Comfortable Educational Environment Research Articles

SOCIAL AND PEDAGOGICAL ACTIVITY IN UKRAINE: CURRENT TRENDS IN THE CONTEXT OF WAR

The article presents the results of a study on social and pedagogical activity in Ukraine in the context of the Russian-Ukrainian war, including current trends in the work of a social pedagogue in the educational sphere. The emphasis is placed on the importance of social and pedagogical/social work in the context of the war, which has caused significant challenges in the humanitarian sphere. The importance of support from the international community is emphasized, particularly in the social sphere (providing shelter for Ukrainian refugees, supporting the education of Ukrainian children displaced to other regions and abroad, humanitarian aid at the beginning of the fullscale war, etc.). The research methodology includes methods of theoretical and empirical analysis, including theoretical analysis of international guidelines for social and pedagogical/social work; empirical analysis of normative and instructional documents on the activities of a social pedagogue in the educational sphere, including in the context of the Russian-Ukrainian war; empirical (qualitative) analysis of essays by students of the specialty "social work" of the University "Ukraine" (Kyiv, Ukraine) on the topic "Social pedagogy: essence and importance in the context of the Russian-Ukrainian war"; generalization and systematization of research results. Due to the specifics of the research, we gave preference to the qualitative methodology. The results of the study allowed us to generalize the current trends in social and pedagogical activity in the educational sphere. These include: creation of a psychologically comfortable educational environment for all participants in the educational process (pupils, teachers, parents); providing psychosocial support to students affected by the war (children from families of combatants, children from families of internally displaced persons, etc.); implementation of measures for social adaptation and rehabilitation; formation of a culture of safety and other competencies important in the context of war, etc.

Ciptakan Pendidikan Nyaman: CSR PLN Peduli Berikan Edukasi Konkret Pencegahan Bullying Sejak Usia Dini Pada Sekolah Sungai Gunung Anyar

Bullying is a deliberate act of aggression and degradation by one or a group of people against another individual. These acts of bullying can be physical, verbal, or relational behaviors that aim to hurt, intimidate, or harm others who may be weaker or unable to defend themselves. Bullying can occur anywhere and anytime, when powerful people have the desire to commit acts of violence on people who do not have power. In recent times, cases of bullying have been increasing and grabbing the attention of the community and inviting concerns for safety and comfort in the educational environment. The impact caused by bullying is that the victim has a long trauma, psychological and mental disruption and emotional uncertainty. The educational environment should be a peaceful and comfortable place to support every child in studying and achieving. It is important that we all come together to prevent and solve this bullying problem. This can be realized by providing an understanding of bullying to the impact that occurs on the victim. Therefore, through the PLN Peduli CSR platform, the author conducts community service activities with the aim of providing teaching to prevent bullying cases. This community service activity is carried out in the form of socialization to early childhood in river schools. The methods used are delivering material (lectures), showing animated films, asking questions to children and playing games together. The results to be achieved after this activity are early childhood understanding of the importance of avoiding bullying behavior and understanding the negative impact of bullying. Children are expected to be more concerned about focusing on themselves and be active in efforts to create a comfortable educational environment without bullying. This activity forms an attitude not to do bad habits and always spread kindness among others.

THE PROBLEM OF MEDIA EDUCATION AND MEDIA LITERACY AS AN EDUCATIONAL COMPONENT OF THE PROFESSIONAL AND CREATIVE DEVELOPMENT OF FUTURE TEACHERS

The article substantiates the theoretical principles of media education and the formation of media literacy of future teachers in the context of their professional and creative development and readiness for media education activities. The theoretical and methodological aspects of media education and media literacy are highlighted and the conceptual principles of training future teachers for the organization of media education of students are outlined. The peculiarities of training future teachers for the formation of media literacy of schoolchildren are characterized.
 It is noted that in modern conditions, all media influence the educational process as a whole, the formation of public opinion and views, the behavior of an individual and his consciousness, the reaction to relevant information, etc. The media is gradually becoming a source not only of new information, but also of examples of social behavior, examples of interpersonal communication, etc. It is emphasized that media education is a key component of the country's information security, one of the important factors in the formation of a sense of patriotism, national consciousness, historical memory, etc. Emphasis is placed on the need to find new ways, content, and scientific and methodological support for teacher training for the organization of media education of students in the conditions of a globalized information society. It is noted: what Ukraine will be like tomorrow depends largely on the modern level of professional training of future future teachers and their readiness to organize media education of students using modern educational technologies based on a person-oriented approach in a pedagogically comfortable educational environment that will promote intellectual development and self-development personalities of the future media literate teacher. Professional and creative self-realization of a media-educated personality of a teacher is an important indicator of her life activity and success in the professional sphere.

