 1 March 2018Received in revised form: 18 April 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. The paper aims at a complex study of American university system of academic and disciplinary-specific communicative education. Its objectives include: a) to trace the origins and foundations of the system; b) to analyze the structure of the system as an educational technology and present its model; c) to describe the main components of the system and their functional interrelations.The modern American cross-curricular system of academic communicative teaching (CCSACT) is a complex educational and administrative structure implemented in most American colleges and universities through Communication/ Writing across the Curriculum Programs (CAC/WAC); its main purpose being effective socialization of students into academic and disciplinary discourse communities through the acquisition of their language conventions (academic and disciplinary genres). The system that originated in the US higher education in early 70-ies of the XX century now comprises the following constituent components: conceptual, administrative, organizational, content, control, evaluative and corrective.Constructivist theory about a two-fold role of communication in the educational process, particularly that of a learning tool and a means of socialization into communities of practice, is foundational to CCSACT philosophy. Its methodology rests upon four underlying approaches to teaching communication: interdisciplinary, activity-based, genre-based and competency-based ones. The interdisciplinary approach presupposes the involvement of disciplinary faculty as representatives of respective discourse communities into the process of communicative teaching. According to the activity-based and genre-based approaches students master academic and disciplinary genres through their active use and meaningful interactions with experienced members of the respective communities in the context of disciplinary learning and research. The competency-based approach dominates communicative programs goal setting and determines the ways and methods of student evaluation and assessment.As an educational technology, CCSACT incorporates learning technologies of lower levels implemented through various writing and oral communication programs for undergraduate and graduate students as well as tutor and peer tutor development programs. The fact that cross-disciplinary system of academic communication teaching has spread beyond higher education and crossed the national borders of the USA gaining popularity across the globe proves its high efficiency and adaptability to various educational environments. Acknowledgments. Sincere thanks to the head of the Department of Foreign Languages for Sciences of Lviv Ivan Franko National University, in particular, Prof. Natalya Mykytenko.Funding. The author received no financial support for the research, authorship, and/or publication of this article.

THE ROLE OF EDUCATIONAL TECHNOLOGIES IN THE PROCESS OF PROFESSIONALLY-ORIENTED FOREIGN LANGUAGES TEACHING

MAKSIMUK Lar y sa – Candidate of Pedagogical Sciences, A ssociate P rofessor of the Foreign Languages Department, Brest State University named after A.S. Pushkin , bvd. Kosmonavtov, 21, Brest, 224016, Belarus ( flk@brsu.brest.by ) ORCID: https://orcid.org/0000-0002-8163-0842 ResearcherID: http://www.researcherid.com/rid/K-9760-2018 LEVONYUK Lilia – senior lecturer of the Foreign Languages Department, Brest State University named after A.S. Pushkin , bvd. Kosmonavtov, 21, Brest, 224016, Belarus ( flk@ brsu.brest.by ) ORCID: https://orcid.org/ 0000-0002-1560-2747 ResearcherID: http://www.researcherid.com/rid/K-4500-2018 DOI: https://doi.org/10.24919/2313-2094.7/39.140936 To cite this article: Maksimuk, L., & Levonyuk, L. (2018). The role of educational technologies in the process of professionally-oriented foreign languages teaching. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 185‒199. doi: 10.24919/2313-2094.7/39.140936 [in English]. Article history Received: 25 March 2018 Received in revised form: 15 May 2018 Accepted: 10 July 2018 Available online: 12 September 2018 Abstract. The article is dedicated to the issues of organization of productive educational activities in foreign language teaching at non-linguistic specialties of the university with the purpose of more successful development of students’ professional foreign language communication skills and ultimate improvement of the quality of foreign language training of future specialists. It is pointed out that the improvement of the pedagogical process and its components is directly connected with the innovative activity of the teacher. One of the most important components of pedagogical process is educational technology as a system of forms, methods and means of instruction that ensure the most effective achievement of the goals set. As the article shows the use of effective educational technologies, the integration of educational process and scientific activities and the involvement of students in it, the individualization of education and upbringing, the continuous self-development and self-realization of students in educational process are the basis for ensuring a perfect quality of higher education. The article focuses on the use of different innovative educational technologies and methods in the process of foreign languages teaching, namely: communicative method, role-play game and project technologies as well as computer multimedia programs. The main object of communicative method is speech itself, that is, this technique first of all teaches students to communicate in everyday situations as well as in the situations connected with their future professional activity. A role-play game contributes not only to the formation of a professional communicative competence in a foreign language of future specialists, but also fulfills the educational function of uniting a student group. Project technologies, as the practical application proves, play an important role in the organization of independent student learning activities, since joint work on the project leads to the transfer of knowledge, stimulates independent productive activity, identifies and develops the creative abilities of each student. And, finally, the use of computer multimedia programs, gives the possibility to create a natural language environment during foreign language classes and, thereby, carry out successfully productive training of foreign language speech activity. Thus, the practical application of the results of the conducted research allows making a conclusion that purposeful and systematic use of innovative pedagogical technologies in the educational process helps to form the basic structural components of students’ speech activity in a foreign language. Acknowledgments. Sincere thanks to pedagogical staff at the Foreign Languages Department of Brest State University named after A.S. Pushkin. Funding. The author received no financial support for the research and publication of this article.

