General Secondary Education Institutions Research Articles

Роль психологічних знань у роботі логопеда з дизлалією дітей молодшого шкільного віку в час війни

The dynamism of a child’s and adult’s life, its challenges, the biggest of which are the war in Ukraine, air strikes, information from the media, which often makes it even more stressful, and other challenges emphasise the role of psychological knowledge in the work of pedagogues, including teachers – speech therapists. Studying in the junior grades of a general secondary education institution requires each child to change and adapt to new conditions, in particular to the conditions of the educational environment, which can create social stress for them even in peacetime, and even more so, in wartime. For children with dyslalia, negative experiences and impaired effective communication due to speech disorders are added to this. In this regard, and in order to find out exactly which structures of the child’s personality require the application of psychological knowledge in the speech therapist’s work with dyslalia of primary school children during the war, an empirical study was conducted. The study was conducted within the framework of dual education at the Department of Special Education of the Ivan Franko National University of Lviv. It was empirically substantiated that to reduce the negative effects of social stress in a child with dyslalia, it is necessary to promote the development of self-control and the formation of stress resistance skills, while children without speech disorders need to develop and optimize, first of all, effective communication. For the speech therapist’s work to be effective during the war, it is necessary to take into account the social stress experienced by students of primary school age. Pedagogical experts should take into account that all children of primary school age should reduce general anxiety at school, frustration in achieving success, overcome fears of self-expression, testing knowledge, and fear of not meeting adults’ expectations, in order to successfully manage social stress. At the same time, it is necessary to promote the formation and development of adequate self-esteem in children, both in general and in its individual components; the development and formation of new personality traits of a child with dyslalia, in particular, expanding the scope of knowledge and increasing children’s intelligence; the development of sociability, social courage, stress resistance, emotional balance, openness; children’s mastery of self-regulation methods; reducing the level of school fears and general anxiety. Also, the teacher-speech therapist should contribute to the implementation of psychological education of parents, optimization and correction of their children’s upbringing, individual approach when applying sanctions or punishments, promote the development of their sense of duty, sympathy, and love for the child, the need to realize themselves and ‘find continuance’ in children. In the pedagogical environment, the teacher-speech therapist should create and develop a favourable business and constructive psychological atmosphere, when all children feel safe and in comprehensive well-being. Keywords: dyslalia, stress, social stress, work of a teacher - speech therapist, psychological knowledge, primary school students, war.

Результати діагностування стану сформованості розвитку цифрової компетентності керівників закладів загальної середньої освіти

Результати діагностування стану сформованості розвитку цифрової компетентності керівників закладів загальної середньої освіти

Формування української національної ідентичності учнівської та студентської молоді в системі національнопатріотичного виховання

The article considers new approaches and ways to raise patriotism as a feeling and as a basic quality of a person. Renewal of the system of national-patriotic education of children and youth in the conditions of war requires a comprehensive and systematic approach by various institutions and organizations. The organization of patriotic education in educational institutions is aimed at developing young people’s national self-identification. Each educational institution should become a center where young people can realize their identity as patriotic citizens of Ukraine, ready to take responsibility for the country’s fate. National-patriotic education is considered as an integral part of the educational process of students gaining cultural experience, ready to perform civic duty, developing high patriotic consciousness and Ukrainian civic identity, and nurturing personal qualities of a citizen, a patriot, a carrier of Ukrainian national culture. The authors propose measures and tools that contribute to the formation of Ukrainian national identity. The Curriculum Model “Physical Education. Grades 5–6” and “Physical Education. Grades 7–9” and the Variable Module “Combat Horting” were introduced in general secondary education institutions of the New Ukrainian School. Besides, syllabuses and programmes of educational components for applicants for the first (bachelor’s) level of higher education in the specialties 014.11 “Secondary Education (Physical Education)” and 017 “Physical Education and Sports” were developed and improved. Techniques for the formation of such values as national consciousness and self-awareness, civic, sports and military training with the elements of combat and police horting were developed. An experimental study was conducted and data on the formation of national consciousness and patriotic values were summarized.

