Korolenko National Pedagogical University Research Articles

SOME ASPECTS OF STUDYING THE DISCIPLINE «THEORY AND PRACTICE OF COMMUNICATION» BY FUTURE PHILOSOPHERS

The article emphasizes that communication is one of the most important means that a person needs to transform the environment and interact in it; the definition of this phenomenon in the scientific literature is not unambiguous, but since one of the aspects of the professional activity of future philosophers will be teaching, in the course of studying the course «Theory and Practice of Communication» it is necessary to know the peculiarities of pedagogical communication and its importance for the organization of the educational process. The discipline «Theory and Practice of Communications» at Poltava V. G. Korolenko National Pedagogical University is taught to students of the second (master’s) level of higher education, specialty 033 Philosophy; the subject of this discipline is the general theoretical and practical foundations of communication theory, basic concepts, methods of analysis and tools of communication processes, features of practical application of mass communication technologies in the socio-political sphere of society and information relations. The skills of scientific communication, in particular in the formation of the scientific competence of future philosophers, are defined as the ability to present thoughts and scientific ideas by verbal means of communication and in writing. Given the current processes of development of Internet technologies and virtual reality, the attention of students is drawn to the importance of social networks for communication, and dissemination of various content of everyday, political, private, and other aspects. In the course of studying the course, master’s students majoring in Philosophy should be taught the importance of developing alternative and additional communication, in particular, that social interaction is impossible without communication as a social activity. Therefore, the practical aspect of using such means of communication is extremely relevant. Future philosophers should master the key categories of the course «Theory and Practice of Communication» (the concept of communication skills, personal communication skills, communication barriers, speech culture, etc.) It is concluded that the professional communication of a philosopher is a crucial component of his/her professional and personal development and one of the ways of forming the professional identity of a Master of Philosophy, which is provided by a number of opportunities that have been created at the Poltava V. G. Korolenko National Pedagogical University.

ARTISTIC AND CREATIVE PROJECTS IN THE PROFESSIONAL AND PERSONAL DEVELOPMENT OF FUTURE TEACHERS OF FINE ARTS AND TECHNOLOGIES

The article is devoted to the professional and personal development of future teachers of fine arts and technology issues. Different views and approaches to defining the category “future teachers’ professional and personal development” are highlighted.
 The ways of effective implementation of the process of professional and personal formation of future teachers of fine arts and technologies are defined and characterized. These are educational, practice-oriented activities aimed at the students' personal activation, and their professional motivation; focus on professional and pedagogical activity, formation of active interest in it; and self-realization.
 Artistic and creative projects are considered as an effective means of professional and personal development of future teachers of fine arts and technologies.
 Its effectiveness and the need to introduce it into the educational process of institutions of higher pedagogical education have been proven: in classes on the study of professional disciplines; discipline of free choice; during industrial pedagogical practice in institutions of general secondary and extracurricular education; under the conditions of students’ participation in events that take place within the scope of work of creative laboratories of graduation departments.
 The experience of implementing artistic and creative projects as an effective means of professional and personal development of future teachers of fine arts and technologies at Poltava V. G. Korolenko National Pedagogical University is highlighted.
 It has been proven that involvement in the implementation of such projects contributes to the maximum use of personal abilities; creates conditions for self-realization of each participant; ensures the use of acquired knowledge in practice and public presentation of what has been achieved, and the result of this activity has significant applied and personal significance.
 Further research attention is needed to highlight the pedagogical conditions of the professional and personal development of future specialists in the art-pedagogical and educational-technological fields during pedagogical practice.

PROFESSOR HRYHORII LEVCHENKO’S PERSONALITY PHENOMENON

The article reveals Professor Hryhorii Levchenko’s (1933-2022) personality phenomenon, who was a teacher, choirmaster, composer, researcher of national musical folklore, public figure, founder and artistic director of the Ukrainian folk choir “Kalyna” of the Poltava V. G. Korolenko National Pedagogical University (1979-2022). The author has shared her own memories of the pedagogue-artist, summarized the forty-year experience of her cooperation with H. Levchenko, and convincingly proved the unique integrity of his bright personality. The phenomenon of the artist’s personality is based on three defining values: Ukrainian folk song, mother tongue, and Ukraine. It is also characterized by his unique personal qualities. It is emphasized that the artist saw his mission in the preservation, development, and popularization of the national song culture, which he successfully implemented in his multifaceted activities: organizational, educational, upbringing, methodical, artistic, and scientific. In each of them, the professor vividly demonstrated a creative approach. The result of the implementation of the creative approach is the author’s educational manuals and musical works, arrangements, and processing of Ukrainian folk songs, original pedagogical, artistic, and managerial methods, techniques, and tools, as well as a unique system of educating the future teacher. They are waiting for further understanding, generalization, and theoretical analysis.

