Pedagogical Experience Research Articles

Modern children’s choral art of Ukraine and China: presentation of masters’ experience (Serhiy Prokopov – Yang Hongnian)

Statement of the problem. The information space of the 21st century, including the cultural and educational areas, is characterized by tendencies towards synthesis and integration. So, modern children’s choral art of Ukraine and China appears as an art of cultural dialogue, in the process of which the spiritual values of a new type of a person are forming. The relevance of this study is determined by the need for analytical comparison and comprehension in the scientific discourse of the principles of creative activity of the leading representatives of the both cultural traditions in the field of children’s choral art. Despite the wide range of scientific works in the sphere of choral art, both, the historical and theoretical basis of contemporary children’s choral pedagogy in Ukraine and China, and its leading trends in nowadays remains relevant and requires special research. Objectives, methods and novelty of the research. The purpose of the article is to highlight the scientific, practical and pedagogical achievements of outstanding masters of modern children’s choral art of Ukraine and China, Serhiy Prokopov and Yang Hongnian. For the first time a comparative analysis of the scientific-practical and pedagogical experience of these outstanding masters is represented. The methods оf analysis and systematization, comparative, historical and culturological approach were attracted to research. Research results and conclusion. Summarizing the results of the analysis of the scientific, practical and pedagogical works of two famous masters of children’s choral performance of Ukraine and China, Serhiy Prokopov and Yang Hongnian, we noted that their methodological approaches are focused on the development of individual vocal and choral skills (singing arrangement, singing breathing, attack of sound, sound management, diction, articulation, timbre of the voice); on the formation of musical-auditory ideas (harmonic sense, coordination of hearing and voice, etc.); mastering the skills of choral singing (singing in unison and polyphony, rhythmic synchronicity, ensemble diction, etc.); on the development of emotional and figurative perception and thinking in children. Our research gives reasons to assert that the theoretical principles of two well-known choral conductors of modern children’s choral performances in Ukraine and China are based on the same priority approaches to choral pedagogy: humanistic, person-oriented, multicultural, comparative, systemic. The main factors that should be taken into account in the process of comparative analysis of the basic theoretical concepts of the both masters are the specifics of their national mentality determined by sociohistorical, cultural and educational conditions.

TEACHING ENGLISH DURING THE PANDEMIC: BIBLIOMETRIC ANALYSIS

The COVID-19 pandemic has led to massive publications indexed in various databases, which provide platforms for research communities, including teachers and researchers, to disseminate their experiences during the pandemic. This paper employed bibliometric analysis to investigate the keywords “teaching English in the pandemic” in the Scopus database to determine how the research is produced. This research used Vos Viewer to analyze the co-authorship and co-occurrences of the keywords from the bibliographic information downloaded from the Scopus database by limiting its search to 2020-2022 under the scope of social sciences and humanities. From the 444 documents eligible for the review, this paper indicates two main points: (1) the co-authorship of research publication has been equally distributed and produced through collaboration despite ample opportunities for joint research among organizations, and (2) the co-occurrences of the keywords show three major research trends during the COVID-19 pandemic: pedagogical best practices, pedagogical experience, and pedagogical strategies. This paper exemplifies how knowledge and publications are generated within a certain field, enabling the research community to foster collaboration and produce articles that incorporate pertinent keywords currently under discussion.

Book review | Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning

Advanced technology has brought about great changes to language teaching and learning, such as significant shifts and requirements in the field of writing, which is considered as a complex ability to acquire, especially for second language (L2) learners (Hyland, 2021). Writing in this digital era has been shaped by various new technologies, resulting in more attention paid to technology use in L2 writing instruction and research. A new collection of papers titled Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning has been timely published to illustrate how the L2 writing field embraces the integration of technology in teaching and researching students with various cultural backgrounds. This fascinating book was edited by Jingjing Qin and Paul Stapleton who gathered scholars with different pedagogical experiences to provide a comprehensive detour from original research orientations to pedagogical applications.