Peculiarities of self-education of students in the conditions of the digital world

The article examines the historical perspective of the phenomenon of self-education, which testified to the exceptional growth of its role in building a continuous educational trajectory of an individual for its realization, as well as deepening its personal orientation. Thanks to the study of the age characteristics of the self-educational activity of schoolchildren, the gradual accumulation of knowledge, abilities, skills and personal qualities necessary for its implementation has been established. Four stages of formation of age characteristics of self-education of schoolchildren are distinguished - propaedeutic (primary school age), preparatory (pre-adolescent age), formative (adolescent age), developmental (senior school age). Basic school is defined as the basic stage as the period when schoolchildren acquire and develop knowledge, abilities and skills, motivation and interest in learning, self-evaluation and reflection of their own activities. This period is the most sensitive to the impact on the self-educational competence of schoolchildren, including due to the age characteristics of pre-adolescence and adolescence, when the awareness of individuality and the need for independence become the leading motives of personal development. This period is decisive for the formation of stable knowledge, abilities, skills and personal qualities, which in the future should be used to solve the complex tasks of youth in terms of personal development. It is substantiated that digital technologies have a significant potential for self-education and development of schoolchildren. They become effective tools for enriching the educational process and providing access to information at any time. Digital technology tools open wide opportunities for self-education and personal development of schoolchildren. The classification of digital technology tools according to the leading purpose of use in self-education is proposed: digital resources-sources of educational information; digital activity environments; digital resources for self-monitoring and self-diagnosis; digital resources for organizing personalized training; digital resources for creating your own educational content; digital resources to ensure communication. Establishing pedagogical conditions for the formation of self-educational competence of students of grades 5-9 of general secondary education institutions with the use of digital technologies appears as a promising direction for further scientific research.

ЛАНЦЮГИ ДІЛЬНИКІВ: КОМБІНАТОРНИЙ АСПЕКТ

The article is devoted to the divisors of natural numbers and properties related to the factorization of a natural number. In particular, the article deals with the canonical form of writing the decomposition of a number into prime factors, its generalization in the form of an infinite multiplicative structure, and the number of divisors of a given number. In addition, the concepts of chains of divisors of a number, factors of chains of divisors, mutual conditioning of a chain of divisors and sequences of its factors are considered. The so-called dense chains of divisors of a given number are separately investigated and how the lengths of such chains are related to its multiplicative structure, two methods of counting the total number of dense chains of divisors of a given number are given. The article is addressed to schoolchildren, teachers of general secondary education institutions and everyone who loves mathematics.

INNOVATIVE TRENDS IN VOCATIONAL TEACHER EDUCATION: A CAREER COUNSELOR FOR THE NEW UKRAINIAN SCHOOL

The article considers the problem of training career counselors for the New Ukrainian School as a modern innovative trend. It is updated in the context of the introduction of three-year specialized education in Ukraine. A career counselor performs the function of a mediator between a person and his or her possible choice of profession, helps him or her identify and use his or her talents and abilities to achieve significant goals. A content analysis of scientific sources on the problem are carried out, which originates at the turn of the nineteenth and twentieth centuries. Modern foreign scientific researchers are highlighted, for example, the theory of vocational choice, as well as other theories of career development. The analysis and systematization of research on career development made it possible for scientists to systematize five groups of theories: substantive, procedural, substantive-procedural, constructivist, and broad explanation theories. It is considered the development of Ukrainian scientists on the issues of career guidance and career counseling: a scientific thesaurus on the problem is formulated, and relevant scientific research is carried out. However, theoretical generalizations have not been implemented in practice: Ukrainian higher education institutions do not provide comprehensive systematic professional training for career specialists. The authors of the article outline some prospects for the professional training of relevant specialists; define the range of potential job responsibilities of a career counselor; present a model framework of competencies of a career counselor working in a Ukrainian general secondary education institution; and present the content of innovative educational disciplines necessary for the professional and pedagogical training of future career counselors in the New Ukrainian School.