THE NOTION «MANAGEMENT ACTIVITY» IN THE CONTEXT OF OPTIMIZATION OF PROFESSIONAL TRAINING OF FIREFIGHTING COMMANDERS OF FIRE RESCUE UNITS

КYBALNA Nelia – Candidate of Pedagogical Sciences, Associate Professor of the Fire Tactics and Rescue Operations Department, Cherkasy Institute of Fire Safety named after Chornobyl Heroes of National University of Civil Protection of Ukraine, Onoprienko str., 8, Cherkassy, 18034, Ukraine ( nkybalna@gmail.com ) ORCID: https://orcid.org/0000-0002-1253-2798 ResearcherID: http://www.researcherid.com/rid/G-9075-2018 DOI: https://doi.org/10.24919/2313-2094.7/39.140932 To cite this article: Kybalna, N. (2018). Definitsiia «upravlinska diialnist» u konteksti optymizatsii profesiinoi pidhotovky nachalnykiv karauliv pozhezhno-riatuvalnykh pidrozdiliv [The notion «management activity» in the context of optimization of professional training of firefighting commanders of fire rescue units]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 104‒115. doi: 10.24919/2313-2094.7/39.140932 [in Ukrainian]. Article history Received: 6 May 2018 Received in revised form: 27 June 2018 Accepted: 10 July 2018 Available online: 12 September 2018 Abstract. This article presents the results of the analysis of scientific literature on modern research approaches to the definition of «management activity», the essence of the concept of «management activity of firefighting commanders of fire and rescue units». It is substantiated that the managerial activity of firefighting commanders of fire and rescue units represents an organized, metрodical and systematic activity in the social and technical system, connected with the purposeful realization of the invariant system of management functions, which reflects the essence and characteristics of the operation of the fire and rescue units, in order to ensure their sustainable functioning in everyday life, extreme conditions of activity and in conditions of uncertainty. It was stated that the peculiarities of the managerial activity of the chiefs of the fireguards and rescue units are: the exceptional state and social significance of the tasks of protecting the population and territories from emergency situations and their consequences; multifaceted complex character of management activity; unconditional need to achieve the results of managerial tasks; sharp changes in the situation at the work zone, danger to the life and health of personnel and people, significant intensity of loads, the need for timely and qualitative resolution of professional tasks in the extreme conditions and in conditions of uncertainty; a high level of collective, personal moral, administrative and criminal responsibility for the safety of personnel and people’s lives, for the results of activities; a high level of requirements to the personal qualities of firefighting commanders and their correspondence to the goals, tasks and functions of professional activity. The main task of the managerial activity of firefighting commanders was to ensure the full utilization of the potential capabilities of the forces and means of civil protection aimed at the successful implementation of the tasks related to carrying out emergency and rescue works on the prevention and elimination of emergencies and the extinguishing of fires. In the structure of the managerial activity of firefighting commanders, we distinguish the system of managerial functions: analytical, evaluation, organizational, managerial, coordination and control. Acknowledgments. The author would like to thank Professor Osadchenko Inna for her insightful comments regarding the manuscript. Funding. The author received no financial support for the research, authorship, and/or publication of this article.