THE IMPLEMENTATION OF HRYHORII LEVCHENKO’S CREATIVE WORK IN FUTURE TEACHERS’ NON-FORMAL EDUCATION

The article is devoted to the significance of the creative work of the outstanding Ukrainian conductor, composer, arranger, and teacher Hryhorii Levchenko in the process of its implementation in the field of future teachers’ non-formal education. It is emphasized that non-formal, in particular, art education is a source of improvement of general and professional competencies of future specialists obtained in the process of formal education. The prominent teacher's life and creative activity motivates gifted youth to realize their artistic and pedagogical potential, and to develop their own artistic talents.
 Acquaintance with the artist’s life and professional path proves exceptional dedication to the chosen profession and is an example to follow.
 An important aspect of scientific, pedagogical, and artistic activity is the focus on the realization of the national, aesthetic, educational, and educational potential of the Ukrainian folk song, which has become dominant in the artist's work. It can be traced in his scientific works, research, compositional work, and activities as artistic director, and conductor of the Ukrainian folk choir “Kalyna” of Poltava V. G. Korolenko National Pedagogical University.
 H. Levchenko’s long-term systematic work on the organization and implementation of informal art education in a pedagogical institution of higher education contributes to the preparation of future teachers for educational work in secondary general and extracurricular education institutions.

HRYHORII LEVCHENKO’S ARTISTIC AND PEDAGOGICAL ACTIVITY IN THE CONTEXT OF UKRAINIAN MUSIC TEACHER TRAINING DURING THE LAST QUARTER OF THE 20th – BEGINNING OF THE 21st CENTURY

The article highlights the analysis results of the artistic and pedagogical activity of the outstanding Ukrainian teacher, musician, folklorist, professor, Head of the Music Department, and leader of the Ukrainian folk choir “Kalyna” of Poltava V. G. Korolenko National Pedagogical University Hryhorii Levchenko.
 The analysis has been carried out in the context of future music teacher training in Ukraine during the last quarter of the 20th - the beginning of the 21st century. It is emphasized that with his professional activity, H. Levchenko strengthened the process of providing education to students majoring in spatiality Secondary Education (Music Art) at the institution of higher pedagogical education.
 Attention is focused on the fact that during the last quarter of the 20th century, the teacher created a classical university department of music with a skilled staff. It is emphasized that during total Russification in the 80s and 90s, teachers led by H. Levchenko managed to adhere to the position of training music teachers based on the best examples of Ukrainian musical heritage. It is indicated that at the end of the 80s of the 20th century, H. Levchenko founded the Ukrainian folk choir “Kalyna.” It became one of the leading student collectives of Ukraine during the last decade of the 20th and the beginning of the 21stcentury. It popularized the folk art of its native land on the territory of Europe. It is established that an essential component of student education during the specified historical period was the combination of formal artistic education with non-formal artistic education not only in the “Kalyna” choir but also in other artistic and creative groups. At the beginning of the 21st century, these groups became creative laboratories of the department. Even today, students undergo musical and performing practice in conducting and choral, vocal and performing, and choirmaster training there. It significantly strengthens their professional competence. It is emphasized that the most valuable thing in Professor H. Levchenko’s work for more than half a century of artistic and pedagogical activity is his ascetic work on the formation of a music teacher as a patriot of his country, capable of preserving and multiplying the musical heritage of our people and educating the young generation on the best examples of musical art of Ukraine.

QUALITY OF TRAINING OF SPECIALISTS OF THE "SECONDARY EDUCATION (NATURAL SCIENCES)" EDUCATIONAL PROGRAM AT THE POLTAVA NATIONAL PEDAGOGICAL UNIVERSITY NAMED BY V. G. KOROLENK: PROBLEMS AND PERSPECTIVES