Dialogue-interaction-respect as Key Elements of Pedagogical Partnership and Their Significance for the Development of Teachers' Competence

The current educational environment should be conducive to the students' development, open to innovation, interactive, and stimulating the active participation of all participants in the educational process. However, in this context, it is important to design such an environment that would be developmental not only for students but also for teachers. Therefore, this study aimed to check how the observance of the principles of pedagogical partnership in the educational process affects the development of the teachers' competence. The Marzano Teacher Evaluation Model (2017) and the Classroom Assessment Scoring System (CLASS) were used to identify the professional competence level. The implementation of the Pedagogy of Partnership program in general secondary education institutions had a positive effect on the development of teachers' methodological professional competence, namely: it increased by 10% among teachers of the English language, by 14% among teachers of the Ukrainian Language and Literature, and Mathematics — by 9%. It was also determined that there is a statistically significant relationship between the teachers' experience and their level of competence: the highest correlation is observed between the level of competence and experience from 5 to 10 years (0.988). The study revealed that teachers working according to the principles of the Pedagogy of Partnership use new forms of interaction and teaching methods, which helps to improve their methodological competence. Future research could focus on analyzing the use of information and communication technologies to support pedagogical partnerships.

DEVELOPMENT OF NON-PROFESSIONAL PHYSICAL EDUCATION AMONG STUDENTS: LITERATURE REVIEW OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT

In the case of specialties called "civilian", the focus is not on the nature and specificity of official operations using physical qualities, as is the case in the practice of professional physical training, but other approaches. The purpose of the research is to actualize the need and reveal the essence of such an aspect of physical education as non-professional physical education of students. The methods of theoretical research, study and generalization of data from literary sources, abstraction, analysis and synthesis, induction and deduction are used. An innovative approach to strengthening the educational component of the educational discipline "Physical Culture" in institutions of general secondary education and "Physical Education" in institutions of higher education has been transformed into research and practice in a number of countries. Non-professional physical education is a high level of physical education. The main sign of education is the inclusion of a person in physical activity. In institutions of higher education, this is a pedagogical process that should "close" the long-term withdrawal of youth with physical education. The results of the formation of the theoretical thinking of the projective type necessary for an educated person are foreseen. In the course of such conscious physical education, which is not the same as physical literacy, the values and goals of using physical education in various situations, which are constantly changing, are formed. These are also abilities necessary for creating an image of "myself in the future", designing and implementing systems of own physical education classes. Non-professional physical education of students of civil specialties should contribute to the formation of a person capable of using physical education. Non-professional physical education is singled out as an independent direction, which is determined by the characteristics of the personality of adults: the complexity of organizing reflection, communication, understanding, self-determination of a person and goal setting. The results of the research can be useful and applied in practice by specialists in physical culture and education.

Formation of Communication Skills in Primary School Students in Foreign Language Lessons in the New Ukrainian School

The article highlights the ways of implementing the competence approach in the process of teaching younger students the English language, it involves clarifying the content and results of learning, selecting effective methods, techniques, and forms of organizing educational interaction, updating the didactic and methodological support of the educational process, introducing new approaches to checking and evaluating the educational achievements of students. It has been determined that in the modern conditions of education reform in Ukraine, the formation of communicative competence of primary school students is gaining relevance, because the younger school age is extremely favorable for mastering communicative skills and abilities, since children of this age period, speech hearing and articulation are easily formed, they love to learn new words and stable expressions, master linguistic constructions, show interest and sensitivity to linguistic phenomena, strive for communication and quickly acquire speech experience. It has been proven that the didactic and methodical principles of the organization of competence-oriented teaching of foreign languages of elementary school students. The age characteristics and potential capabilities of elementary school students are outlined, the types and forms of educational activities are proposed and substantiated by the competence, communicative, person-oriented, and cultural approaches to learning, and the methods, forms, and methods of organizing the process of learning language material and the formation of foreign language communication skills are characterized; the specific tasks of the development of the educational process during the implementation of the Concept of the New Ukrainian School in general secondary education institutions are defined.