THE PHILOSOPHY OF THE LESSON AS A PSYCHOLOGICAL AND PEDAGOGICAL UNIT ANALYSIS OF THE EDUCATIONAL PROCESS FOR THE DEVELOPMENT OF THE STUDENT’S PERSONALITY

The article highlights the philosophical, psychological and pedagogical experience of solving the problem of lesson analysis as the main form, unit of the educational process. The research is based on the ideas of I. A. Zyazyun, S. U. Honcharenko, and V. F. Morgun about education and pedagogical activity, in particular, regarding the dialecticization of pedagogy, the introduction of the laws of dialectics, systemic, synergistic, and personal approaches into pedagogy. In the lesson, the action of the laws of unity and struggle (balancing) of opposites, negation of negation and transition of quantitative changes into qualitative ones is clearly presented. I. A. Zyazyun’s structural, functional and reflexive approaches derived from the dialectics proved to be particularly productive in the study of pedagogical mastery as the highest manifestation of the teacher’s pedagogical activity. From the point of view of dialectics in the educational process, the identity of the teacher as the leading subject of education and the personality of the student (students) as the subordinate subject(s) of education should be more clearly identified on a subject-subject level. The pedagogical and student activities inherent in it must be integrated, coordinated with each other despite the numerous factors of disintegration of the lesson, that is, through, so to speak, the technological embodiment of the dialectical laws of unity and struggle (balancing) of contradictions, negation of negation, transition of quantitative changes into qualitative ones. To implement these laws, it is advisable to use systemic, synergistic and personal approaches. The structure and functions of the teacher’s and the student’s personality are characterized within the author’s concept of a three-dimensional, step-by-step concretized psychological structure of the personality. According to it, in the “horizontal” activity dimension of the teacher’s and student’s personality structure, such stages of their activity can be distinguished as: a) need-motivational-meaningful; b) informative and cognitive; c) goal-forming; d) operational-resultative; d) emotional and sensual. In the “vertical” functional hierarchy, such pedagogical actions as didactic, dialogic, intellectual, reflective and actions of humanistic influence are distinguished, which ensure the differentiation and integration of the educational process, which is expediently denoted by the term “intedifia” proposed by V. F. Morgun. The article provides a detailed description of the pedagogical actions of the teacher and student actions, and on this basis, a structural-functional-reflective model of the lesson is proposed as a unit of analysis of the educational process for the development of the student’s personality, in which the essential characteristics of education as a whole are concentrated. On the basis of this model, an appropriate structural-functional-reflective training for the development of the teacher’s pedagogical activity can be built. The significance of the interrelationship of didactic, dialogic, intellectual, reflective and humanistic influential actions of the teacher in the lesson to achieve a quantified, discrete-continuous, according to the law of the transition of quantitative changes into qualitative, personal effect of education, training and education of students is shown. Special attention is paid to reflection, as a generic sign of personality development and civilization and the most important function of the teacher in the lesson. In contrast to the personal approach, it is expedient to consider the class-lesson system of education as one aimed at mastering by teachers and students the great mega-theme “Personality”, which is consistently presented in each lesson according to the rules of “intedifia”.

INTERCULTURAL COMPETENCE IN THE TEACHING PROCESS OF A FOREIGN LANGUAGE

This article intends to reflect on the findings of an investigation related to intercultural competence, as an inherent element in the teaching-learning of a foreign proposed from the constructivist paradigm with a qualitative approach, based on the researcher's interpretation, in light of the referenced theoretical foundations, in the pedagogical experience and in the analysis of the data. Some strategies could be defined to incorporate the cultural elements when teaching a foreign language.