Principles of pedagogy of cooperation while teaching a foreign language at an agrarian university

The article is devoted to the consideration and analysis of the provisions of the pedagogy of cooperation formulated in the late 1980s by Russian scientists-innovators and predetermined the further development of the entire education system in Russia. It is emphasized that the principles of pedagogy of cooperation remain relevant at the present time, since their application contributes to the successful implementation of the requirements laid down in the basis of the modern Federal State Educational Standard. It is noted that the principles of pedagogy of cooperation in teaching a foreign language to students of agricultural universities can significantly increase the effectiveness of the formation of foreign language communicative competence as a component of professional competence. Thus, following the principles of pedagogy of cooperation in teaching a foreign language, due to the universality and integrativity of this discipline, makes it possible to solve training and educational problems simultaneously, which ultimately leads to the training of qualified personnel in the field of agriculture with a humanistic worldview, critical thinking, creative approach to the chosen business, capable of solving the challenges of today. Attention is focused on the importance of the teacher's role in the educational process, his ability to build subject-subject relations, to find an individual approach to each student. The principles of the implementation of pedagogy of cooperation in teaching a foreign language at the Kursk State Agrarian University are summarized, specific techniques and methods used in the classroom are presented that help create a comfortable educational environment for future farmers, as well as influence the choice of their moral guidelines.

Perception of Space in the Traditional and Virtual Classroom

The paper presents the study of the educational context and its characteristics to achieve the most effective learning process.The aim of the research is to examine the perception of physical space in the traditional classroom and virtual space in online learning. The study of this issue is based on the psychological approach to the perception of virtual space as a model of physical space and on understanding the importance of this research area due to the development of distant forms of learning: though, the problems of virtual space functioning in the perception of students and its impact on learning efficiency still remain unexplored. Meanwhile, understanding the mechanism of space perception can help to adapt the learning process to the form of learning in choice: learning in a traditional classroom, where students work in a real physical space, learning in a virtual environment or in a hybrid form.Materials and methods. The theoretical basis for comparing the characteristics of physical and virtual space is the studies that focus on the importance of spatial organization in the process of learning. The psychological approach to the perception of space makes it possible to rely on the mechanism of transferring the physical characteristics of space into a virtual environment and to determine the possibility of comparison, primarily in an axiological sense. The study was carried out in the context of university education. Students of a higher educational institution were offered a questionnaire, the results of which were processed using a statistical method. Quantitative trends were then interpreted in the application to the learning process. The experiment was carried out in three stages (questionnaire, statistical processing, interpretation of the results), each of which revealed new aspects of the problem under study.Results. The study shows that there is a metaphorization mechanism that allows the learner to perceive the space of the virtual classroom in the same terms as the physical space of the traditional classroom. At the same time, the comparison of statistical data indicates the obvious differences in the perception of the student's space in the traditional and virtual classrooms. This is especially true for such parameters as openness, freedom of movement and the ratio of participants in the educational space, which indicates different learning conditions that determine the choice of teaching methods and techniques in the traditional context and in the virtual educational environment. Discussion of the results of statistical analysis allows us to draw conclusions about the difference of educational potential of the virtual and physical classroom spaces, the importance of socialization and various methods of its creation in the educational process.Conclusion. The conducted research shows the need for further study of space in the educational context, the need to take into account its parameters for developing virtual courses. Also, the results of the study show the importance of spatial characteristics for the success of learning, for creating a comfortable educational environment. The data obtained can be used in the development and improvement of online courses; it will help to avoid mistakes when in planning.