IMMERSIVE TECHNOLOGIES AND THEIR IMPACT ON THE MODERNIZATION OF THE MODERN EDUCATION SYSTEM

The use of immersive technologies opens up many prospects for improving the quality of the educational process. According to scientific studies, immersive technologies improve students' spatial understanding and memorization, allowing them to experience learning from the first person, to see everything that is happening around them. Such technologies provide visual learning and contribute to students' overall understanding of more complex subjects, theories and languages. Some researchers single out several unique possibilities of virtual and augmented reality, namely immersion in a simulated environment, multimodal interaction, concretization of imagination. In general, according to most researchers, these technologies ensure the presence of users due to the high accuracy of the representation of three-dimensional virtual objects and the ability to simulate operations and procedures of abstract concepts. Currently, the Ukrainian education system is taking only the first steps in the direction of using immersive technologies. A fairly small number of Ukrainian educators have started using them in the educational process. Accordingly, the problems and prospects of introducing virtual and augmented reality technology into the educational process of Ukrainian educational institutions have not been sufficiently researched. This publication analyzes the impact of immersive technologies on the modernization of the modern education system. The essence of immersive technologies and their impact on the transformation of learning processes is revealed. Identified types of immersive technologies. The main problems of introducing immersive technologies into the educational environment of Ukrainian educational institutions are analyzed. The results of a sociological study, the purpose of which was to study the public opinion of teachers regarding the assessment of the impact of immersive technologies on the educational environment, identify problems and features of the introduction of these technologies into the modern education system, are presented. According to the results of a sociological study, the most common foreign and domestic AR and VR applications, which are used by teachers in general secondary education institutions and contribute to the effectiveness of learning processes, have been determined. The main trends of the further implementation of immersive learning in the modern education system of Ukraine are considered.

The Use of Basketball Variations in Ukrainian General Secondary Education Institutions for Enhancing High School Students' Physical Capacity

Amidst the ongoing reforms in Ukraine's educational sector, prioritizing students' health and improving their physical prowess has become imperative. This study explores the feasibility and effectiveness of integrating diverse forms of traditional basketball into high school physical education lessons to enhance the work capacity of students. The research cohort comprised 29 male 11th-grade students. The assessment of physical work capacity focused on the Harvard Step Test (HST), utilizing its metrics to measure students' development. Univariate analysis was employed for data analysis. Results indicated a satisfactory level of physical fitness among students, slightly below the established norm. These findings emphasize the need to incorporate various basketball derivatives, including streetball, korfball, netball, rezball, ringball, slamball, and cestoball, into the general secondary education physical education curriculum. The comprehensive adoption of these variations not only improves high school students' functional capabilities and enhances their enthusiasm for physical activities but also deepens their understanding of the objectives of physical culture, contributing to the broader objectives of the educational sphere. Future research should focus on defining a set of informative indicators and developing comprehensive means of enhancing motor skills and proficiency in basketball. This approach is expected to boost high school students' work capacity and foster increased interest in basketball and its derivatives. Keywords: physical capacity, basketball variations, high school students, physical education lesson.

DEVELOPMENT OF ASSESSMENT AND ANALYTICAL COMPETENCE OF PRIMARY CLASS TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article reveals the place of evaluative and analytical competence in the professional training of primary school teachers. The directions of previous research on the formation of the teacher's professional competence, in particular the development of evaluative and analytical competence, are indicated. It is noted that insufficient attention is paid to the development of assessment and analytical competence of primary school teachers in the process of professional training in institutions of higher education, so the topic needs to be studied. Examples of definitions of the evaluative and analytical competence of the teacher are given, the lack of a single approach to the interpretation of the defined concept is noted. The own definition of the assessment and analytical competence of the primary school teacher is formulated. An analysis of the professional standard was carried out for the professions «Teacher of primary classes of a general secondary education institution», «Teacher of a general secondary education institution», «Teacher of primary education (with a diploma of a junior specialist)», a study of the labor functions and professional competences of the teacher was carried out for the purpose of combining them with evaluative - analytical competence, on the basis of which the place of evaluative and analytical competence in the professional training of a teacher is determined. The analysis of the standard of higher education in the specialty 013 Primary education for the first (bachelor) level of higher education was carried out in relation to the implementation of issues of the development of evaluative and analytical competence of future teachers and educational and professional training programs for bachelors in the specialty 013 Primary education of ten pedagogical institutions of higher education of Ukraine, which occupy the highest positions in the consolidated rating of higher education institutions of Ukraine in 2023, on the subject of compliance with professional and educational standards and ensuring the formation of evaluative and analytical competence of graduates. According to the author, in most educational and professional programs, insufficient attention is paid to the development of the evaluation and analytical competence of future teachers, in particular the analytical component. The perspective of further research is the study of the Ukrainian and international experience of primary school teacher training and the development of recommendations for the development of the evaluative and analytical competence of future teachers in the process of their professional training in institutions of higher education.

