Modern Pedagogical Education Research Articles

TOOLS FOR MODELING AND DESIGN IN THE PROCESS OF TRAINING SPECIALISTS IN VOCATIONAL AND TECHNOLOGICAL EDUCATION INSTITUTIONS

The relevance of the research lies in the growing need of future teachers for effective and productive tools for teaching design, which can significantly reduce the time of learning new progressive software tools. With the development of technology and increasing competition in the market, speed and quality of design are becoming critical success factors. The purpose of the study is to study the effectiveness and productivity of using SolidWorks in the process of teaching design, as well as to determine its advantages over other CAD programs. The article analyzes the use of SolidWorks in the modern engineering and pedagogical process, highlights its advantages compared to other CAD programs, and emphasizes its importance for educators in the process of creating and learning new products and technologies. SolidWorks is positioned as an innovative design program that has numerous advantages due to the interface and a wide set of tools that allow you to significantly increase the efficiency and productivity of learning for the work of future educators. The program also provides the ability to perform various analyzes and simulations, which contributes to the improvement of product quality, allowing to identify potential problems in the early stages of design and reduce costs and risks in design. In general, the use of SolidWorks during the educational process provides ample opportunities for training future teachers. This software significantly increases the efficiency and quality of the educational process, making it an integral part of modern pedagogical education. Future innovations and developments in SolidWorks promise to further improve the competitiveness of design at various stages of the educational process.

Musical Culture of the Kyrgyz People

The musical culture of the Kyrgyz people is a valuable heritage that reflects its traditions, history, and spiritual values. This study is relevant because in the modern pedagogical process the emphasis on the integration of national cultural features, including music, is becoming increasingly important. It promotes multicultural education and the development of students’ national identity. The purpose of this study was to develop ways to integrate the musical culture of the Kyrgyz people into modern pedagogical education and recommendations for their optimisation. The following methods were used in the study: analytical, specifically, historical analysis; comparative; method of synthesis; as well as methods of generalisation and systematisation. The most revealing was the historical analysis, through which the historical context of the development of Kyrgyz musical culture and its influence on education in different periods of history was studied. The results of the study suggested that the inclusion of elements of musical culture of the Kyrgyz people in the pedagogical process can serve as an effective tool for the development of students’ cultural self-awareness, as well as the development of their emotional and social competence. However, to achieve the best results, clearly formulated methods are needed that consider the specifics of Kyrgyz musical culture and the features of the modern pedagogical process. Among such techniques, the following were identified: cultural immersion, integrated lessons, project-oriented method, organisation of creative working groups, case method, creation of interactive music laboratories, differentiated approach, and application of the method of critical analysis in lessons. The findings of this study can be useful for teachers, students at pedagogical universities, researchers in the field of pedagogy and ethnomusicology, as well as educational authorities.

Opportunities for development of information competence of students in universities

Modern pedagogical education is aimed at improving future specialists’ professional competence, competitiveness, self-realization and most importantly, at providing them opportunities to do research and develop their knowledge. In this case, one of the main tasks of the educational institution is to train the future specialist to learn and study, to be able to navigate in the constantly changing flow of information, to think critically and creatively. This is because informational competence has an important role in forming the individuality of the future specialist, in their personal experience when fulfilling professional requirements and in improving their professional qualifications. That is the possibilities and the role of the content of elective subjects, student centers, educational institution's newspaper and official social networks as means of mass media in developing future specialists’ information competence. Domestic and foreign scientific works within the scope of the topic were studied, data were compared and systematized. Based on the analysis of the results of the student survey method, conclusions were made regarding the development of information competence of students in higher education institutions, and recommendations for the development of information competence of future teacher-psychologists were given.

