Organizational-pedagogical Conditions Research Articles

STEPS TO TEACH STUDENTS TO DESIGN CLOTHES IN SPECIAL PROGRAMS OF 3D MAX TECHNOLOGY

In the article, the stages of training using special programs of 3D technology in teaching the students of the direction "clothing design" in the teaching of specialized subjects and designing clothes, as well as recommending innovative technologies based on the characteristics of the subject along with interactive methods that serve to improve the quality of the lesson, organizational pedagogical conditions for using them in the course of the lesson, and information on the procedure for improving the teaching process are given.

ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ СТВОРЕННЯ ІНТЕГРОВАНОГОІНФОРМАЦІЙНО-ОСВІТНЬОГО СЕРЕДОВИЩА У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

With the purpose of determination of the term “organizational-pedagogical conditions” different approaches of native researchers to the explanation of the sense and contents of the terms “pedagogical conditions”, “organizational conditions” and “organizational-pedagogical conditions” are analyzed. The attention is drawn to the versatile contents of organizational-pedagogical conditions: it is the complex of material, financial, personal, technological, organizational, reputable resources which provide a personality’s education; the aimed educational process of a person’s competencies formation, structural-logical scheme of professional preparation as the algorithm of educational program realization for general cultural, professional and personal development of students. The author’s own determination of the term is formed: organizational-pedagogical conditions are referred to as the ways of organization of educational process and the complex of appropriate means, forms, methods, electronic resources which provide the formation of integrated information educational environment. The principles which provide the organizational-pedagogical conditions of integrated information educational environment during future teachers’ preparation in blended learning are outlined. The studies of different approaches to the organization and implementation of pedagogical conditions of information educational environment creation let us outline such organizational-pedagogical conditions of integrated information educational environment creation at a higher educational institution: taking into account the specifics of integrated information educational environment functioning on the basis of blended learning; keeping to the principles of integrated information educational environment organization in blended learning; phasing of integrated information educational environment creation. The conditions of the functioning of integrated information educational environment on the basis of blended learning are described. The principles of successful organization of integrated information educational environment at a higher educational institution are justified. Referring to the model of R.Puenteduro the stages of integrated information educational environment creation are described.

Studying teachers` readiness for implementing the problem of military-patriotic education among high school students: organization and results of the all-ukrainian survey

The article aims to present the results of an All-Ukrainian survey of teachers from institutions of general secondary education on the problem of military-patriotic education among high school students.
 The All-Ukrainian survey of teachers was conducted nationwide from October to November 2023 (during the ascertainment stage of the research) with the support of regional administrations and local education departments.
 The All-Ukrainian survey was carried out within the framework of the applied research topic “Organizational-Pedagogical Conditions and Technologies for Ensuring the Unity of Physical and Military-Patriotic Education of Students of Institutions of General Secondary Education” based on the Laboratory of National-Patriotic Education of the Institute of Problems on Education of the National Academy of Educational Sciences of Ukraine (the head is L.V. Kanishevska, Doctor of Sciences in Education, Professor). The organizers of the All-Ukrainian survey of teachers were L. V. Kanishevska – Doctor of Sciences in Education, Professor; V.V. Ragozina – Ph.D., Senior Researcher.
 21665 teachers from 19 regions of Ukraine participated in the All-Ukrainian survey. Such a sample ensures the reliability of the survey results on the problem of military-patriotic education. Teachers participated in the survey voluntarily.
 The diagnostic toolkit was developed in Google Forms and presented in digital format (on Google Drive). Access to the questionnaires was provided to respondents by sending appropriate invitations.
 The questionnaire for teachers was aimed to determine the educators’ readiness to implement the problem of military- patriotic education among high school students. For this purpose, the questionnaire included questions regarding the forms and methods used for implementing military-patriotic education in lessons and extracurricular activities, as well as students’ interest in military-patriotic content.
 The research only covers some aspects of addressing the multifaceted issue of high school students’ military-patriotic education in martial law conditions. We see the perspective of further research in developing and testing organizational and pedagogical conditions to ensure the unity of physical and military-patriotic education of high school students in martial law conditions.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF DEVELOPMENT OF TEACHER'S CREATIVE COMPETENCE

This article talks about the organizational pedagogical conditions for the development of the creative competence of the teacher working inthe educational system, as well as their specific aspects in improving the quality of education.