Digital open educational resources: teachers’ perceptions of the pedagogical implications

ABSTRACT The educational paradigm has been changing, impacted by the COVID-19 pandemic, that made witness the field’s strengths, weaknesses, and lack of readiness making the transition from traditional classroom teaching to Online Remote Teaching and Learning (ORTL). While pre-pandemic studies state that teachers were willing to change, post-pandemic studies still show that teachers have a basic or medium level of digital competencies, still feeling insecure about how to effectively and efficiently use digital tools in their educational practices. The study presented here is being conducted at a Portuguese Higher Education Institution, to students of a master’s degree in Digital Education Resources, after they were trained in the development and implementation of digital Open Educational Resources (OER). This paper presents preliminary findings concerning teachers’ perceptions about the pedagogical implications of using OER after having received specific training on how to prepare, adapt, create, and implement them. This study methodology consisted of the application of questionnaires, at the end of the unit on Digital Educational Resources. The results are preliminary, concerning the first implementation of the questionnaires. Our goal is to consistently apply them, to gain a better understanding of the knowledge gained over the course, and positive and negative implications on their pedagogical experience.

The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education

In 2019, the University of the Arts London (UAL) declared a Climate Emergency and undertook to make sustainability a required part of the student learning experience. Subsequently, in 2021, UAL published an anti-racism action plan and declared itself an activist university. These initiatives require educators across UAL’s six constituent colleges – of which Central Saint Martins (CSM) is one – to underpin creative arts learning and teaching with an understanding of global ecologies and societal structures. Since the advent of the COVID-19 pandemic, a considerable amount of this teaching has been delivered online. This case study – based on data gathered from students participating in online workshops – seeks to understand how established teaching practices, such as object-based and experiential learning, can be mobilized to support student understanding of these complex global and societal issues in an online learning environment. We also address the challenges and benefits of teaching art and design subjects using educational technology and ask whether experiential pedagogies can be successfully translated for delivery online.

Problem‐Posing Dialectic Revisited: Freire Between Critical Philosophy and Psychoanalysis

AbstractExamining the still underexplored elements in educational theorist Paulo Freire's work, this essay begins from his claim that problem‐posing pedagogy works as a “kind of psychoanalysis.” Situating Freire between the critical philosophical and psychoanalytic traditions, Alex Armonda offers a new reading of the problem‐posing dialectic, mapping parallels between Freirean pedagogy and psychoanalysis on the nature of the subject/object relation, while thinking new connections across the philosophical‐analytical divide on questions of being, subjectivity, and politics. First, he discusses the onto‐epistemic specificity of “the human” in Freire and situates it in relation to the split subject of the unconscious in Lacanian psychoanalysis. Second, he presents the subject/object encounter in Freire, demonstrating that a similar notion of the unconscious informs Freire's account and plays a central role in his understanding of the banking and problem‐posing pedagogical experiences. Advancing a Lacanian reading of the problem‐posing encounter, Armonda concludes by reflecting on key differences between the dialectical‐materialist and psychoanalytical interpretations of Freire, and how the latter opens new perspectives on “reality” as an inconsistent space of contest, generating alternative ways of conceiving political subjectivity and the possibility of radical social transformation in the present.

Relationship between multicultural experiences and multicultural counseling competencies among Malaysian counselor trainees

The multicultural counseling course attended by counselor trainees is expected to enrich their multicultural experience through the academic environment, as they come from different backgrounds and personal multicultural experiences. While most multicultural counseling courses focus on the three components of multicultural counseling competence, counselor trainees should be provided with more multicultural exposure and interactions during classes to develop skills to work with diverse clients. Therefore, this descriptive-correlational study explores the relationship between multicultural experiences (personal and academic) and multicultural counseling competencies (self-reported and observer-rated) among Malaysian counselor trainees. All four instruments had been adapted and translated into the Malay language before being completed by 208 randomly selected counselor trainees. This study reported that counselor trainees scored at low levels of personal multicultural experience, high levels of academic multicultural experience, moderate levels of self-perceived multicultural counseling competence, and high levels of observed multicultural counseling competence. The findings showed no significant relationships between personal and academic multicultural experience and self-perceived and observed multicultural counseling competence. In conclusion, the findings imply that there are practices of experiential pedagogy in delivering multicultural counseling courses in counselor education programs. However, more research is needed to identify the underlying variables, such as counseling self-efficacy or self-introspectiveness, which may link the study variables, as this will serve as the most critical aspect in sustaining the counselor trainees’ multicultural counseling competencies.