The article examines the state of higher science education at V.G. Korolenko National Pedagogical University. Scientific developments within the scope of the investigated problem are analyzed. The peculiarities of the formation of bachelor's and master's levels of higher education in the specialty 015.15 "Secondary education (Natural sciences)" are highlighted. The key aspects of ensuring the process of quality training of specialists in natural sciences are analyzed. It was found that natural sciences are the leading specialty for entrants, and V.G. Korolenko National Pedagogical University is the only educational institution in the Poltava region that implements training under the OP "Secondary Education (Natural Sciences)". During teaching at this OP, modern didactic tools and various forms of pedagogical interaction are used, which are necessary for solving complex problems in professional activity. Auditory classes of students are held in specialized offices in compliance with safety rules. Students combine studies with research, participate in scientific and scientific-practical conferences, have the right to academic mobility, and are regular participants in excursions. The training of education seekers is provided by financial, material and technical resources and educational and methodological support. The main source of information support for the educational process and scientific activity of the applicants is the library named after M. A. Zhovtobryukha of V.G. Korolenko National Pedagogical University. Participants of the educational process have free access to international scientometric databases. The safety of the educational environment of V.G. Korolenko National Pedagogical University is ensured by the activities of the University's divisions: the labor protection service, the civil protection headquarters, the economic department, psychological and legal services, and an interesting student life is ensured by student self-government - the "Student Council of V.G. Korolenko National Pedagogical University" .About 20 amateur art groups and sports sections function for students to realize their creative potential in extracurricular time. Continuous professional development of scientific and pedagogical workers takes place, and priority tasks are self-education and self-improvement. In addition, the article provides prospects for improving the educational process at V.G. Korolenko National Pedagogical University.

THE DISCIPLINE «MODERN STRATEGIES OF CULTURAL POLICY» IN THE SYSTEM OF MASTER OF CULTURAL STUDIES PROFESSIONAL TRAINING

The article analyzes the place and role of the discipline «Modern Strategies of Cultural Policy» in the system of master of cultural studies professional training. It has been found that a specialist training capable of making creative and responsible decisions aimed at the harmonious development of the socio-cultural sphere is a priority goal of higher education institutions that train cultural experts. Approved in 2020, the Standard of Higher Education in the specialty 034 Culturology among the list of competencies of a master’s graduate highlights their ability to professionally diagnose, forecast, project, and model the cultural development of various regions and manage cultural institutions, as well as the corresponding structural subdivisions of enterprises and institutions, taking into account economic, legislative and ethical aspects. It, among other things, requires the formation of managerial, analytical, project, marketing, and research skills in the master of cultural studies.
 It has been established that the discipline “Modern Strategies of Cultural Policy” was introduced as a mandatory subject at Poltava V. G. Korolenko National Pedagogical University in 2020 after the approval of the Standard. It is studied in the first year of master’s studies, and the volume is 3 ECTS credits.
 The analysis of the educational content has shown that the educational discipline purpose is realized through the study of the following topics: «The concept of «strategy», «strategic thinking» and «strategic policy», «сultural policy: purpose, characteristics and tools»; «Main models of cultural policy»; «International principles of cultural policy»; «Cultural policy of Ukraine». Their content corresponds to the achievements of modern science. It is balanced and covers various aspects of cultural policy, taking into account Ukrainian practice and foreign experience. It has been proven that the educational discipline «Modern Strategies of Cultural Policy» at Poltava V. G. Korolenko National Pedagogical University is an essential component of the master of cultural studies training both in the context of the requirements of the Standard and in terms of the practical needs of training a specialist. Successful studying of the educational content presented in it allows students to professionally operate with terms and concepts, use acquired knowledge for developing socio-cultural projects, successfully determine economic, social, political, and individual factors that affect the effectiveness of cultural policy, conduct an analysis of the cultural needs of individuals and social groups, develop strategic scenarios for the cultural development of institutions, communities, regions or the state.

THE INFLUENCE OF COMPETENCE-ORIENTED TASKS OF CARTOGRAPHIC DIRECTION ON THE QUALITY OF TEACHING GEOGRAPHY IN HIGHER EDUCATION

The article determines that geographic education, especially at the current stage of society’s development, is impossible without theoretical foundations and practical skills in working with cartographic sources, their analysis, and an integrated approach in the fields of application. It has been proven that competence-oriented tasks (COTs) in cartography and topography provide high-quality training for students of the first (bachelor’s) and second (master’s) levels of higher education. An own definition of the COTs of the cartographic direction is proposed. The issue of cartographic teaching aids development has been highlighted, and their conditions have been analyzed within future geography teacher training. The peculiarities of problem-solving method in cartography and topography for students of higher education institutions are revealed. A diagram of the advantages of the COTs of cartographic orientation over traditional tasks has been created according to their application stages. They are the following: life orientation, a motive that leads to a resolution, independence in decision-making and high cognitive complexity. The positive features of training results with the elements of COTs have been specified.
 COTs of the cartographic direction have been developed, which can be used during the mastering of the disciplines «Cartography with the Fundamental of Topography», «Methodology of Teaching Geography», and «Methodology of Teaching Geography in a Senior Specialized School» by students of higher education in Poltava V. G. Korolenko National Pedagogical University (PNPU) and Azerbaijan State Pedagogical University (ASPU). Attention is focused on the importance of the topographic map in the wartime period.