Investigation of Readiness of Pedagogical Teams for Implementation of an Innovative Educational Project «Organizational-Pedagogical Conditions For the Functioning and Development of а Safe School in Wartime/Post-War Period»

The article reveals the readiness of the administration, pedagogical teams of experimental institutions of general secondary education, and scientific-pedagogical workers of regional institutes of postgraduate pedagogical education for the implementation of innovative activities within the framework of the implementation of an innovative educational project at the national level on the topic «Organizational-pedagogical conditions for the functioning and development of a safe school in wartime/post-war period» (2023–2027). The study of the readiness of educators and researchers for innovative activities is considered as one of the important tools for obtaining more effective results in the implementation of the innovative educational project.
 The necessity of a comprehensive approach is substantiated, which positively influences the study of the readiness of project participants for innovative activities. Personal factors related to the competencies of the direct executors of the innovative educational project – teachers and scientific-pedagogical workers, heads of general secondary education institutions – are highlighted.
 The article reveals the content of the concepts «readiness», «innovative activity», «teacher's readiness for innovative activity». Criteria, indicators, and levels of teachers' readiness for innovative activities are determined. Attention is drawn to the fact that innovative activity in the modern educational environment requires not only high professional qualities from the teacher but also the ability to effectively use tools and resources to achieve specific pedagogical goals.

The structure and content of the process of forming the professional and metric reputation of future teachers of higher education

The need to ensure the effectiveness of the formation of the representative competence of the professional-metric reputation of future teachers of higher education has been updated. A pedagogical study of the process of forming the professional and metric reputation of future teachers of higher education was carried out. The author's interpretation defines the concept, content and structure of the educational process of professional training of teachers.
 The organizational-management and organizational-pedagogical conditions for the formation of the professional-metric reputation of future teachers of higher education are substantiated: the psychological-pedagogical environment of promoting the formation of the professional-metric reputation of future teachers of higher education; methodological and information-technological platform of the functioning of ensuring professional metrics of educational-scientific-cognitive and innovative activities of education seekers; special organizational administration procedures for the formation of professional metrics of the image of future teachers of higher education.
 The model of formation of representative competence of the professional and metric reputation of future teachers of higher education was substantiated and developed.

PRINCIPLES AND APPROACHES OF FORMATION OF THE LINGUISTIC COMPETENCE IN STUDENTS IN THE CONTEXT OF INNOVATIVE TECHNOLOGY

The article deals with the notion and the importance of the concept linguistic competence defined by specialists as the ability to demonstrate linguistic knowledge, skills and abilities in a work experience. Also, the paper describes detailed information about the approach and organizational-pedagogical conditions that were used in the research. The author concludes that in non-philological education, to develop linguistic competence, e-learning manuals could be widely employed in learning English in an innovative environment. KEYWORDS: linguistic competence, ICT, higher education system, competence, teaching, learning, principle, students, skills.

Organizational Pedagogical Conditions Of Professional Development Of Pedagogical Staff

The article deals with the issues of teacher training and retraining, improving the quality of teachers in schools and theircontinuous training, the introduction of a system of continuous methodological assistance, the transformation of the system of teachertraining into a system of continuous professional development, hybrid (mixed) training issues such as its widespread introduction intoeducational practice are covered in detail.