Ukrainian Studies in the System of National Patriotic Education of Student Youth: Teacher's Experience and Creative Implementation of Practical Skills

The article raises the question of the importance of Ukrainian studies as an integrative science, as the integrity of the formation of knowledge about Ukraine and Ukrainianness in the system of national-patriotic education of schoolchildren. After all, it is known that patriotism is a factor in the formation of the national identity of Ukrainians. Therefore, the education of the younger generation requires the development of a systematic approach in the methodology of studying Ukrainian studies and the accumulation of knowledge about Ukraine and the Ukrainian world. Attention is drawn to the results of the III International Competition for teachers of general secondary education institutions of Ukraine and educational institutions of the Ukrainian diaspora "Ukrainian Studies Priorities of the Educational Process", which was held from January 20 to April 5, 2023. The participation of a large number of contestants in the Competition is proof of the active pedagogical activity of Ukrainian educators, spreading the experience of the creative embodiment of the teacher's skill during the educational process, as well as the courage and resilience of teachers and student youth in the conditions of russian armed aggression. Attention is focused on the fact that the Competition is aimed at using the potential of Ukrainian studies as a means of forming conscious and motivated patriotism, developing social and cultural competences that involve the ability to preserve and protect national identity. The role of studying and spreading the best pedagogical experience of teachers regarding the Ukrainian studies content of the education system, the teaching of the elective course "Ukrainian studies", as well as the use of elements of Ukrainian studies in various fields of education in Ukraine and in Ukrainian educational centers abroad is emphasized. It is shown that the research activity of teachers of general secondary education institutions of Ukraine, namely, the writing of original works on Ukrainian studies, helps to implement new methods and practices in pedagogical activity.

Practice-oriented training of future Computer Science teachers

The article reveals the purpose of practical work on the methods of teaching Computer Science, investigates their place in the curriculum, the processes of their organization during the professional training of students in the educational and professional program "Secondary Education (Computer Science)". General secondary education institutions need a Computer Science teacher who has active knowledge of computer science and methods of teaching it, the ability to organize and effectively implement the educational process, alongside the willingness to develop as a person and as a specialist. Theoretical, empirical, and statistical research methods are used. Practice-oriented training combines educational and cognitive, professional and practical, research- and development-centred activities, solving pedagogical situations and methodological problems, integrating the knowledge of computer science, pedagogy, psychology, theory and methods of teaching. An important place in solving this problem is occupied by laboratory and practical work within the discipline "Methods of teaching computer science", which are defined as forms of organization of education in higher education institutions and as methods of professional training aimed at future teachers of Computer Science. The purpose of these forms of education is to train teachers who are able to: perform methodological activities in the design, organization and implementation of the educational process in Computer Science; use forms, means, methods and techniques of teaching students appropriately; develop author's educational and didactic materials for curricula and model programs; develop comprehensively. The conditions for effective practice-oriented training are the reproduction of the process of performing professional duties by a teacher, the use of active teaching methods, as well as the cooperation of the subjects of the educational process. The prospect is to find effective methods of involving students in modelling the professional actions of a teacher, developing methodological cases.

INNOVATIVE MODELS OF PHYSICAL EDUCATION, HEALTH IMPROVEMENT, AND SPORTS MASS PROGRAMS IN SECONDARY EDUCATION INSTITUTIONS: THE EXPERIENCE OF THE USA

