Special Educational Environment Research Articles

The use of statistical methods in the system of monitoring the qualimetry of level language tests

This paper examines the problem of using statistical methods in the quality monitoring system of level language tests based on TOEFL, FCE and CAE materials. The majority of teachers and experts in qualimetry in general and educational qualimetry in particular are inexperienced which makes the use of test diagnostics at all stages of the learning process extremely challenging. The proposed approach involves the use of test diagnostics at every stage of the learning process to ensure accurate results. The quality of test tasks can be determined and the reliability coefficient of the tests can be calculated by employing experimental verification data and probabilistic factors. The statistical analysis of the results allows for the identification of qualitative characteristics of the test and provides insights into the heterogeneity of the subjects. This approach enables the grouping of subjects into homogeneous groups and ensures the adequacy of tests in a specific educational environment. This research employs the control cross-sectional analysis technique to identify areas of deficiency in understanding, ascertain the educational attainment of students and gauge their requirements. This method creates strategies to fill in any knowledge gaps and provides personalized support.  Statistical methods are used in this research to collect, assess and analyse both quantitative and qualitative data.

TEACHER TRAINING IN THE CONTEXT OF REFORMING HIGHER EDUCATION: PRIORITY CHALLENGES AND POSSIBLE WAYS TO OVERCOME THEM

The article presents the results of analytical and experimental work on teacher training in the context of reforming domestic higher education. Possible solutions to the problems of additional education aimed at developing new competencies of a modern teacher are formulated. The main directions for creating a special educational environment on the basis of educational clusters are identified. The authors update the problems whose solution will optimise teachers’ training for work in new sociocultural conditions.

Развитие гуманистической направленности современной системы образования России: условия реализации

The education system includes the main social institutions that perform the functions of upbringing and education. A common characteristic of any education system is the orientation towards the transfer of knowledge and the formation of skills in order to develop students. At the same time, each stage of social development corresponds to an education system that meets the requirements for the results and goals of education in a particular society. Historically, the evolution of educational systems is interconnected with the transformation of the socio-political structure. The need for a serious reform of the Russian educational system arose under the infl uence of two interrelated factors: the collapse of the Soviet Union in December 1991 and its education system, and the rejection of the existing ideology of educating the younger generation. The protracted reform of the Russian education system is currently causing a lot of criticism from experts and the public, one of which is the deviation from humanistic traditions in teaching practice. The subject of analysis in the article is the conditions that ensure the implementation of the idea of developing the humanistic orientation of the modern education system in Russia. At the origins of the implementation of any idea is a person, innovations in educational practice are embodied by a teacher. Consequently, the backbone components capable of ensuring the embodiment of the idea of a humanistic orientation of the modern education system in Russia are the goals of education that are consonant with this orientation and the pedagogical staff that ensure their achievement. At the same time, the reforms of domestic education in the post-Soviet period led to the loss of the primacy of the educational component in the educational process. Currently, society and the state are making efforts to make up for this mistake. However, a signifi cant obstacle to solving this problem is often the unpreparedness of teachers to implement the educational functions of education based on the humane principles of pedagogy, the basis of which is to take into account the individual characteristics and personal needs of the pupil. The introduction of new forms and methods of working with students will not provide long-term results if it does not affect the foundations of the education system. The purpose of the article is to systematize and supplement information about the conditions that contribute to the development of the humanistic orientation of the modern education system in Russia. The author evaluates the evolution of two ideas: the humanization of education and the formation of a professional orientation in the system of teacher training. The humanistic orientation is substantiated by the author as part of a professional orientation. The origins, problems and approaches to the scientifi c analysis of the idea of the formation and development of the humanistic orientation of future teachers in the conditions of university education are analyzed. To obtain substantiated scientifi c results, the author analyses the normative documentation of the Russian education system, dissertation research, current periodicals and the educational environment of the university. The paper also indicates the reasons preventing the mass dissemination of humanistic ideas in modern Russian education. Thus, the author draws reasonable conclusions about the set of conditions necessary for the development of the humanistic orientation of the education system of modern Russia. Among the conditions mediated by the system of training of pedagogical personnel are: respectful relations of the subjects of the educational process; selection of the content of education; use of active forms and methods of training and education; participation of students in volunteer activities, including leader activities; creation of a special educational environment of the university. The general conclusion of the article is the emphasis on the dependence of the embodiment of the idea of developing the humanistic orientation of the Russian education system on the organizational and pedagogical conditions of the modern system of training teachers. The teaching staff in this historical period is a system-forming component of the Russian education system, on which the results of its transformation depend.

USE OF INTERACTIVE TECHNOLOGIES OF COLLECTIVE AND GROUP LEARNING (ON THE EXAMPLES OF STUDYING SCHOOL COURSES OF GEOGRAPHY AND NATURAL SCIENCE «GETTING TO KNOW NATURE»)

The standards of modern education set before every teacher the task of forming a person of a new generation – creative, active, proactive, one who uses innovative approaches in solving problem situations.The concept of the New Ukrainian School puts forward new requirements for the organization of education for those seeking education. It is possible to implement this work only when each student performs his educational process as effectively as possible. Traditional methods of education aimed at improving the information system of education do not provide the opportunity to fully reveal the inner creative and intellectual potential of each person, because it continues to be dominated by the traditional psychological and informational approach, which is aimed at developing memorization skills, rather than thinking and acting, and not the development of all psychological processes of the individual, which he should involve in the learning process.The article highlights the problems of using interactive learning technologies in the school natural science course “Getting to Know Nature”. Interactive technologies of collective and group learning (“microphone”, “unfinished sentences”, “brainstorming”, “teaching – learning”, “openwork saw”, “situation analysis are considered”), “decision tree” and others.It is noted that such an organization of training creates a special educational environment for personality development. Through mutual learning, experience in solving problems based on its theoretical understanding and application is acquired.
 Keywords: method of teaching natural science; interactive educational technologies; “microphone”; “unfinished sentences”; “brainstorming”; “teaching – learning”; “openwork saw”; “situation analysis”; “decision tree”.