RESEARCH-EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF THE MODEL OF STEP-BY-STEP PREPARATION OF FUTURE TEACHERS FOR THE FORMATION OF CIVIC RESPONSIBILITY OF PRIMARY SCHOOL STUDENTS

The article describes the results of a research-experimental test of the effectiveness of the future teacher training model for the formation of civic responsibility of elementary school students in the educational process. The model and pedagogical conditions of training of this type are presented. The results of the complex effects of all components of the developed model on the preparation of students for the formation of civic responsibility in students are characterized: conceptual-purpose, content, procedural, diagnostic-resultative and organizational-pedagogical conditions of successful training of this type. Three stages of research and experimental work are revealed: adaptation (object-subject adaptation to learning to fulfill normative requirements of civil society, independent socially significant activity); individualization (subject-to-subject adaptation of training to the individual educational and personal capabilities of applicants, providing their individual personal and professional qualities with adverse effects on the training process); integration (object-subject interaction according to a personally chosen individual educational and professional trajectory, independent choice of content, methods and forms of organization of training for the formation of civic responsibility in students based on self-regulation by students of their educational activities). Levels, dynamics and the presence of statistical differences in students' acquisition of readiness for the formation of civic responsibility of students according to cognitive-intellectual, motivational-emotional, behavioral-volitional and spiritual-moral criteria were determined. The existence of a significant connection between the level of readiness of future teachers for the formation of civic responsibility in students and the implemented model and pedagogical conditions of student preparation for the formation of civic responsibility of elementary school students in the educational process has been proven.

Organizational-Pedagogical Conditions for the Fostering the Conscious Discipline of Students

The paper analyzes the concept, essence, and structure of conscious discipline from the perspective of the modern theory of the education content. The research uses such methods as analysis of problems of formation of the conscious discipline of students, the analysis of the experience of training teachers for education conscious discipline students, training of parenting skills of conscious discipline, enabled the observation of the behavior of students, poll, questionnaire, expert assessment, pedagogical experiment. In the Soviet and post-Soviet periods, there had been fundamental theoretical and pedagogical research on problems of education conscious discipline students. Scientifically based concepts and interpretations are proposed, theoretical and methodological approaches and psychological and pedagogical technologies are developed, which were, as a rule, of an ideological nature inherent in their time. Socio-political and socio￾cultural circumstances characterize the high theoretical and practical significance of the search for effective ways and organizational and pedagogical conditions for the formation of conscious discipline in the educational process of educational organizations.

Formation of professional skills of future physicians in the process of professional training

In the article are grounded and experimentally tested organizational-pedagogical conditions of the formation process of professionalism of future medics. The aim is to show the ways of educational environment modernization by adapting them to modern requirements for professional activity. The methods included an exeperiment –the updating of preparation of the future medical workers by the introduction of innovative educational technologies and interactive methods of training. The results showed an improvement of pedagogical skill of teachers of medical institutions using scientific and methodical work; activation of formation of practical abilities and skills of medical workers through simulation modeling in quasi-professional activity.

Modeling the process of pre-adaptation of medical college students to the uncertainty of the professional future

Introduction. The world of professions of the future in the field of medicine is in transformation constantly, acquiring features of dynamism, unpredictability and uncertainty, that’s why pre-adaptation of medical college students to the uncertainty of the professional future plays an important role in vocational training. Uncertainty of the professional future of today’s youth and radical transformations of the socio-professional environment require qualitative changes in secondary vocational education, revision of its methodology, content and technologies for training medical personnel for the post-industrial economy. Purpose setting. The purpose of the study is to develop and theoretically and methodologically justify the structural and functional model of the process of pre-adaptation of medical college students to the uncertainty of their professional future, the introduction of which into the educational process of institutions of secondary vocational education will achieve the desired result ‒ the readiness of medical students for the uncertainty of their professional future. Methodology of the study. The methodological basis of the study was systemic, competency-based, personalized, design and technological, contextual, and process approaches and the principles of mobility, variability, integrativity, reflexivity, focus on professional self-determination. The leading research method was the modeling method. Results. The simulation result is a structural-functional model of the process of pre-adaptation of medical college students to the uncertainty of their professional future, which includes four interrelated blocks: target, methodological, procedural-substantial and result-evaluative. The model allows forming the anticipatory readiness of medical students for professional activities in conditions of high uncertainty, instability and variability. It has the property of dynamism and openness for constant renewal. Conclusion. Scientific novelty is as follows: the essence and structure of the basic concepts are determined; justified the principles and methods of the process of pre-adaptation; a structural-functional model has been developed; substantiated and described organizational-pedagogical conditions. The results of the scientific work also allow us to outline the prospects for further research, which consist in the practical implementation of this model, the inclusion of the process of pre-adaptation in educational activities and the development of mechanisms for its evaluation from the standpoint of achieving the expected effects. The results can be applied by teachers in the process of professional education.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF MANAGEMENT OF THE EDUCATION OF FUTURE TEACHERS IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