The Gender Studies Classroom: Its Promise and Discontents

This paper explores a unique set of existential and ideological difficulties associated with teaching ‘gender’ in a women’s studies department while drawing on the pedagogic experiences of academics and colleagues teaching gender/feminism in more mainstream departments like sociology. It looks at the gender studies classroom as a transformative space where entrenched systems of beliefs, institutional arrangements and gendered relationships can be contested and rendered unstable. Simultaneously, it remains a space fraught with conflicts, confrontations and vulnerabilities for students and teachers alike. While ‘gender’ as a relational category marks a shift from ‘woman’ as a biological/essentialist/reductionist concept, I argue that the transition from women’s studies to gender studies has not been adequately grappled with. Woman/gender is caught between contending and contingent forces—the legacy of the autonomous women’s movement with its activist thrust, the NGOised/empowerment discourse with a top-down, instrumentalised approach to ‘gender’, and the heterogeneous aspirations and politics of gender transgressive and socially marginalised student constituencies. The gender studies teacher must navigate these complexities which on occasion confront and trouble her/their own gendered sense of self and precarities.

Digitalization of geographic higher education: problems and prospects

The article addresses the relevant issue of today – digitalization of geographic higher education. The future of geographic education in the digital world depends on the use of digital technologies, which are dramatically changing approaches to teaching geography. The generalization of scientific literature and the analysis of pedagogical experience allow the authors to define the concept digitalization of geographic. The article explores some challenges in the implementation of digital technologies in geographic disciplines in higher education: narrowing geographic education digitalization to the use of various gadgets; the application of general purpose digital technologies; underestimation of GIS technologies during the study of geography; occasional use of VR, AR technologies and mobile applications of geographic and cartographic content; the lack of educational and methodological support and proper technological availability. The authors pay special attention to the prospects for the development of geographic education digitalization, which are envisioned in the introduction of “Digitalization of geographic education” into the curriculum of future geography teachers training; the use of high-quality free educational resources (ArcGIS Online, QGIS); the creation of own geo-information platforms (“Digital Geography”); and updating of the material and technical base of the scientific research laboratory on the methodology of teaching geo-information technologies.

Pedagogical Support for Ukrainian War-Affected Children: Future Teachers’ Readiness to Work in Crisis. Comparative Analysis of Research Results in Ukraine and Poland

The significance of the defined issue of psychological and pedagogical support of children affected by the russian military aggression in Ukraine (2022-2023) is substantiated in the article based on the analysis of scientific literature and monitoring of media resources. Several types of crimes against Ukrainian children are presented, such as kidnapping, deportation, forced russification, etc. The questionnaire has been developed and the results of the survey of Ukrainian and Polish students (prospective teachers) with pedagogical experience of dealing with temporarily displaced persons due to the war are presented. Typical challenges they face from a psychological and pedagogical perspective have been identified: psycho-emotional worries of students; communication problems in educational activities; homesickness (which can sometimes be accompanied by depression, sleep disorders and high levels of anxiety); adaptation to new surroundings; periodic air raids, military operations (like those in Ukraine); low motivation to study, lack of interest; double workload for students in Poland (studying in Ukrainian schools online and in foreign schools offline), etc. Based on the qualitative and quantitative analysis of the questionnaire findings, recommendations for the professional training of future teachers to deal with children in crisis, in particular children with war trauma, are proposed. The author emphasizes the importance of developing infomedia literacy, critical thinking, future teachers’ skills in creating a media lesson, and media hygiene as the use of electronic communication and distance learning is a priority in the post-war period and requires information safety from ideological manipulations. Considerable emphasis is given to the development of teacher resilience as the capacity of the human psyche to recover, increase stress resistance, and prevent burnout when dealing with students who have suffered from russian aggression or are experiencing other crisis conditions

The process of creating creative products for students of architects and designers: integrative teaching methods

Article translates the practical pedagogical experience of the author in the course of studying and fixing the formal (compositional) sphere in classical, textbook works of painting, DPI, architecture and design. The composition is educational and creative, based on the laws and means of the formal sphere, is programmable in line with success. The purpose of the article is to increase the professional level of students' work in line with creative, compositional thinking and vision in planar and three-dimensional composition.