FORMATION OF FUTURE TEACHERS' VALUE ATTITUDE TO THE TEACHING PROFESSION: PROBLEMS AND PROSPECTS

Pedagogical education determines the quality of professional training of specialists in all spheres of functioning of society and the state, which therefore contributes to their stability and development. In this regard, serious requirements are put forward to the personality of a modern teacher. However, the training of a teacher with an innovative type of thinking, ready for self-improvement throughout life, faces a number of problems: organizational, content, financial, etc. The development of modern pedagogical education is greatly influenced by informatization and the development of an open society, the development of civil society, the need to form a new cultural type of personality, etc. High requirements for the training of future teachers in modern conditions are in conflict with the falling prestige of this profession. In modern Ukrainian society the pedagogical profession is usually highly appreciated at the scientific and theoretical level, as well as at the declarative state level. However, despite this, in practice this assessment in terms of salary and working conditions is low. After all, the assessment of teachers by themselves as well as parents is not very high. The survey of future teachers (n=102) also confirmed this tendency. This circumstance actualizes the search for ways to form future teachers' value attitude to the teaching profession. Value attitude is the subject's internal acceptance of an object as a value. The value attitude to the pedagogical profession is represented by the unity of three components: cognitive, emotional and functional. In order to form in the mind of future teachers a value attitude to the teaching profession in the educational process of a higher education institution, a system was created in which the emphasis was placed on the formation of motivation for professional activity, modeling and solving professional and pedagogical tasks, as well as the permanent involvement of students in practical activities. The implemented pedagogical experiment proved the effectiveness of such a system.

Modern Teacher Education in Ukraine and EU Countries: Transformation, Vectors of Development

The article provides an overview of the main trends and vectors of the development of higher teacher education in the EU countries and Ukraine. The authors analyze the main trends in the development of modern pedagogical education, identify points of contact, and problematic issues that need to be solved for the effective integration of Ukraine into the European educational environment. The article reflects on the problematic issues faced by modern pedagogical universities both in the EU countries and in Ukraine. It was also possible to identify the typical features of the European educational environment, historically inherent in the Ukrainian tradition of teacher training, which shows that Ukraine belongs to the pan-European socio-political and cultural family.

ПЕДАГОГІЧНА ОСВІТА УКРАЇНИ КРІЗЬ ПРИЗМУ СТОЛІТЬ

Introduction. Pedagogical education in Ukraine appeared more than 150 years ago in the period preceding Zemsky reform. The territorial heterogeneity of Ukraine at that time, the sociocultural preferences of certain provinces of Left-bank, Southern and Right-Bank Ukraine, the rising of capitalist relations intensified the development of primary education. The primary schools that were created required professionally trained teach-ers, which stimulated the development of pedagogical educational institutions. Socio-political upheavals and realities of the XX century made significant adjustments to thetraining of teachers, directly linking it to a com-munist management vision of the development of national education.Purpose is a review of the main decisions that deter-mined the educational policy of Ukraine in terms of train-ing teachers.Methods historical and pedagogical analysis of docu-ments and publications, the practice of implementing regulations regarding the training of teachers from the second half of the XIX century and to date. Results. An analysis of the historical and pedagogical prerequisites that determine the development of teacher education has made it possible to determine approaches to the design of appropriate educational systems from the Zemstvo reform to the present.The article first systematized lies in the fact that the key socio-political factors that determined the basis for the development of teacher education in Ukraine.Conclusion concern problems in modern pedagogical education of Ukraine, caused by the lack of state stand-ards for pedagogical specialties; the lack of promisingpolicies in the system of training teachers for secondary schools; staffing of the content components of educational programs of bachelor and master levels for the training of future teachers.