FEATURES OF FUTURE TEACHER’S ETHNOCULTURAL COMPETENCE FORMATION IN THE CONDITIONS OF MARTIAL LAW

The article highlights some aspects of students’ ethnocultural competence formation at higherpedagogical education institutions during the war in Ukraine. In particular, it is emphasized that mastering fundamentaleducational components such as the Ukrainian Language, History of Ukrainian Statehood and National Culture, Historyof Pedagogy, and Ethnopedagogy is the foundation of future teachers’ ability to navigate freely in the world of culturalvalues of their ethnic group, understand the language of the ethnoculture and create, using this language. It is stated thatthe future teacher’s ethnocultural competence strengthening is facilitated by the receipt of non-formal art education athigher pedagogical education institutions in permanent artistic and creative groups with national orientation andtemporary student associations. Emphasis is placed on the fact that future teachers’ non-formal artistic and educationalactivities in such groups contribute to their mentality development, ethnic morality formation, ethnic identitymaintenance, ethnocultural competence enrichment, etc. It is pointed out that the value of non-formal education inartistic and creative groups is especially relevant in martial law. It is primarily due to the rise of the national spirit, theintroduction of a much larger number of works of art with national content, as well as the possibility of involving innerinternally displaced persons from the temporarily occupied territories, namely students of other universities,preschoolers, and primary school children who found shelter in the universities situated on the unoccupied territory ofUkraine. The article gives examples of non-formal artistic and creative groups and temporary associations activities atPoltava V. G. Korolenko National Pedagogical University. It has had a positive impact on future teachers’ ethnoculturalcompetence formation during the war.

PEDAGOGICAL CONDITIONS OF DIGITAL COMPETENCIES FORMATION OF SPECIALISTS IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT

The new millennium clearly demonstrates the rapid development of new technologies. Its beginning is connected with the peculiarity of the development of society, which is influenced by the tendencies of digitalization of all spheres of human life, including education. Against the background of the penetration of digital technologies into all spheres of people’s lives, the problem of forming the digital competence of citizens becomes especially relevant. Under the current conditions of education development, there are increased requirements for the formation of digital competencies of applicants. The article reveals the pedagogical conditions for the formation of digital competencies of specialists in the information and educational environment of higher education establishments of Ukraine in connection with the active implementation of the concept of “Industry 4.0” worldwide. The education as a determining factor in the humanity development in the context of digitalization should ensure the personal growth of higher education, the formation of all necessary professional competencies and competitiveness in the world labor market. The relevance of the study of the phenomenon of “pedagogical conditions” (interpreted as a set of teaching methods and tools implemented by educational institutions in the process of training and aimed at the formation of digital competence in the study of professional disciplines), identified 10 basic pedagogical conditions. The importance of digital educational environment, information security, innovative technologies, educational and methodological support, various forms of digital learning, cloud technologies, increasing the level of digital competence of teachers in the formation of digital competencies of specialists is revealed. The implementation of the research results was carried out at the National Pedagogical Dragomanov University and Poltava V. G. Korolenko National Pedagogical University by conducting a pedagogical experiment.

THE CURRENT STATE AND WAYS TO IMPROVE THE QUALITY OF TRAINING OF SPECIALISTS IN THE SPECIALTY "ECOLOGY" AT POLTAVA V.G. KOROLENKO NATIONAL PEDAGOGICAL UNIVERSITY

The article deals with the state of higher environmental education at V.G. Korolenko Poltava National Pedagogical University. The stages of formation of the (bachelor's) level of higher education in the specialty 101 "Ecology" are highlighted. The priority directions of professional development of teachers of natural sciences are analyzed. The ways to improve the quality of training of environmental specialists at the Poltava V.G. Korolenko National Pedagogical University are considered. It has been found that the university creates and provides mechanisms for comprehensive educational, organizational, informational, advisory and social support for students during their studies. Communication and support for students of the educational program is carried out at the following main levels: higher education student ‒ teachers; curators; university services; student self-government bodies. Communication is carried out directly (communication during classroom classes, in the framework of writing term papers and qualification papers; in the preparation of various events, etc.) and indirectly (providing access to educational and information materials on the University's web resources; access to the library repository; creating groups in social networks, etc.). This structure of communication between the participants of the educational process allows for the implementation of educational and informational (exchange of educational, scientific, educational and methodological information; transfer of socially significant norms and values), organizational (coordination of joint actions, feedback between the subjects of interaction), advisory (clarification of certain issues arising within the educational process) and social (providing support, motivating students) functions.