FORMING LOWER SECONDARY EDUCATION STUDENTS' READINESS FOR INNOVATIVE ACTIVITIES IN NATURAL-MATHEMATICAL COURSES

The article examines the issue of pedagogical conditions for the formation of the readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. A set of pedagogical conditions that positively influence the formation of students' readiness has been proposed. It has been proven that providing a comfortable educational environment, constant support of the motivation and readiness of pedagogical workers for innovative activities, systematic use of digital educational resources and a complex of creative, research and applied tasks has a positive effect on the level of readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. It has also been stated that the formation of basic school students' readiness for innovative activities is a complex and long-term process that is impossible without the creation of appropriate pedagogical conditions. A comprehensive and multifaceted approach to the formation of readiness would give an innovative product (result) only with a clearly developed algorithm, which would be followed by all participants in the educational process at secondary education institutions. It has been noted that innovative activity in the lessons of mathematics, physics, economics, chemistry, biology, geography, astronomy, etc., is a priority task of the respective teachers, because these subjects cause anxiety among the students of education and due to their complexity, students lose interest in studying them.

DEVELOPMENT OF COGNITIVE ACTIVITY OF PUPILS OF YOUNGER CLASSES IN THE EDUCATIONAL PROCESS ACTIVITIES

The article is devoted to the problem of the development of the cognitive activity of a junior high school student, which is becoming more and more relevant, since changes in life in the modern world require changes in the purpose and purpose of modern education. The article reveals the peculiarities of increasing the cognitive activity of younger schoolchildren. Attention is focused on the need for the harmonious development of the personality of a junior high school student, the implementation of an educational influence on him in order to reveal his inner potential, the study of needs and requests, and the creation of a comfortable educational environment on this basis. Approaches to the development of cognitive activity of schoolchildren are highlighted, since cognitive activity is the basis of almost any activity of a schoolchild and the determining basis of the organization of the educational process at school. The essence of the concepts "cognitive interests", "cognitive activity", "interactive methods", "interactive learning", "critical thinking" is revealed, the relationship between mental operations, education and practical influence on the personality in the process of forming the need to be active is demonstrated. The prerequisites for increasing students' cognitive interests are highlighted, the main requirements for the organization of a favorable educational, educational and developmental environment of an educational institution are revealed. The main aspects of using interactive methods in practice are demonstrated. Emphasis is placed on the main requirements for the teacher's practical activity, the main interactive techniques and methods that should be used to stimulate students' cognitive activity are revealed. The impact of various interactive forms and methods of working with primary school students is characterized. Scientific approaches to the given problem were analyzed, directions, forms and methods of practical implementation were established. It is outlined that cognitive activity is a primary condition for the formation of students' need for knowledge, mastering the skills of intellectual activity, independence, ensuring the depth and strength of knowledge.

ИГРОВАЯ ПРАКТИКА НСИ КАК СПОСОБ КОРРЕКЦИИ ФИЗИЧЕСКОЙ АКТИВНОСТИ ИНКЛЮЗИВНОЙ МОЛОДЕЖИ ЗАБАЙКАЛЬСКОГО КРАЯ

Higher inclusive education requires the use of a variety of strategies, forms and methods to ensure an accessible and comfortable educational environment, taking into account the equal cooperation of all students, including persons with special educational needs (OOP). For students with OOP, the structure of adaptive physical education classes is important, both from the point of view of physical and psychosocial adaptation. Accordingly, depending on the type of disability and the degree of its severity, various adapted forms of classes are needed. The inclusiveness of classes depends entirely on the professionalism of the teacher, who offers his entire set of skills and opportunities for communication and structured learning. It is necessary to provide for the inclusion in the educational process of innovative methods of conducting practical AFC classes that meet modern requirements and conditions, the availability of professional competencies of teachers in the field of inclusive education, as well as improving the organization of extracurricular sports and mass work. The technologies of inclusive physical education, active leisure, using adaptive table and floor sports games (NSI) used at ZabSU, in accordance with the competencies being formed, have already been well tested and are oriented to the individual needs and capabilities of students with OOP. NSI classes allow these students to improve their physical qualities, mobility, communication capabilities, the implementation of their plans in the development and improvement of personal potential and the achievement of certain results. Thus, students with disabilities of ZabSU are champions and prize-winners of the Trans-Baikal Territory in the games jaccolo, matryoshka and kulbutto. Thus, the improvement of approaches to optimizing AFC classes and inclusion in sports events, based on the assessment and analysis of motivational aspects of their involvement in the gaming practice of the NSI, is achievable with the integration of new opportunities, the development of proposed forms of activities in the structure of adaptive classes, accessible sports infrastructure, individual approach to students, as well as the availability of professional competencies. teachers in the field of inclusive education.