A methodological approach to the organization of the understanding of the decorative image by future specialists of decorative and applied arts

The study highlights the methodological approach to organizing the creative process of future specialists in decorative and applied arts of a higher pedagogical educational institution under conditions of the modern education system of Ukraine. The purpose of the study was to present the content of special methodological work on how to organize the creative process aimed at forming students' understanding of the decorative image features. The problem is how to achieve a high result of creative tasks, students' works, along with the development of technologies for painting fabrics (batik), which together will help a future specialist to become a professional in the future. The methods of the study were: theoretical – the analysis of scientific sources on the problem related to the formation and determination of its formation signs in students; practical – the analysis of pedagogical experience – in order to highlight effective forms of work with students within the educational environment of a higher education institution, which contributes to the formation of students' understanding of the organization of the creative process. The professional literacy of the future specialist majoring in 023 "Fine Arts and Decorative Arts, Restoration" is based on his/her ability to build activities according to aesthetic laws (to understand contemporary fine and decorative arts, folk art); it consists of a system of special knowledge and skills. It is substantiated that folk art is our self-identification, we need to know the traditions of our people, modern fine arts; it is important to revive them in original modern forms, to promote the development of experimental trends, to work creatively with folk paintings in the process of teaching the disciplines of the course "Decorative and Applied Arts", to show how promising it is today. The article describes the methodological approach to the organization of the creative process in solving the thematic tasks within the academic course "Fundamentals of Fabric Painting". One of the ways to renew assignments of the academic disciplines "Fundamentals of Fabric Painting" and “Decorative and Applied Arts" has been presented. It is shown that on the basis of the conducted pedagogical experiment and its results, the creative activity of understanding and creating a decorative image as a holistic process that improves professional skill and competence is confirmed. We see the prospects of scientific research in the extension of the study of the necessary modern methodology which develops students' interest in various types of activities, including scientific, research-centred, artistic and creative, as well as in the increasingly extensive implementation of methodological findings in the process of studying Decorative and Applied Arts.

FORMAL, NON-FORMAL AND INFORMAL CONTENT DOMAIN OF BLENDED LEARNING FOR PROSPECTIVE ENGLISH UNIVERSITY TEACHERS

Learning today takes place in various mixed forms - through practice, and personal connections, extending beyond the boundaries of traditional educational institutions. Many students navigate in different fields of knowledge throughout their lives. The specifics of non-formal and informal education are an important aspect of future professionals’ learning since formal education cannot encompass all such experiences. Blended learning combines formal and non-formal learning, face-to-face and online communication, guided actions and independent choice of path to achieve personal and social learning goals. Considering the pertinence of developing professionally oriented communicative competence among prospective English university teachers, the purpose of the study is to theoretically substantiate the content domain of blended learning (BL), including formal, non-formal and informal aspects. It is stated that in the narrow sense, the BL of prospective English university teachers is a purposeful process of transferring and assimilating knowledge, improving linguistic, speech, socio-cultural, educational and strategic competencies, enhancing students’ cognitive activities. BL should be a flexible synthesis of distance learning, complemented by direct interaction with the teacher and other students during traditional learning, which will significantly intensify the learning process, fostering independent learning and the individual learning trajectory of each student. In a broad sense, the BL of prospective English university teachers is a system of formal and non-formal learning that integrates with informal learning that is characterized by social experience and defined as a self-organized, individually cognitive activity. The study has used a set of theoretical research methods including analysis, systematization and generalization of the results from the scientific and pedagogical experience of Ukrainian and foreign scientists. The webinar is distinguished as an interactive form of organizing non-formal learning, incorporating a mixture of formal learning through practical exercises such as debates, the flipped learning model, the project method, the discussion method, the presentation method, etc.