Theoretical and methodological bases of teaching the course «Medical and preventive support in sports activities» in training masters at the faculties of physical education of pedagogical higher educational institutions

The article deals with theoretical and methodological bases of teaching optional course «Medical and preventive support in sports activities» for masters of the Faculty of Physical Education and sports of Poltava V.G. Korolenko National Pedagogical University. The goal, objectives of the course, the list of professional competencies and skills which are obligatory after the completion of the course are defined. The components of educational-methodical complex of the subject was determined: training and content syllabus, supporting lecture notes with questions for self-instructional training, materials for practical classes and independent work, tests for current and module control of students knowledge, final tests.
 The system of training highly qualified specialists provides classroom (lectures and practical classes) and independent work. In order to promote research activities a master student has 2/3 from all kind of training time. According to the educational subject syllabus the teacher suggested the following ways of evaluation of educational achievements of master students as current, modular, final control. Current knowledge assessment and control module are performed in the forms of different tests.
 The final assessment consists of all points earned during the current testing and modul controls, as well as the performance of individual work. Overall evaluation of bachelor students success is rating and is set by 100-scale system and totraditional scale accepted in Ukraine. A range of points that students may get for the topics of content moduleswere given.

PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF THE INTEGRATED COURSE “ART”

The article presents the analysis results of educational practices for future teacher training for teaching the integrated course “Art”, which made it possible to ascertain the presence of a specific approach of higher pedagogical educational institutions to the necessary competencies formation. It has been emphasized that institutions of higher education choose different paths. The first one is deepening the content of individual academic disciplines of educational and professional training programs for music teachers, fine arts teachers, or choreography teachers with information that contributes to competencies formation for teaching the integrated course “Art”. The second one is the introduction to the educational and professional programs “Secondary Education (Musical Art)”, “Secondary Education (Fine Arts)” or “Secondary Education (Choreography)” of individual educational components aimed at students mastering other types of art and their teaching methods with the aim of preparation of future teachers for the integration of various kinds of art in the process of art education. It has been emphasized that one of the ways of professional training of a teacher of the integrated course “Art” at Poltava V. G. Korolenko National Pedagogical University is a combination of the above-mentioned approaches with the introduction to the educational process of students majoring in “Secondary Education (Musical Art)”, of the certificate educational program “Integrated Course “Art” for Institutions of General Secondary Education”. It is noted that the proposed certificate educational program provides for the presence of such educational components as “History of Culture”, “Art Pedagogy”, “Theory and History of Fine Arts”, “Theory and History of Choreographic Art”, “Fundamentals of Theater and Screen Art”, “Non-Formal Art Education”, “Methodology of Teaching Fine Arts”, “Methodology of Teaching Choreographic Art”, “Multimedia Technologies in Education and Art”, “Computer Arrangement", etc. It has been emphasized that mastering the content of the above-mentioned educational components by future teachers of musical art is the key to the necessary competencies formation for teaching the integrated course “Art” in a general secondary educational institution.

CONDUCTING AND CHOIR TRAINING FOR MASTER’S STUDENTS MAJORING IN SPECIALTY 014.13 SECONDARY EDUCATION (MUSIC ART)