Conceptual foundations of the ecosystem of modern pedagogical education

The proposed article attempts to systematize the scientific understanding of the development of education at the present stage, the challenges and risks it faces in a turbulent world. In particular, the author revisits the legacy of Viktor Ognevyuk, who believed that the civilizational transition from industrial to postindustrial society led to the evolutionary formation of a new type of person — «Homo educatus» (educated person). The researcher was convinced that homo educates has a special mission, designed to harmonize his being and spiritual sphere with the being of the world. Therefore, today, «facing the era of chaos,» when we do not know the «rules of the game» under which education will meet the requirements of time, the requirements of the BANI world, we must create an educational model that is able to respond quickly and flexibly adjust in a turbulent world. This task has led to the need to study different models of higher education development (elitist, egolitarian and ecolitarian); to characterize the nature and characteristics of ecosystems, their key components and properties. The study made it possible to identify the conceptual foundations for building an ecosystem of modern teacher education, its subsystems, principles of interaction and mutual influence. The conceptual basis of the ecosystem of teacher education, through the prism of which it is possible to outline its contour, is the following theories systems (four main approaches to understanding the types of objects of teacher education systems), coevolution (to identify key components (subsystems) and principles of building the interaction of its elements, their interdependent integration changes), synergy (to achieve a higher total effect in the interdependent interaction of subsystems) emergence (the ecosystem of teacher education will have special properties that are not characteristic of its subsystems and blocks, as well as the sum of elements not connected by systemic links) and holism (the ecosystem of teacher education is considered as an integral indivisible phenomenon, the result of creative evolution). The study also found that Ukraine is in the process of developing separate educational ecosystems, which led to the conclusion that scientific research on this issue is relevant for the development of a holistic ecosystem of national education.

A Study of the Practice of Using Gamification Tools in Modern Pedagogical Education

The article presents the interim results of the study of gamification as a resource of educational activity both from the point of view of research and from the point of view of the development of content and technological tools for the introduction of gamification in pedagogical activity. The logic of the conducted research consists of three interrelated and complementary stages of research work with a consistent solution of the tasks: the analytical stage, the prototyping stage and the implementation stage of research work. Analytically, the stage is aimed at research and substantiation of scientific-methodological and instrumental-technological approaches to the use of gamification in pedagogical education; generalization and systematization of the experience of using gamification in the activities of educational organizations of different levels of the subjects of the Russian Federation. At the prototyping stage, the study and development of content and technological tools for the introduction of gamification into pedagogical activity was carried out, which was reflected in the creation of a bank of gamification tools for use in pedagogical education. At the third stage of the implementation of the research work, the approbation and introduction of research results and created educational products into the practice of pedagogical activity was carried out.

PECULIARITIES OF SWEDEN’S TEACHER TRAINING SYSTEM IN THE XXI CENTURY

The article highlights the features of the system of teacher training in Sweden in the XXI century in relation to European integration processes. The legislative and regulatory framework has been analysed. It has been established that the degree of Bachelor/Master of Education should be replaced by four professional degrees: a degree in pre-school education, a degree in primary school education, a degree in subject education and a degree in vocational education. It has been determined that all teacher training programs consist of three education areas: general education, study of disciplines of a certain field of knowledge, specialisation subjects. It has been revealed that special attention is paid to practical training. It is emphasized that the system of modern pedagogical education in Sweden is generally harmonized in accordance with European standards, flexible enough for professional and individual development of the individual throughout life.

Cultural Studies’ Approach as a Methodological Basis of Modern Pedagogical Education

The subject of this article is the methodological features of the cultural studies’ approach as the foundation, the basis of modern teacher education. The article deals with various types of culture; the need for understanding at a new historical stage characterized by global environmental and social challenges, the role of the teacher as a carrier of Culture in the modern school, the application of various aspects of the cultural studies’ approach to building individual cultural trajectories of students in the process of modern teacher education is noted. Based on the consideration of the views of scientists from various scientific schools regarding possible solutions to the above very complex and urgent tasks, the significance of art and creative activity in the professional and pedagogical development of a modern teacher is revealed. The result of the theoretical and empirical study of this issue by the authors of the article was the development and implementation on the basis of pedagogical universities of the Russian Federation of a parametric model of professional and pedagogical training of future teachers for the organization of culturally appropriate pedagogical interaction with schoolchildren. The goals, objectives and fundamental principles of introducing this model into the educational process are briefly disclosed in this article.

Philosophical Foundations of Modern Pedagogical Education

The article describes the tendency of integration of pedagogical concepts of education on a philosophical basis. The philosophical approach involves a certain method of studying education — "philosophizing", which is directly related to the study of a person, his life, his personality, the search for means that help him in self-determination, finding the meaning of life.