МETHODOLOGICAL AND INSTRUMENTAL PRINCIPLES OF THE SENIOR SCHOOL STUDENTS’ WORLDVIEW FORMATION IN THE PROCESS OF DEVELOPMENT VALUES OF ART AND CULTURE

RATKO Maryna – Candidate of Pedagogic al Sciences, A ssociate P rofessor of the Theory and Methodology of Music Education and Choreography Department, Melitopol Bohdan Khmelnytsky State Pedagogical University, Hetmanska str., 20, Melitopol, 72300, Ukraine ( irma.zaharova2018@gmail.com ) ORCID: http://orcid.org/0000-0002-9278-2155 ResearcherID: http://www.researcherid.com/rid/L-5405-2018 DOI: https://doi.org/10.24919/2313-2094.7/39.133262 To cite this article: Ratko, M. (2018). Metodoloho-instrumentalni zasady vykhovannia svitohliadnykh uiavlen starshoklasnykiv u protsesi osvoiennia tsinnostei khudozhnoi kultury [Мethodological and instrumental principles of the senior school students’ worldview formation in the process of development values of art and culture]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 211–223. doi: 10.24919/2313-2094.7/39.133262 [in Ukrainian]. Article history Received: 3 May 2018 Received in revised form: 7 June 2018 Accepted: 10 July 2018 Available online: 12 September 2018 Abstract. The article covers the problem of spiritual and ideological upbringing of pupils in the process of comprehension of artistic works that typologically belong to the different artistic systems ‒ classical culture, avant-garde, postmodern. The urgency of an appeal to this problem is conditioned by civilization shifts of the period of the end of the Modern Age and the necessity to preserve an individual and national identity in conditions of a strengthening global control over the psycho-sphere. The conceptual idea of the research consists in the necessity of analysis and interpretation of the values of artistic culture in accordance with the specifics of their creation and arte-being – mimetism, immetism, playing essence. Accordingly, we have identified the basic principles of educational work – cultural conformity, subjectivity, ontological principle; the pedagogical conditions for ensuring the effectiveness of the process of upbringing of the senior pupils’ worldview which concerning the assimilation of their interpretive directives for the comprehension of texts with implicit and explicit «openness» of artistic and ideological content (mimetic, non-mimetic and playing essence) are formulated. In this study the methods of analysis and interpretation of artistic works are specified and classified. Among them are the methods that relate to an «inner» side of a text (semiotic, semi-symbolic semiosis, pneumatic ‒ for the mimetic works; meditative-associative and post-adequacy ‒ for the non-mimic compositions; deconstruction, happening ‒ for the playing artistic phenomena); the methods related to «external» links of a text (sociological, historical-cultural, biographical, creative-genetic, comparative, study of critical literature ‒ for the mimetic, partially non-mimetic and playing systems). We have developed and implemented the algorithms for mastering the works of art and the schemes of analysis in particular. Thus, for the semi-figurative visual arts the analytical scheme based on the semi-symbolic semiosis method is proposed; this scheme involves the definition of the plan of a text’s content, the description of the plan of «expression», the comparison of the content of the two plans and the derivation of the general meaning of the work. For the non-mimetic texts belonging to the transcendental system, the algorithm is developed that includes: emphasizing the attention of senior pupils on the peculiarities of the creative method of artists; the setting for entry to irrational artistic worlds at the level of a «revelation»; immersion in the text; the experience of an internal act of the transition to spiritual «world»; post-adequacy of a content (both in verbal and visual forms). Acknowledgments. Sincere thanks to librarian staff at Vernadsky National Library of Ukraine, in particular Inna Matviyenko for her assistance. Funding. The author received no financial support for the research, authorship, and/or publication of this article.