The article reveals the peculiarities of conducting and choral training for students of the second (master’s) level of higher education, specialty 014.13 Secondary education (Music art). The Hryhoriy Levchenko Department of Music of Poltava V. G. Korolenko National Pedagogical University has considerable experience in training masters of music art, in particular, in specialties 8.010103 Pedagogy and methods of secondary education. Music, 8.02020401 Music art, 014.13 Secondary education (Music art). Conductor and choir training in the educational and professional programs of master’s training occupies an important place and is carried out within the courses “Choir Conducting,” “Conducting,” and “Solo Singing and Conducting.” In the process of studying educational components, general competencies are formed (the ability to affirm humanistic ideals, democratic values, and traditions of Ukraine; the ability to critically analyze and evaluate modern pedagogical and artistic phenomena, generate new ideas when solving practical tasks, complex and innovative problems; the ability to form, based on self-knowledge own style of pedagogical and artistic and creative activity; the ability for self-improvement and self-education) and professional competence (the ability for artistic (instrumental, vocal, conducting and choral) and cultural and educational activities, for a competent assessment of artistic and pedagogical phenomena; the ability to justify and implement a pedagogical and performing idea and interpret a musical work by means professional and pedagogical speech). Program learning outcomes are the ability to take into account the specifics of artistic directions, styles, and genres in the verbal and performance interpretation of musical (artistic) works; mastery of basic means and methods of performing musical works; skills to integrate complex performing techniques (instrumental, vocal, conducting) in professional activities; formation of an individual style of pedagogical and artistic and creative activity through self-discovery, self-improvement and self-education in the educational space. The specificity of the educational discipline involves the implementation of the educational process in the form of individual practical classes. They have an established structure: checking the performance of individual independent tasks; analysis and characterization of works of the educational repertoire; intonation of choral parts; instrumental performance of choral scores; work on conducting equipment; conducting choral works; self-accompanying performance of songs from the children's repertoire. The main principles of successful training are the pedagogical direction of special conducting training; gradual complication of tasks, directing them to the creative level of mastering the course; providing conditions for the master’s student to choose ways and means of solving specific executive tasks; taking into account personal experience during the formation of professional competences; constant attention and demand for professional literacy; creating an emotional background, a creative atmosphere as a guarantee of the effectiveness of classes. Compilation of individual work programs is carried out on the basis of a thorough and systematic study of personal, and professionally significant abilities and qualities of the master’s student; development, correction, and optimistic forecasting of these qualities in the direction of integral professional training of the future specialist; correspondence of the educational material to individual abilities, the level of their general musical development and conducting technique; diversity of the repertoire in terms of content, style, genre, form, texture. Control and evaluation of educational achievements takes place in the form of the current, modular, and final evaluation of the achievements of master’s students in all types of classroom and extracurricular educational activities. The criteria for evaluating classroom work are executive conducting, vocal and instrumental interpretation of choral works; systematic, effective, purposeful work of a master's student to improve conducting and choral skills; highly artistic performance of works of the educational repertoire. The conducting and choral training of master’s students is carried out in the conditions of formal and non-formal art education, in particular in the creative laboratories of the Hryhoriy Levchenko Department of Music of PNPU.

COMPLIANCE WITH ACADEMIC ETHICS IN RESEARCH ACTIVITIES OF FUTURE HIGHLY QUALIFIED SPECIALISTS AT THE UNIVERSITY

In the article on the materials of professional training of highly qualified specialists – masters of specialties 017 Physical culture and sport and 014.11 Secondary education (Physical culture), a study of aspects of compliance with academic ethics by students of higher education in the process of research activities at the university was carried out. The need for the formation of scientific research competence of specialists at the master's level of training based on the ideas of combining and integrating the content of scientific and professional activities for conducting research at the objective subject level and working out the technologies of experimental work in the chosen specialty has been updated.
 The purpose of the research was to analyze the specific scientific, methodical, and normative sources of professional training of future highly qualified specialists majoring in specialties 014.11 Secondary Education (Physical Culture) and 017 Physical Culture and Sports of the second (master’s) level, identifying the types of scientific and research activities, substantiating the importance of compliance by applicants of higher education, the principles of academic integrity and the formation of recommendations for the development of scientific and research competence of masters of selected specialties.
 The concept of «scientific-research competence of physical culture specialists» is clarified as an integral characteristic of the individual, which is displayed in the conscious readiness to develop and implement scientific and applied projects aimed at solving problems of an innovative nature, determined by components (axiological, cognitive, activity, professional-reflexive) and the ability to make the transition from procedural to creative activity with a desire for self-development and self-improvement. This provision is confirmed by the documents on the organization of scientific and technical activities at Poltava V. G. Korolenko National Pedagogical University, and the corresponding Code of Academic Integrity. Examples of the analysis of master’s qualification studies using the Unichek anti-plagiarism platform are given, taking into account the need to establish 4 levels of the uniqueness of works – high, sufficient, medium, and low. As part of the educational component of master’s training «Methodology and organization of scientific research», a number of recommendations for conducting lectures and practical classes are offered.