The article explores the innovative experience of reforming the physical education sector in the United States of America in line with the ideas of the domestic reform «New Ukrainian School». The article’s goal is to analyze, based on the study of normative acts and scientific literature, the modern programs organizing recreational, health-improving, and mass sports activities, both during and outside school hours, in the United States of America. It aims to determine the prospects for further implementing them into the Ukrainian school physical education practice.The analysis of progressive foreign experience, particularly innovative programs such as «Active Schools», «Whole School, Whole Community, Whole Child», and the «Program of Comprehensive School Physical Activity», implemented at the national level in US general secondary education institutions, is aimed at implementing a global strategy to increase schoolchildren’s level of physical activity. This strategy focuses on forming a physically healthy, emotionally stable, and harmoniously developed generation that comprehends the importance of an active lifestyle, healthy nutrition, and aims for self-improvement.We’ve found that the identified innovative models for developing school physical culture in the USA show promise for utilization in Ukraine. Consistently, we define the ideas as follows: strengthening the educational emphasis of the discipline, thereby enhancing its status as a factor for increasing academic achievement and the socialization of students; reinforcing requirements for professional, particularly organizational and methodological, preparation of future physical education teachers; uniting schools and communities, educators, and parents, and engaging specialists (psychologists, doctors, dieticians, fitness trainers, etc.) to establish a culture of health, improve the physical fitness of students; directing both in-school and extracurricular physical activities toward wellness, promoting new forms of activity; enhancing the infrastructure of general secondary education institutions, making them inclusive and barrier-free for engaging in recreational and mass sports physical culture among different segments of the population.

THE ACTIVITIES OF THE HOLY FATHERS IN ESTABLISHING THE SPIRITUAL TRADITIONS OF ORTHODOX SINGING

In the modern world, there is a problem of the young generation’s loss of spiritual landmarks, which is manifested in the dominance of pragmatism, focus on obtaining material goods, indifference to the feelings of other people, including loved ones. Education of moral qualities of an individual cannot be effective if all social institutions are not involved in it: family, school, cultural institutions, church. Nowadays, the importance of religious education is gaining a high status in the domestic society - children and teenagers get used to attending church, study in Sunday schools, where they participate in choir singing. Musical spiritual works today are not limited to church life, but are included in the repertoires of singing groups of general secondary and primary music education institutions, are offered for listening to music at school, etc. (Rostovskyi, 2003). (Rostovskyi, 2003). The urgent task of preserving the traditions of Orthodoxy in its competition with the Catholic and Uniate influences on the Ukrainian community determines the special interest of teachers and scientists in the educational possibilities of Orthodox music (Afonina, 2012).

The educational complex of Chernivtsi Oblast: dynamics and current state

The article analyzes the dynamics of the main indicators of the educational complex of Chernivtsi Oblast for the years 1995 to 2022. The coefficients of localization and territorial concentration of educational institutions in the territorial communities (hromadas) of the region are calculated, on their basis the level of development of the educational complex and its territorial differences are determined. Attention is drawn to the problematic aspects of the educational sector in Chernivtsi Oblast and ways of solving them are proposed. Education is one of the most important spheres of human life and plays a significant role in shaping social potential. The development of the economy, science, culture, and thus the overall competitiveness of the region largely depends on it. To ensure high-quality and accessible education, a necessary condition is the development of a network of institutions and a high level of their material and technical support. It is important not only to provide everyone with access to quality education, but also to monitor the dynamics of educational processes and make appropriate adjustments in a timely manner. The study of the educational complex of Chernivtsi Oblast made it possible to identify its strengths and weaknesses, disparities in spatial organization, and development prospects. During the period from 1995 to 2022, there were noticeable changes in the educational complex of the region. Positive trends are observed in the field of preschool education, namely: an increase in the number of institutions, places and children in them, as well as a significant increase in the level of coverage of children by preschool education institutions. At the same time, there was a noticeable reduction in the network of general secondary education institutions, a decrease in the number of teachers and students in them. Similar trends can be observed in vocational and higher education. Today, the educational complex of Chernivtsi Oblast is represented by a wide range of institutions. However, significant differences in its development level can be observed across the hromadas of the region. The most developed network of educational institutions is characteristic of Chernivtsi urban hromada. Vyzhnytsia, Hlyboka, Kitsman, Novodnistrovsk, Storozhynets, and Khotyn hromadas are characterized by a high level of development. Among the outsiders are Velykyi Kuchuriv, Krasnoilsk, Toporivtsi, Berehomet, Petrivtsi, Vashkivtsi, Kamianka, and Chudei hromadas. In addition, there are significant differences in the development of the educational complex between urban and rural settlements. The educational complex of Chernivtsi Oblast has a number of problems that need to be addressed. The main efforts should be directed at increasing funding for educational institutions, providing them with modern technical equipment, upgrading teachers' skills, ensuring decent salaries and raising the prestige of teaching. It is important to introduce new forms and methods of training and actively involve young specialists. It is also appropriate to develop cooperation with other countries. Keywords: social infrastructure, educational complex, education, educational institutions, Chernivtsi Oblast.