Informational Overload of Russian Studying Youth: Myth and Reality

The article investigates some aspects of the media use of young people in Russia in the current conditions in terms of the information load of young people and their ability to interact with various information flows. The author raises issues of information noise, abundance of information flows, information intoxication – phenomena that often characterize the life in the information age. Through a survey and in-depth interviews, the author checks assumptions about the level of information overload of students, their ability to work with educational and external information, and to protect themselves from manipulative influences from various digital media. The objectives of the study also included correlating the empirical results obtained with the concept of «digital natives», evaluating how applicable it is to the current generation of Russian youth, and how the characteristic features of young people growing up in the digital world affect the process of their media use, causing, among other things, their ability to learn. The results of the survey, as well as an analysis of the pedagogical experience of learning and teaching in Russian universities over the past decades, allowed the author to draw conclusions about the lack of specialized courses in the practice of university teaching that help students learn how to work effectively with multiple information flows and with information in general, as well as the need taking into account the axiological, motivational and practice-oriented components of the media literacy in the development of concepts and strategies for the digital transformation of the Russian education.

Creating a bioecooriented educational environment as a condition for the formation of students' creative natural science skills

Introduction. The relevance of the problem presented in the article is due to the need of modern society for an environmentally oriented person and the real situation with the study of natural disciplines in educational institutions.Of particular importance in solving this problem is the formation of creative natural science skills among students in the conditions of additional biological education within the framework of a bioeco-oriented educational environment. In this regard, a pedagogical analysis of domestic and foreign works on the study of the content of the main concepts on the research problem was carried out, which showed that such concepts as "creative natural science skills" and "bio-eco-oriented educational environment" were defined for the first time and introduced into pedagogical science; a typology of natural science skills has been developed. A study on the formation of creative natural science skills in students in the conditions of additional biological education has not been previously conducted. The purpose of the article is to identify the components, their content, the influence of this environment on the success of the formation of creative natural science skills of students in the system of additional education, to analyze the results of the pedagogical experiment.Materials and Methods. The leading methodological approach in solving the research problem is the environmental approach. In the process of work, theoretical (analysis of environmental, psychological and pedagogical literature, regulatory documents on the education and upbringing of an environmentally literate person; generalization, systematization, study of the pedagogical experience of teachers of additional education, modeling) and empirical (open observation, questioning, interviewing, conversation, testing , own observations of the authors, quantitative and qualitative analysis of the obtained data) research methods were used.Results. The result of the study was the author's interpretation of the key concepts of "creative natural science skills", considered in a two-vector perspective - creative and natural science; "bioeco-oriented educational environment" consisting of subject, information and creative components. The authors of the article analyzed the feasibility of creating a bioeco-oriented educational environment as a condition for the formation of these skills and empirically proved the effectiveness of its functioning. This environment includes a triad: subject, information and creative components, the functioning of which allows you to effectively influence the process of formation of an environmentally oriented personality and creative natural science skills. The results of the experimental work carried out at the Children's Ecological Center of Chelyabinsk testify to the effectiveness of the functioning of the created educational environment in terms of the formation of the studied skills.Discussion and Conclusions. Experimentally, the positive impact of the bioeco-oriented educational environment created at the Children's Ecological Center of Chelyabinsk on the process of forming students' creative natural-science skills was proved, which gives grounds to state the expediency of creating such an environment in organizations of additional biological education. In the course of the study, it was revealed that the information component of a bio-eco-oriented environment, which includes the author's program "A Fascinating World in the Eyepiece", is the most effective form of forming a harmoniously developed, creative personality. The next step of the research is the development of a professional development program for teachers of additional education and teachers of the natural science orientation of general education schools on the formation of creative natural science skills in students as the basis for the formation of an environmentally literate personality.