THE IDEA OF TEACHING AND RESEARCH COMBINATION IN THE UNIVERSITY ACTIVITIES (ON THE EXAMPLE OF THE EDUCATIONAL AND SCIENTIFIC LEVEL OF THE DOCTOR OF PHILOSOPHY)

In the article, based on the traditional vision of the university as an educational and research center for highly qualified personnel training, which ensures the continuity of the intellectual activity of the individual on the way to teach skills and high scientific achievements, the results of the implementation of the educational and scientific programs (ESP) «Professional education» and «Secondary education. Labor training and technologies» for the third level of training (doctor of philosophy) are revealed. Taking into account the need to reflect the integrity of methodological, theoretical, and value guidelines of society, an analysis of the ways and means of implementing the idea of the unity of learning, research, and the formation of the personality of a doctor of philosophy as a teacher and scientist in the activities of postgraduate students of Poltava V.G. Korolenko National Pedagogical University within educational and scientific programs (ESP) «Professional education» and «Secondary education. Labor training and technologies» (specialties 015 and 014) at the Faculty of Technology and Design was carried out.
 Examples of the effective implementation of the provision regarding the integrity of the educational and scientific components of doctor of philosophy training while working on scientific topics, which are managed by leading scientists of the departments of theory and methods of technological education (V. Tytarenko), cultural studies (L. Kravchenko), fundamentals of production and design (E. Kulyk), and relevant scientific schools. The results of postgraduate students’ participation in international and all-Ukrainian conferences, publication data in specialized Ukrainian and international publications and collective monographs, and areas of research approval in institutions of higher and general secondary education of the region and the country are systematized.
 The university academic council recommendations regarding the improvement of the process of combining education and scientific research in the vocational education and training majors «Professional education» and «Secondary education. Labor training and technologies» are presented.

The System of Improving Teaching Excellence in Poltava V.G. Korolenko National Pedagogical University

The article is devoted to the issue of improving teaching skills of higher school teachers as one of the key tasks of the development of Ukrainian higher education institutions in the context of the country’s integration into European cultural and educational space. It focuses on the system of enhancing teaching excellence in Poltava V. G. Korolenko National Pedagogical University (PNPU named after V.G. Korolenko). The aim of the study is to expound the system of improving pedagogical skills of teachers-researchers and teachers in PNPU named after V.G. Korolenko. The study brings to scrutiny the institutional documents that cover teachers’ professional development and institutional practices of enhancing teaching excellence. The methods used in the study are systematic analysis and generalization, as well as the historical method. Results. The study has explicated that the development of the university system of enhancing teaching excellence is grounded in the tradition of teachers training that reaches into the beginning of the 20th century and has evolved in response to societal, cultural, and educational changes. It has revealed four key forms of improving teaching skills in the university: advanced training courses, internship, certificate educational programmes, research workshops and seminars. The study has characterised the target audience of each of these forms. For the advanced training courses, their legislative framework is characterized, in particular it is explicated that they are connected with the accredited master’s degree educational programmes. The universities approach to educational programmes is scrutinised and institutional principles of developing an educational programme and stages of this work are explicated. Further on, the mechanism of organizing advanced training courses for teachers is explained, the results of the implementation of such courses are reflected upon and the mechanisms of ensuring quality of such courses are revealed. Moreover, the principles and characteristics of the teachers’ internship have been clarified. Besides, the types of certificate educational programmes, the principle of organization of training under these programmes and the certification requirements are disclosed. Finally, principles of the development of research workshops, seminars, trainings, and consultations are defined. The study comes to the conclusions that the achievements of PNPU named after V.G. Korolenko in the field of improving teachers’ professional skills are twofold. On the one hand, the university has modernized the traditional forms of teaching excellence development and on the other hand, it has introduced new forms of professional pedagogical development which proved to be appreciated by the stakeholders.

OPPORTUNITIES FOR INTERNATIONAL STUDENTS TO RECEIVE NON-FORMAL ART EDUCATION AT POLTAVA V. G. KOROLENKO NATIONAL PEDAGOGICAL UNIVERSITY