ВИХОВАННЯ МОЛОДШИХ ШКОЛЯРІВ ЗАСОБАМИ УКРАЇНСЬКОЇ ПІСНІ В УМОВАХ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ ТА У СВІТЛІ ІДЕЙ ІВАНА ОГІЄНКА

Taking into account the new socio-political realities in Ukraine after the Revolution of Dignity and the circumstances of Russian aggression, it is becoming increasingly important to develop younger generation’s patriotism, commitment to the national mission of strengthening the country, active citizenship, etc. The main goal of national education at the present stage is to pass on to the younger generation the social experience, nation’s rich spiritual culture, national mentality, affi nity of worldview and, on this basis, to form the personality qualities of a citizen of Ukraine that ensure national identity, developed spirituality, moral, artistic, labour, physical, and environmental culture, and the development of individual abilities and talents.Educating a versatile and harmoniously developed personality of a junior pupil in the context of the New Ukrainian School is one of the most important tasks at the present stage of society’s development, where enriching the child’s spiritual world involves the formation of creative potential and inner culture, ensuring the spiritual unity of generations, and especially in the context of the Russian-Ukrainian war. A general secondary education institution should focus its activities on the development of humanistic feelings of junior pupils, the formation of national and universal values. Therefore, the revival of folk song culture is of great importance in the education of pupils of the New Ukrainian School.Modern scientifi c research is actively studying the pedagogical possibilities of Ukrainian song folklore and ways to use it in the educational process of educational institutions, in particular, the ideas of nationality at the present stage of their compre-hension are not only theoretical, but also creatively implemented in the educational process of general secondary education institutions in Ukraine.The purpose of the article is to reveal and substantiate the importance of the psy-chological and pedagogical potential of Ukrainian songs for the education of primary school children in the New Ukrainian School according to Ivan Ohiienko’s ideas.

Social demand for Healthy Food for pupils in Ukraine: Case of Kharkiv region

The article discusses the issue of healthy eating in Ukraine, namely the public demand for healthy eating and, as a result, the demand for reforming the nutrition system. The focus of the study is on students, which was done for several reasons: eating habits are formed at school age and become the basis for attitudes towards nutrition in adulthood; students are a social group that is particularly influenced by media marketing technologies and the advertising industry. Marketing in the media mainly promotes fast food and other types of junk food, which contradicts the formation of a healthy lifestyle. The Department of Science and Education of the Kharkiv Regional State Administration, together with V. N. Karazin Kharkiv National University, conducted a survey of 8-11th grade students of general secondary education institutions in Kharkiv region about their diet at school and at home. The online survey of students lasted from March 10 to April 12, 2021. A survey of parents and teachers of students was conducted from April 26 to July 1, 2021. The article analyzes the results of the study of nutrition in schools in Kharkiv region in several areas: sufficiency, accessibility of school meals, habits and attitudes. One of the main conclusions reached by the authors is that there is a demand for healthy food in schools and for improving the school diet. This conclusion raised the following research question: how to meet this demand. However, this issue is a systemic one, and therefore its solution plan should include the interests of all stakeholders. Based on the common areas of the concept of sustainable development and the theory of social cohesion, the authors propose the introduction of innovative living laboratories. Innovation laboratories are aimed at involving consumers in the evaluation of products and services along with other stakeholders. The article was published within the framework of the project "Stimulating Urban Food System Transformation through the Implementation of Innovative Living Laboratories" (FUSILLI) under the grant agreement № 101000717 (HORIZON2020).

СУЧАСНИЙ СТАН І РЕЗУЛЬТАТ ПРОФЕСІЙНО-МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.