ОСОБИСТІСНО ЗОРІЄНТОВАНИЙ ПІДХІД ДО ФОРМУВАННЯ МАЙБУТНЬОГО БАКАЛАВРА АНГЛІЙСЬКОЇ ФІЛОЛОГІЇ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ

In the article, using modern scientific and pedagogical literature, the definition of the concept of "person-oriented approach" is clarified. The principles on which the person-oriented approach is based are considered, namely: the principle of humanism, the principle of openness, the principle of dialogicity, the principle of creativity, the principle of humanitarianism, as well as the principles of choice and creativity, and success. Indicators of the application of the student-centered strategy are highlighted: motivation to study, comfortable educational environment, use of effective forms, methods and teaching methods, reliance on experience, knowledge, abilities and skills of students. The expediency of using this approach in the formation of future bachelors of English philology in higher educational institutions of Ukraine is substantiated, and the main directions of its implementation in such components as: component content of education are highlighted; demonstrate students' successes, celebrate their achievements, outline development prospects; carefully prepared educational component of the course taking into account the issues and challenges of today; cognitive component of educational material: selection of tasks, texts, exercises to encourage students to think, independently search for information, conclusions, generalizations. The leading task of implementing a person-oriented approach in the educational process of a higher educational institution is the development of individual cognitive abilities of future specialists. The practical use of a person-oriented approach indicates a wide, free pedagogical variability, based on the knowledge of the internal patterns of personality development. This approach is equally addressed to the teacher and to the student, to their characteristics and tendencies. Key words: person-oriented approach, bachelor's degree, English philology, principles of implementation, institutions of higher education of Ukraine.

Педагогічні ідеї Бориса Коротяєва в концепції «Нової української школи»

In the article a comparative analysis of the pedagogical ideas of the famous Ukrainian teacher, practitioner, Borys Ivanovych Korotiaiev, with the concept of the New Ukrainian School has been performed. It has been revealed that many aspects reflected in the concept resonate with the leading ideas of the scientist. Including the following: pedagogical creativity, the development of a harmonious personality, child-centeredness, the education of a thinking and independent personality, the cult of reading, partnership pedagogy, reformation of the goal of education and the system of control, school autonomy. Pedagogical ideas of Borys Korotiaiev are aimed at forming a healthy, creative personality, taking into account all its life needs, which would work for the benefit of itself, the Motherland and society as a whole. His pedagogical system is consistent with the key reform of the «New Ukrainian School», the main direction of which is also the preservation of childhood values, humanization of learning, personal approach, creation of a comfortable educational and subject environment that promotes the expression of children’s creativity. A brief review of individual ideas of the teacher confirms the timeliness and significance of the scientific and pedagogical work of the scientist and encourages the adaptation of other innovative ideas that can become a reliable basis for the construction of national education and the development of the New Ukrainian School.

ПІДТРИМКА ТА СУПРОВІД УКРАЇНЦІВ В УМОВАХ ВОЄННОГО СТАНУ

The article examines the essence of the work of social workers and organizations regarding the issue of support and accompaniment of parents and children under martial law. The military invasion of the aggressor country on the territory of Ukraine in February 2022 led to the fact that the residents of Ukraine had to leave their homes. They have become forcibly displaced persons who need the protection and support of their state and the states of other countries. The main necessary points for forcibly displaced persons are highlighted. Ways to improve work in the direction of supporting Ukrainians in Ukraine and Germany have been selected. In the conditions of the war, the issue of creating a comfortable educational environment and organizing the educational process becomes important, especially for those children who have suffered psychological trauma. It is necessary to promote comprehensive harmonious social adaptation, to create effective health-preserving programs for the general development of children affected by the war. The peculiarities of the development of the social sphere of society, the complication of the social life of citizens as a result of the social, economic and political crisis of the state require progressive approaches in the training of specialists. The professional training of a social work specialist is based on qualification requirements that combine a set of professional requirements, characteristics, indicators, values, roles, functions, etc. The provision of social services in Ukraine requires different categories of citizens. Today, there is practically no sphere in society that would not be covered by innovative processes to one degree or another. The social sphere is one of those spheres where innovation is simply necessary. After all, innovation is the search for new, more effective, rational ways of solving problems, without them we will remain where we are. And asking questions requires new approaches. Technologization of social work is a reflection of the civilized way of solving social problems of society and man. It always has an innovative, creative character, being connected with the constant search for more perfect, and therefore more effective and economical ways of using human resources, his creative potential.