A scientific study of the educational process of future teachers (FT) in the conditions of digitalization of education directs the author to the need to study the issue of implementing the management of the educational process. To solve this issue, it is necessary to investigate the problem of ensuring organizational and pedagogical conditions and highlight the author's vision of solving this problem. It is carried out the study and analysis of scientific research by domestic and foreign scientists regarding the understanding of the problem of pedagogical and organizational-pedagogical conditions for ensuring the educational process of FT, and the organization of these conditions during the digitalization of the educational space of higher education. The author states that the process of organizing and managing the education of future teachers should include several features. Among them, the following are highlighted: the motivational and age component, which is aimed at the activity and purposefulness of FT during education; interaction with stakeholders who put forth actual requirements for the competitiveness of graduates, as well as adjust educational programs accordingly, contribute to the deepening of the expected results of the education of FT; taking into account the peculiarities of the conditions of digitization of education, which are related to the formation of the readiness of FT to use informational and communicative means of education in their future professional activities. The article examines two organizational and pedagogical conditions for managing the education of FT in the modern conditions of digitization of higher education, namely, the modernization of the management cluster and ensuring the effectiveness of the student-centered environment. It is determined that these conditions are based on the formation of practical experience of each future specialist who is ready for the educational and scientific challenges of the present time, and is also capable of self-education in the conditions of digitalization. Thus, these organizational and pedagogical conditions contribute to the provision of productive management of the education of FT in the conditions of digitalization of education.
 Keywords: conditions, digitalization, digitalization of education, future teacher (FT), education, management, management education.

How to Improve the Mathematical Competences of Future Primary School Teachers in Ukraine? Innovative Aspect

The article attempts to optimize the development of mathematical competence in future primary school teachers via innovative technologies within the framework of the transitional form of Ukrainian higher education. The article aims to determine, substantiate and experimentally verify the effectiveness of organizational-pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies. The study was an experiment and carried out during 2017-2020 and enrolled 648 students from faculties of training future primary school teachers (6 universities in Ukraine). For the successful carrying out of the study, theoretical, empirical (the main ones are molding and control experiments) methods, as well as methods of mathematical statistics to objectify the results of the experiment, were used. Previously, we have identified and described the organizationally necessary pedagogical conditions for successful development of mathematical competence in future primary school teachers via innovative technologies. In turn, we found a significant difference between the levels of students’ mathematical competence. The data obtained in the process of the molding experiment confirm the effectiveness of the author’s model and the specified pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies, which bespeaks the achievement of the set goals of the work and the solution of the formulated tasks.