Predisposition of In-Service Teachers to Use Game-Based Pedagogy

Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.

Climbing as an innovative approach to the training of future specialists in physical culture and sports

The state of professional readiness for activity when using rock climbing in extracurricular time was determined based on the analysis of scientific and methodological literature and questionnaires of future specialists in physical culture and sports. Important aspects for specialists in physical culture and sports are a high level of professional training, the ability to combine theoretical and practical aspects, constant replenishment of knowledge and improvement of skills and abilities using the latest technologies and other approaches Rock climbing is a strategic sport that involves active awareness of body position and strategic placement of arms and legs to move from one foothold to another. Such body awareness training develops fine motor skills and eye- motor coordination. Also, on the basis of the questionnaire, the students' motivation for climbing was determined. The goal is to justify the need to use rock climbing for extracurricular work in the professional training of future specialists in physical education and sports. Methods: analysis of scientific and methodological sources and Internet resources, study of advanced and generalization of personal pedagogical experience, questionnaires. Research results. Surveys of students revealed that the majority of respondents, 81%, consider it necessary to study a sport such as rock climbing for better professional training. Only 27% can use the elements of this sport. Due to the fact that rock climbing has a positive effect on the appearance and promotes the development of physical abilities, 64% of high school students would enjoy climbing. The data obtained in this way indicate that the chosen topic is relevant and timely.

Development and Optimization of Skills in Searching, Processing and Analysing Information from Various Sources in the future Doctors of Philosophy (PhD) training: from Educational Requirements to Scientific Improvement

The study is devoted to the issue of development and optimization of the skills of searching, processing and analysing information from various sources in the training of future doctors of philosophy (PhD). The purpose of the article is to justify the importance and relevance of the development and optimization of the skills of information searching, processing and analysing for doctors of philosophy (PhD) on specialty 015 Professional education (by specialization) at different stages of their academic and scientific career. Methods. To achieve the goal, the authors used the following methods: analysis, synthesis of regulative and scientific and pedagogical sources, generalization, observation, own scientific and pedagogical experience. The results. The relevance of the problem of developing and optimizing the skills of information searching from various sources, its processing and analysing in the training of future doctors of philosophy (PhD) has been proven. Modern research in the field of psychology and pedagogy was analysed (John Sweller – the study of cognitive load and thinking processes, on the ability of students to process and analyse information; Richard Mayer – the study of cognitive aspects of education, including methods of presenting information and its perception by students; Carol Kuhlthau – information processes in education and development of information literacy). Attention is focused on the possibilities of researching the analysed topic through the lens of the Carol Kuhlthau 's Information Search Process (ISP) Model. The essence of the notion of "informational and analytical competence of a post-graduate student (future doctor of philosophy (PhD))" has been determined. Conclusions. It is noted that the importance of informational and analytical competence is that it allows effective performance of research tasks: scientific intelligence (finding and selecting relevant information helps a post-graduate student to determine the scientific validity of its research and find out whether similar work has been carried out before); evaluation of information (the ability to critically evaluate information helps a post-graduate student to determine its reliability and relevance, which are key factors in making scientific decisions); analysis and interpretation (the ability to analyse and interpret information helps a post-graduate student to identify patterns and connections between various aspects of the research); scientific writing (scientific writing skills allow a post-graduate student to create scientific papers and a dissertation that meet the standards of the scientific community); effective communication of results (the ability to present the research and results clearly and convincingly helps a post-graduate student communicate with colleagues, receive funding and disseminate findings); ethical aspect (adherence to ethical standards in the use of information and in conducting research, academic culture and academic integrity is extremely important for scientific activity). The development of criteria, their content and the levels of formation of the informational and analytical competence of post-graduate students (future PhDs) are defined as the prospects for further research.