Sources of psychological and emotional discomfort of students and methodological ways to overcome it

The paper analyzes the results of a survey of first-year students of the Siberian State Automobile and Highway University, conducted to identify the problem areas and factors provoking psycho-emotional discomfort among students at the initial stage of education. The prospect of the study is the further development and implementation of effective methods for leveling factors that are sources of psycho-emotional discomfort during the educational process, and creating a comfortable educational environment that provides cognitive and emotional-reflexive inclusion of students in the educational process. The study was carried out in several stages. The results of the first survey made it possible to assess the degree of psycho-emotional comfort of students in 26 different disciplines. At the second stage, the presence of psychological comfort among students in the classroom was analyzed, depending on the nature of the discipline. The third stage of the study was aimed at identifying sources of discomfort. The identified sources were divided into external, associated with the personality of the teacher, and internal, associated with the student himself. Then a further survey was conducted to reveal factors that cause psycho-emotional discomfort. As external factors, the respondents indicated the language personality of the teacher, the manner of presenting the material and the nature of the requirements. Internal factors are the level of respondents own knowledge, self-doubt and uncertainty about the prospects. At the last stage of the study, the respondents had to suggest ways to overcome discomfort in the classroom. An analysis of the answers showed that the majority of respondents are ready to independently solve the problems of psycho-emotional discomfort by improving knowledge, more thorough preparation for classes, raising self-confidence, as well as by timely solving emerging issues and constructive dialogue with the teacher. In the final part, based on the identified sources and factors, methodological recommendations are formulated on how to eliminate the psycho-emotional discomfort of students in the classroom.

THE USE OF MODERN EDUCATIONAL TECHNOLOGIES IN THE PROFESSIONAL ACTIVITIES OF PRIMARY SCHOOL TEACHER

The article substantiates the importance and necessity of using modern educational technologies in the professional activity of a primary school teacher. The main task of modern education today is to create a comfortable educational environment for students, providing conditions that will promote the disclosure of cognitive activity and initiative of students. It is the active introduction of pedagogical technologies in the practice of school education that will allow to fully implement the outlined task. The teacher of the New Ukrainian School is a teacher of the new generation who is ready to apply modern educational technologies in his professional activity, which is an important component of the innovative competence of a teacher.Use of educational technologies in lessons will allow to form an active learner, successful in learning, able to make decisions independently, be responsible for their own actions and deeds. The primary school teacher must be familiar with the whole arsenal of educational technologies, understand the principles of educational technology, know interesting innovative methods and techniques of teaching and actively involve all participants in the educational process by using technology in educational activities.Emphasis is placed on the fact that the introduction of modern educational technologies in the professional activities of teachers opens access to the manufacturability of the educational process, access to information sources (information), makes the presentation of educational material at a high level by teachers and accessibility of students. The technologicalization of education is directly related to the use of modern educational technologies in lessons.Thus, educational technology is a way to ensure a successful educational system of socialization, personal and professional development of the individual, which can achieve this goal through the coordinated professional actions of teachers and all other participants in the educational process. Educational technology is a conceptual, systematic description of the actions of teachers and students, aimed at achieving the predicted results; it is a way of organizing and improving the educational process, etc.
 Keywords: modern educational technologies; innovations; primary school teacher; leadership qualities of a teacher; innovative processes.

Rural schools: a model for achieving targets for personal development in a psychologically comfortable educational environment