Organizational–pedagogical conditions as factor of readiness of future specialists of service sector to dialogue communication: problems and perspectives

The subject of the research is the organizational and pedagogical conditions of formation of the readiness of future specialists in the service sector in professional activities. The purpose of the research is the organizational and pedagogical conditions that contribute to the formation of the readiness of future service professional of dialogue communication in their professional activities are determined in it. Research methods. The complex of scientific methods and approaches are used: systemically, comparative, factorial, which made it possible to realize the conceptual unity of the research. The result of the work. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (specialist of service sector), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of future specialists of service sector highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future specialists of service sector. Field of using result. The results obtained create a theoretical basis of activation of practical teaching of dialogue communication of future specialists of service sector. Conclusions. The highlighted of organizational and pedagogical conditions are sufficient and capable of ensuring the successful formation of their readiness of future specialists of service sector to dialogue communication in their professional activities. To improve of the level of language and professional culture, future specialists of service sector should constantly work on themselves; consciously and responsibly treat their professional and speech activities of social importance. The combination of different activities of future specialists of service sector is the integration such kinds of activities as educational-speech, communicative and tourist, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication.

Модель реалізації персоналізованого навчання студентів закладу вищої освіти

In the article, the author considers the organization of personalized learning of students of higher education by designing a pedagogical model of education. Personalized learning improves the educational process, as the student can build their own educational trajectory according to their individual needs, interests, preferences, and abilities. The proposed pedagogical model reveals the structure and content of personalized education of higher education institutions, the central figure of which is the student, his educational needs, interests, and abilities. We have identified the purpose of personalized learning, the principles and main stages that reflect the dynamics of its operation, as well as the pedagogical conditions for effective implementation of the proposed model. We have identified the basic principles of personalized learning. These are the principle of consciousness and activity of the student, accessibility and comprehensibility of the content of education, flexibility and adequacy of the educational process, the principle of consistency and dosage of educational content, social participation of participants in the educational process, control and self-control. The implementation of the model should be carried out in stages. These processes include the processes of initiation, diagnosis, and design, integration, with the latter process occurring cyclically. Pedagogical conditions are the main condition for the effectiveness of personalized learning. In the process of implementing personalized learning, it is advisable to adhere to the normative, socio-psychological, and organizational-pedagogical conditions of the educational process. The development of the model made it possible to identify certain characteristics of personalized learning. In particular, it allows to significantly increase the motivation to learn, to build an individual educational trajectory, to adapt the learning process in accordance with the student's interactions and through the mechanisms of electronic environment systems.

ORGANIZATIONAL-PEDAGOGICAL CONDITIONS OF PROFESSIONAL TRAINING OF FUTURE PHYSICAL EDUCATION TEACHERS IN THE PROCESS OF BLENDED EDUCATIONAL INTERACTION

The system of higher pedagogical education in Ukraine is currently at the stage of reforming the principles, methods, forms, and means of organizing a quality educational process, among which the technology of blended learning stands out. The focus of modern transformations, due to the orientation of the domestic higher education system into the European educational dimension, globalization and digitalization, is aimed at modernization the system of professional training in new conditions.
 The article aims to analyze and systematize the organizational-pedagogical conditions of professional training of future physical education teachers in the process of blended learning, which allows independently and effectively achieve the goals and results of the educational process. 
 Blended learning is seen as a strategy for organizing and supporting the educational process in a combined environment, where the student learns to solve academic and professional problems under the guidance of a teacher in the process of combining traditional face-to-face and high-tech electronic interaction.
 It is substantiated that the effectiveness of such interaction depends on the creation of the necessary organizational-pedagogical conditions: formation of students’ values to future professional activity; updating and structuring the maintenance of educational content taking into account the peculiarities of professional activity; use of modern pedagogical technologies and electronic educational resources in the educational-upbringing process; development of students’ experience of interaction in combined educational environments at the levels of ‘student-interface, ‘student-content’, ‘student-student’, ‘student-teacher’; formation of practical experience of the use of digital technologies and creation of a personal informational-educational environment as a tool for innovative activities of the New Ukrainian School teachers, a means of a creative solution of professional problems.