Teacher training based on cooperation in modern pedagogical education

Teacher training based on cooperation in modern pedagogical education

Иллокутивная грамотность как отражение прагматикона вторичной языковой личности преподавателя иностранного языка: дискурсематический и дидактический аспекты

The technology of developing illocutionary literacy of a foreign language teacher by means of linguopragmatic analysis in the process of continuous linguistic and methodical training is presented. Pragmaticon is an essential aspect of the secondary linguistic personality, which largely determines the quality of communicative competence of a foreign language teacher. Illocutionary literacy is a marker of pragmaticon within the model of second language identity of a foreign language teacher. The content of pragmaticon of the secondary linguistic personality of a foreign language teacher includes acquisition of basic and specific professionally-related communicative intentions as well as choice of optimal strategies and tactics of communication. Pragmaticon is expressed via clusters of verbal and non-verbal expressive means within the chosen strategy. In order to achieve the set scientific goals, a model of a foreign language teacher’s secondary linguis-tic personality was developed, the main components of a foreign language teacher’s secondary linguistic personality pragmaticon were identified, and the linguistic and didactic potential of illocutionary literacy as a qualitative expression of pragmaticon was described. The proposed nomenclature of skills, which constitute the substantive and formal aspects of illocutionary literacy, is the core basis for the objects of mastering in the process of continuous linguistic and methodological training of a foreign language teacher. Linguopragmatic analysis in the unity of its dictum and modus parts is offered as a didactic means of pragmaticon development. Linguopragmatic analysis, in its turn, requires the development of subjective communicative experience, possession of the content side of professional activity, as well as reflexive and analytical skills. When properly organized, linguopragmatic analysis implements the subject-methodical core of modern pedagogical education.

Modern pedagogical education in the conditions of blended learning

The present study is theoretical and aims to explore and critically evaluate the experience of blended learning demonstrated by countries that have attained a high level of education. Using a complex of theoretical methods, the study provides an analysis of the concept of blended learning, which combines both the traditional forms of education, the methods of distance learning, and innovative e-learning technologies. The models of blended learning found to be most successful in practical implementation are analyzed. The provided examples and recommendations for organizing blended learning in pedagogical education in foreign countries and a discussion of the challenges of its implementation and the possibilities of overcoming them can be useful in the use of blended learning in the Russian system of education, considering the domestic specifics. The study results suggest that the effectiveness of pedagogical education can be ensured by means of a combined implementation of different forms of e-learning and traditional learning – through blended learning.

Trends and prospects for the development of pedagogical education

The article considers the development of modern pedagogical education and outlines the theoretical and conceptual problems of its reform in modern socio-cultural conditions. Peculiarities, risks and prospects of its functioning in modern society are determined. Possible directions of designing the content of professional training of future teachers are offered. The existing systems of support for graduates of pedagogical universities in world practice are analyzed. Conclusions and proposals on improving the system of pedagogical education in Ukraine in terms of integration into the European and world educational space are substantiated.

ПЕДАГОГІЧНЕ ПАРТНЕРСТВО ЯК ПРІОРИТЕТ СУЧАСНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

У статті схарактеризовано педагогічне партнерство як пріоритет сучасної педагогічної освіти в контексті забезпечення якості підготовки сучасного вчителя. Представлено досвід педагогічного партнерства Інституту педагогічної освіти і освіти дорослих імені Івана Зязюна Національної академії педагогічних наук України і Сумського державного педагогічного університету імені А.С. Макаренка у процесі багаторічної творчої, наукової, освітньої співпраці. Узагальнено результати експериментальної роботи, проведеної з метою підвищення якості підготовки майбутніх учителів-філологів та професійного розвитку викладачів у межах діяльності ресурсного центру професійного розвитку вчителя української мови і літератури, науково-дослідних лабораторій «Академічна культура дослідника» та «Медіакультура вчителя-словесника» СумДПУ імені А.С. Макаренка; схарактеризовано досягнення у здійсненні професійної комунікації науковців і викладачів; проаналізовано специфіку партнерської взаємодії у межах реалізації освітніх проєктів.