The article highlights the opportunities to provide international students with non-formal art education in the artistic groups at one of the best pedagogical universities in Ukraine, i.e., Poltava V. G. Korolenko National Pedagogical University. It is emphasized that the university has more than a century of traditions in training pedagogical and non-pedagogical staff and experience in teaching international students. It is pointed up that the university’s scientific and pedagogical staff is a driving force in the progressive development of pedagogical science and practice in Ukraine and provides quality educational services for more than 110 programs. It is noted that Poltava V. G. Korolenko National Pedagogical University has created a social and cultural environment, which traditionally converges different types of educational activities, in particular, formal and non-formal art. The expediency of combining these two educational activity types while studying at the university is substantiated. It allows international students to master the components of selected educational programs and successfully undergo sociocultural adaptation to the learning environment and Ukrainian society. It is highlighted that non-formal art education at Poltava V. G. Korolenko National Pedagogical University is provided to students in artistic and creative groups. These groups’ artistic level is highly recognized within Ukraine and abroad. It is emphasized that non-formal education is each student’s voluntary choice regarding the field of art, a particular group, and compositions to perform, etc. It is determined that international students’ artistic and educational activities, in particular, musical, choreographic, visual, literary, theatrical, etc., in artistic and creative groups, meet their needs to adapt to new conditions. It is a motivating factor for learning about Ukrainian culture. It activates the creative potential of each individual, has a positive effect on the harmonization of psycho-emotional and physical conditions, as well as contributes to the generalization of one’s own life experience, and helps to correlate it with the system of values that have historically developed in the Ukrainian state and modern youth environment, etc.

ASPECTS OF FORMATION OF CRITICAL THINKING OF FUTURE TEACHERS OF MATHEMATICS IN THE PROCESS OF STUDYING PROFESSIONALLY ORIENTED DISCIPLINES

The ability to think critically is an important quality of the individual, but it is now, in the face of social and economic changes, that it becomes essential. Critical thinking is an integrative characteristic, since it involves the generalization, unification and development of a whole range of qualities, skills and socially important features that contribute to the comprehensive harmonious development of the personality.
 For a future teacher to succeed in his professional activity need, in particular: the ability to perceive new information, to comprehend it, to balance different points of view and to critically comprehend them, the ability to critically understand professional situations, objectively assess their capabilities. For him, criticality is therefore a vital quality that ensures the development of analytical and reflective abilities.
 Since critical thinking does not automatically arise as a by-product of learning, it is necessary to systematically work on its improvement.
 Development of critical thinking is a mandatory requirement to the results of the first (bachelor) level of higher education program of the subject specialty 014.04 Secondary Education (Mathematics) in the Poltava V. G. Korolenko National Pedagogical University in terms of formation of general and professional competence of the graduate.
 An important role in the synthesis of the student’s knowledge in the direction of his needs as a future teacher of mathematics belongs, in particular, to such professionally-oriented bachelor disciplines as «Methods of Teaching Mathematics», «Selected Questions of Methods of Teaching Mathematics», «Elementary Mathematics». In the process of teaching these disciplines, the development of critical thinking occurs in three aspects: sociocultural (through the organization of the educational process in relation to life and professional situations), technological (through the formation of sustained interest, motivation of educational activity, search for information aimed at solving the task, its awareness and reflection), methodical (through a set of methodical methods, providing assessment, self-control, criticism, forecasting). Practical and methodical tasks, which correspond to the areas identified in the research process, are a fundamental basis for the development of critical thinking as an important component of the professional competence of future highly qualified teachers of mathematics.

INTERNATIONALIZATION OF UNIVERSITIES THROUGH PARTICIPATION IN THE ERASMUS + KA2 PROJECTS

The article is devoted to highlighting the specifics of the role of the ERASMUS+ program in meeting the educational needs of modern Ukrainian students. It is concluded that the participation of Ukrainian students in such programs reflects their desire to internationalize the educational space, expand their horizons and form a system of various competencies within the European integration of Ukrainian education. The article unfolds the direction of scientific research on the effectiveness of student participation in international projects. In particular, it dwells on the issues on which modern projects within the ERASMUS+ framework are based. It also proceeds to outlining the technological professional competencies, which enable the integration of the younger generation into the world’s educational space in a timely and effective manner. The summary of topical projects in which students of Poltava V. G. Korolenko National Pedagogical University take part is presented in this work. In particular, it is described how international programs ‘Writing for inclusion’ 2020-1-ES01-KA201-081827, ‘Care in Education’, and ‘Horizon Europe Program’ are implemented.
 The system of functioning and integration of educational institutions in the process of participation in international projects is described. Vivid examples of the interaction of higher and secondary educational institutions are presented, aimed at implementing advanced concepts of students’ care, multicultural development, and integration into the international community. The current difficulties in the subjects of educational and professional activities related to the use of advanced technologies and means of e-learning and interaction are described. The role of participation in international projects to increase the competence and competitiveness of modern specialists is determined.
 It is concluded that the participation of students in ERASMUS + provides multicultural and international dialogue in the implementation of the latest strategies for preschool and school education, the implementation of art therapy in the educational process, and the usage of the vast potential of art for teaching students.