Organizional-pedagogical conditions of multiculturalism in Kazakhstan

The article is devoted to the problem of organizational and pedagogical conditions in the framework of trilingual education in the Republic of Kazakhstan. The authors consider the essence of the concepts of “conditions”, “pedagogical conditions”, “organizational and pedagogical conditions”, “structure of organizational and pedagogical conditions” in more detail. Psychologists consider the concept of “conditions” in the context of mental development through a set of internal and external causes that determine the overall psychological development of a person, accelerating and slowing it down, influencing the development process, its dynamics and final results. Pedagogical condition is a general scientific one, and its essence in the pedagogical aspect can be characterized in several provisions: 1. A condition is a set of causes, circumstances, any objects, etc. 2. The influence of conditions can accelerate and slow down the processes of development, education and training, as well as affect their dynamics and final results. 3. Caracterized complex influence on the developing, education and studying of a person. The organizational-pedagogical conditions and its’ structure were defined, from the perspective of language education, which is based on problem of investigation of the succession of the multiculturalism in the Republic of Kazakhstan.

ТЕОРЕТИЧНІ ЗАСАДИ МОДЕЛЮВАННЯ ПРОЦЕСУ ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

The article is dedicated to the problem of modeling research skills of the Primary School teachers. There are thoroughly presented the scientists’ approaches to the determination of the term “model”. There are thoroughly analyzed models of professional training and formation of the future specialists. Within the article it stressed that the model of formation of research skills of the future teachers of Primary School provided the implementation of certain conditions. As the first condition it is presented the direction of the professional training on the combination of the student’s scientific and educational work. As the next condition it is presented the implementation of special lessons on organization of the project activity. As the third condition and as the most important way of research skills’ formation it is presented the implementation of specially modeled research-educational tasks during the process of professional training of the future Primary School teachers. The article mentions that the development of the research-educational tasks must take into account the specific of scientific methods and ways of research. Also it is necessary to consider: the control evaluation tools and measures; the determination of the range of problematic situations, the level of independence, the level of activity and appropriateness of the research actions. It is given the author’s definition of the educational-research task as the problematic task which provides the studying of certain phenomena and facts, actualization of knowledge on these facts for the further development and systematization of this new subjective information about the reality. The author reveals peculiarities of types of educational-research tasks: tasks which are devoted to the research of the essence of the pedagogical research; tasks which are devoted to the mastering content and sequence of conducting pedagogical research; tasks which are oriented on the development of skills to realize the self-analysis of the conducted pedagogical research. It is determined, that educational-research tasks ‘solving has to be implemented in the content of all methodical educational components of the educational program 013 Primary School (at first level of higher education). As the result of our research, we can state the conclusion that consideration of organizational-pedagogical conditions of formation research skills of the future teachers of Primary School will permit to increase the effectiveness soft his process during the realization of the experimental model of training students (applicants for mastering higher education). Keywords: model, modeling, formation of research skills, professional training of the future primary School teachers, educational-research tasks.

Elective courses “Educational Practice and” and “Industrial Practice” as the means of development of professional competences of school students

The subject of this research is the educational-methodological support and organizational-pedagogical conditions for integration of vocational education in the discipline “Horticulturist” in a public school. Research methodology is based on the fusion of theoretical and empirical approaches with application of the methods of analysis, pedagogical engineering, pedagogical experiment, testing, survey, generalization, comparison, synthesis. The relevance of this study is defined by the importance of preparing citizens (counting public school graduates) for professional self-determination and choice of profession, need for development of the corresponding pedagogical conditions, including vocational education in the disciplines “Horticulturist”. This article considers elective courses of educational and industrial practices as the effective means of formation of professional competences of school students. The conducted research demonstrated that completion of educational and industrial practices indicates an increase in the level of formedness of professional competences among students. Comparative analysis of the results of 2018 and 2020 monitoring “Employment of Graduates” illustrated 100% better preparedness of the graduates of 2020 who took elective courses. The scientific novelty relies on the empirical data and formulated conclusions that the considered innovative approach towards modification of public education curriculum through integration with the program of vocational education contribute to achievement of  not only standard educational results (personal, metasubject and subject), but also to formation of professional competences useful for selection of future profession and employment.