FEATHERS OF LIFELONG TEACHER EDUCATION IN SWEDEN

Nowadays, lifelong teacher education is an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Quality education is considered by the world community as a tool of socio-economic growth and cultural development. Modern pedagogical reality is characterized by a tendency to find ways to improve higher education and reform. Sweden is one of the most developed socio-economic countries in the world. And the study of the experience of this particular country should help improve the training of native teachers. Teacher education in the Scandinavian countries has its own special socio-cultural significance and contains several dimensions that characterize the individual: education as an individual condition, education as an individual opportunity; education as an individual process; education as the highest value of mankind. It should be noted that the system of modern pedagogical education in Sweden is quite flexible and meets the needs of society in the number and qualifications of teachers. Also teacher has the opportunity in a lifelong pedagogical profile development. In order to ensure the continuous professional growth of teachers in Sweden, a system for improving their qualifications has been developed, regulated at various levels. That is why in conditions of integration processes, modernization of pedagogical education of Ukraine in accordance with the provisions of the Bologna Declaration, the system of professional education of Ukraine faced new tasks, the solution of which is due to increasing the role of personality and teacher professionalism as specialists and citizens in a market economy.
 Key words: teacher training; professional development; feathers, lifelong; Sweden.

КОНЦЕПЦІЯ РОЗВИТКУ СОЦІАЛЬНОЇ ЗРІЛОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ

The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher is conditioned not only by educational practice, but by objective needs of society as well. In our thesis, we consider the concept of development of social maturity of the future teacher as the unity of purpose, essence, principles, structure, content and the result of its implementation in the pedagogical educational process. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction, which allowed: to reveal the dialectic of the pedagogical educational process, to the implementation of the concept of development of social maturity; to identify contradictions, relationships of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in a higher education institution; to study the patterns of development of subjects of pedagogical education in the context of updating the information culture of society, taking into account the psychological patterns of all types of activity. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity».

Роль личностно-ориентированного подхода в обучении

This article examines the role and importance of personality-oriented learning in the formation of a creative, independent, creative, active personality with leadership qualities. The development of the theoretical foundations of innovation in student-centered learning, the development of new learning models have become innovative directions in the system of teacher education. Revision of the role of the teacher and the student is the main idea of the position of the student-centered approach in education. With the personal-activity approach, the action of both the teacher and the student changes. Modern pedagogical education technologies are aimed at organizing joint activities with students. The use of new pedagogical technologies, approaches contributes to the formation of activity, creative abilities of students, assists them in their striving to become the best professional in their chosen future profession. The individuality of the student, the creation of all kinds of pedagogical conditions on the part of the educational institution for its formation, development are the fundamental principles of the personality-oriented approach in the educational process.

MOTIVATION OF THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS AS A CONDITION FOR IMPROVING THE QUALITY OF PRESCHOOL EDUCATION IN THE CONDITIONS OF EUROPEAN INTEGRATION

Improving the quality of education in preschool education institution is a socially significant problem of nowadays, which faces pedagogical science and practice. Today, pedagogical education is a means of self-development andself-realization, whichchangesthegoalsofeducation, itsmotives, forms, methods, andtheroleofthepreschool teacher. And the purpose of pedagogical education is high-quality training of highly qualified and competitive pedagogical staff for the entire field of education, able to masterfully carry out professional activities and be able to use modern information technologies. One of the tasks of modern pedagogical education is the formation of a person with an innovative type of thinking, pedagogical culture, and developed readiness for innovative activities, professional in his field. Only the active life position of a preschool teacher, improving his professional skills will help him ensure one of the most important rights of students — the right to quality education. There are many facts that affect the quality of pedagogical education: material and technical support of the educational process, information and methodological, financial, etc., but the most important thing is the staffing of teachers in the educational process, who have professional competencies, information technology and apply them in the educational process of the preschool education institutions. The article analyzes the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context of European integration. The concepts of «postgraduate education», «continuing preschool education», and«pedagogicalexcellence» are defined. The article substantiates the need of a comprehensive study of the experience of professional training of preschool teachers in the UK and its use to create an effective system of pedagogical education in Ukraine, also presents the features of the model of pedagogical education in the UK.