Introduction. Regulatory documents in the field of education clearly indicate the requirement to build a developing educational environment in each educational organization. At the same time, psychological comfort is an important condition for its functioning. To study the formation and support of such an environment is an urgent problem for rural schools, especially in the context of achieving the goals of developing the actual qualities of the personality of the information world. The purpose of the research is to justify and develop a model for achieving targets for personal development in a psychologically comfortable educational environment in a rural school. Materials and methods of the research. The main method is the triadic method of information criteria. Additional methods are the analysis of literary works on the problem and modeling. Research results. The model for achieving targets for personal development in a psychologically comfortable educational environment in a rural school has scientific justification and textual and graphical expression (design). The model is presented in steps. It has 7 levels, which together determine options for forming of personality traits that are in demand by modern challenges and threats as a component of the “21st century skills” for students in rural schools. The model determines the total of probable forms of the educational environment, identified according to the criterion "the possibility of developing personality traits that are in demand in the modern world, subject to psychological comfort". It allows a) to identify possible combinations of these personal qualities that determine the creation of different variations-types of the educational environment; b) to analyze the directions and trajectories which can be used to form and develop the environment for the required personality parameters. The model is an analogue of a morphological box, which, taking into account the context of a particular rural school, allows to determine the most optimal way for developing personality traits in an educational environment “tuned” for the priority improvement of independence, initiative, involvement, subjectivity, reflexivity and confidence of all subjects. Significance of the research. The results of the study develop the pedagogical theory of the educational environment in the context of achieving the goals of modern education and ensuring the psychological well-being of subjects. The developed model can be applied not only in rural schools, but also in urban ones, adjusted for a specific context. As for the managerial aspect, the result in the form of a model is valuable knowledge for administrative workers of educational organizations of any type.

Application of Educational Scaffolding in Content and Language Integrated Training for Major University Disciplines

The article expands on the specifics of the educational scaffolding in content and language integrated training for specialized disciplines. It is revealed that the methods of stimulating foreign language communicative activity of students are based on the use of active learning methods in combination with interdisciplinary interaction and the use of modern digital educational technologies. The possibilities of scaffolding technology for the implementation of an individual approach to learning by building educational “footing” are presented. The value of scaffolding techniques for the formation of students’ motivation and the creation of a comfortable educational environment is emphasized. The hypothesis is put forward that two directions should be integrated into the process of professionally oriented foreign language teaching using scaffolding: linguistic and professional. The role of interdisciplinary cooperation and interdisciplinary code switching is revealed, in which students receive multilateral support and a significant competitive advantage.

Some methodological techniques for teaching oral speech in Chinese

This article is devoted to identifying difficulties with mastering oral speech among university students at the initial stage of learning Chinese. The author of the article sets himself the task not only to identify the purpose of teaching oral speech, but also to offer techniques to help overcome the difficulties associated with certain motivational problems, such as: the manifestation of shyness, fear of making a mistake, insufficient knowledge of lexical units, misunderstanding of the speech task. The author shares his opinion on the effectiveness of generally accepted methods of teaching oral speech of the Chinese language and offers practical tools aimed at expanding the lexical stock, developing communication skills, working out the studied material and using it in conversational practice. The hypothesis of this article is expressed in the assumption that the difficulties of learning oral speech are overcome by increasing the vocabulary, developing the skills of simple monologue and dialogic speech, as well as creating a comfortable educational environment. Based on the experience of conducting an oral Chinese course, frequent problems of university students are: inability to use additional sources, fear of unfamiliar vocabulary. Thus, it is advisable to use exercises aimed at solving these problems, namely: independent work of students, compiling their own lexical lists, working out topics of concern to them, encouraging students to communicate outside the classroom and using mobile offers or websites to train lexical units, through communication with native speakers.

Імідж-дизайн особистості педагога як елемент педагогічного дизайну

In the conditions of modernization of education, the search for modern resources is intensified. It will contribute to the arrangement of an effective educational process and a comfortable educational environment. Such resources include a variety of tools, among which pedagogical design occupies an important place. In research, pedagogical design (instructional design) is interpreted as a systematic approach to the construction of the educational process, taking into account the theoretical principles of psychology, pedagogy, ergonomics, cognitive science and other sciences that study the peculiarities of human perception and cognition. As a holistic process, pedagogical design involves the analysis of educational needs, development of learning environment and teaching aids that are pedagogical efficiency, methodological adequacy and feasibility. An important component of pedagogical design is the image design of the teacher's personality. Its content is most fully revealed through the personal and professional image of the teacher, and its external manifestations are the appearance of a person and his visual image. With the help of visual image, a person demonstrates to the environment his physical and social condition, shows attitude to his own body and health, emphasizes individual style and aesthetic taste in clothing and more. The visual image of the teacher is characterized by the following features: visual attractiveness; communicative attractiveness; aesthetics and ethics of behavior. In our understanding, the image design of the teacher's personality is a process and result of designing and improving his professional appearance, which is a consequence of modern fashion, individual preferences and financial capabilities. It is implemented through the generally accepted requirements for the professional appearance of teachers. The image design of the teacher’s personality is constantly changing under the influence of fashion trends, the practical manifestation of which are the means of external expression (clothing, shoes, hair, hats, accessories, etc.). After all, the spectacular appearance of a teacher directly depends on the design of his clothes, it has a positive effect on students, and the teacher himself acts as a standard of attitude to himself, to students, to professional activities. Therefore, the image design of the teacher's personality is an effective tool of self-presentation and an effective means of his professional activity. Key words: teacher’s personality, pedagogical design, personality image-design, visual image, appearance, clothing design

COMFORTABLE EDUCATIONAL ENVIRONMENT IN EDUCATIONAL INSTITUTIONS: DESIGN AND FEATURES OF PATRIOTIC ENVIRONMENT FORMATION

The article is devoted to the problem of creating a comfortable educational environment in educational institutions on the basis of relevant normative and regulatory documents, the design of classrooms and the mandatory formation of elements of national and patriotic education in the interior of the New Ukrainian School. The relevance of the research is determined by the need to rethink the experience of past generations in real time. The relevance of creating a comfortable environment in educational institutions due to the influence of classroom design on it is considered. It was determined that every educational institution should become a center for the child to become a citizen-patriot of Ukraine, ready to take responsibility, selflessly build the country as a sovereign, independent, democratic, legal, social state, ensure its national security, promote the unity of the Ukrainian political nation and establish peace and harmony in society. Various points of view on the interpretation of the concepts of “educational environment” and “comfort” are presented, which together constitute a comfortable educational environment of an educational institution. A theoretical analysis of domestic and foreign scientific and methodological literature, regulatory and legal documents and the legislative framework is presented. Methodological recommendations of the NUS concept regarding the design of the design and features of the creation of educational centers were considered. The requirements for the design of educational institutions were analyzed, compliance with which ensures an aesthetically pleasing interaction between the environment and pupils, teachers and parents, and affects their mental state. The perspective of the development of patriotic education through the involvement of education seekers in the revival and creation of the history of their state is outlined. It was determined that the design of the premises and the features of the interior construction of the centers of national-patriotic education of the classroom create a comfortable educational environment that contributes not only to increasing the level of cultural relations between students and teachers, but also affects the improvement of the quality of the educational process, therefore provides a positive the image of the educational institution.

Ценностно-смысловая основа педагогической деятельности: сравнительный анализ отношения педагогов и учащихся педагогических классов

The relevance of the research subject is determined by the tendency to implement the axiological approach in education to ensure the creation of a single space for the training of pedagogical personnel. This places a special importance on the issue of establishing a correlation between value expectations from the teaching profession. The aim of the study is to determine the value foundations of pedagogical activity as seen by teachers and learners. The sample of the study comprised 61 pedagogical class pupils and 425 teachers. The adopted methods involved the operationalization of the existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of explicating and updating values laid down by the educational and professional standards and adapt the MUSTtest for diagnosing values-goals. The results show that learners are mainly selffocused, while teachers give attention to creating conditions for their professional activity. The major values of the teachers include the ability to implement an individual approach to the child and knowledge of developmental technologies. The latter prioritizes knowledge of characteristics and technologies for creating a safe and comfortable educational environment. Teachers and learners attach an approximately equal significance to all values, but they set different personal meaning into them.

Ценностно-смысловая основа педагогической деятельности: сравнительный анализ отношения педагогов и учащихся педагогических классов

The relevance of the research is justified by the tendency to implement the axiological approach in education in the context of the need to construct a single space for the training of pedagogical personnel, therefore the question of the value-semantic expectations from the teaching profession is important. The purpose of the work is to determine the teachers and pupil’s value-semantic foundations of pedagogical activity. Sample of the study: 61 pupils of teacher classes, 425 teachers. Methods: operationalization of existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of values, laid down by educational and professional standards and adapt the MUST-test (for diagnosing values for purposes). Results: pupils are focused mainly on themselves, and teachers are focused on creating conditions for their activities. The system-forming values of the first — the ability to implement an individual approach to the child and knowledge of developing technologies, and the second-knowledge of the characteristics and technologies for creating a safe and comfortable educational environment. Diagnosed the tendency for teachers to replace the actual values with the declared. Teachers and pupils have approximately equal values-relationships aimed at the educational environment and professional activity, but values whose goal is the child occupy lower places in the rating. In both groups all values are expressed approximately equally, but they put different personal meaning into them.