Conceptual Model of Formation of Electoral Culture of Teacher in Special Cross-Level Educational Environment

The article actualizes the problem of formation of teachers’ electoral culture in a special educational environment. The aim of the article is the conceptual substantiation of the formation of the electoral culture of the teacher on the basis of the creation of a cross-multi-level educational environment. Methodology. In developing the concept of forming the electoral culture of a teacher, the author relied on the methodological framework that includes the positions of dialectical materialism and noosphere approach at the worldview level, systemic and evolutionary approaches at the general scientific level, environmental, competence and activity approaches at the specific scientific level. The technological level is represented by specific technologies, ways, methods, and techniques of forming teachers’ electoral culture. The proposed methodology formed the basis for conducting an empirical study of the level of teachers’ electoral culture formation. The method of polling and questionnaire survey was used. Results of the research. The teachers’ electoral culture is a set of gnoseological (electoral competence), axiological (electoral disposition), praxiological (electoral activity) components which form a relatively stable system of knowledge, values, norms and models of electoral behavior, which are transmitted by a teacher in the course of educational relations and promote formation of civil identity and active life position in all participants of educational process. The traditions of attitudes towards electoral activity are revealed. The analysis of empirical data on the attitude towards electoral activity among teachers in the Chechen Republic is presented. Theoretical substantiation of the construction of a conceptual model for the formation of teachers’ electoral culture in the cross-multilevel educational environment, taking into account the principles of cultural appropriateness, scientificity, and the formation of an individual educational trajectory. Conclusion. Based on the results of two organized surveys among the teachers of the Chechen Republic the generalizing conclusions containing the focus on innovations in the formation and development of electoral culture were made. In this connection, teachers need to master the competencies that allow forming the electoral culture of students: special technologies, oriented to students of different age groups, training sessions with teachers, allowing them to gain confidence in the importance of broadcasting electoral culture, in their own potential.

The Phenomenon of Legal Awareness: Historical and Philosophical Reception in the Context of Educational Problems

The study of the legal awareness in the educational space presumes its exposition as a universal phenomenon. This phenomenon combines two mutually agreed aspects. One aspect includes the theory of the legal awareness, that is determined with the philosophical reception of such concepts as the natural right and the positive right. The another aspect concerns the practical forms, that help to realize the legal awareness in the educational space by means of the creation of the special educational environment. The theoretical analysis of the phenomenon of the legal awareness shows the complexity of this problem, that connects legal and social sides of the phenomenon. The mutual integration of this directions is possible only on the theoretical level and basis on the grounds of the idealist philosophy by Kant, Hegel, Ilijin. The another possibility of such exposition gives the materialist philosophy primarily the marxism. This state can be explained with the antinomy of the phenomenon of the legal awareness. This antinomy allows the situations, when the special features of the phenomenon do not correspond with each other, but its unity keeps safer. This unity keeps safer by means of the theory of the reflection, that accentuates the material external world. The another way of the realization of this unity is connected with the idealist philosophy, that considers the legal awareness as the special structure- third option that corresponds with the human personality as the potency and the educational environment only realizes this third option. The modern theories of forming of educational environment in the educational space, created by V. V. Rubzov, V. A. Jasvin, V.I. Svobodchikov, V. I. Panov integrate this two approaches and emphasize the dialogical features of educational environment and do not reduce it to the ideal or material grounds.

From policy to practice: Inclusion and the education of the deaf child in Kenya

This paper examines and analyses the challenges that inclusive education poses for children who are deaf and school going. Some of the challenges discussed following Antia and Levine (2001), include but are not limited to: Linguistic diversity, procedural differences and language proficiency. We argue in this paper that as far as inclusion is concerned, the school is just a “place” and one of the circumstances where inclusion can be practiced. However, there are also other experiences such as: the home, family, childcare and other socializing cases that cannot be precluded because of their importance. We further argue that to some extent, students who are deaf may still require a special education environment especially, as Rosenqvist & Gustavsson (1993) assert, it is important to maintain some concepts of difference in humans since in one way or another it may reinforce a person’s sense of identity, peculiarity or proficiencies. The lack of recognition of differences, most of the time in an inclusive setup pose numerous challenges. In this paper we strongly advocate for the bi-bi approach (bilingual- bicultural approach), but we also believe that there is need to relook, rethink and evaluate inclusion policies in a flexible way, taking cognizance of the distinction between the “general class or school for all model” and the “special school model” so as to show that there is a place for special schools, and special units within schools. Research must be conducted to develop inclusive education policies that recognize the importance of having a range of schooling options for students with disabilities and in particular students who are deaf.

Higher Education During and After the Pandemic: Philosophy of Digital Change

The authors discuss the problems associated with the accelerated digitalization of higher education during and after the pandemic. Various approaches proposed by specialists dealing with problems of digitalized higher education are analyzed, and the benefits and risks associated with digital change are identified. The theoretical approach includes some famous theories in the philosophy of education constructed first by John Dewey and developed further by contemporary scholars. The empirical basis contains several studies of students, teachers and experts conducted in Armenia and Belarus. The authors present a comparative analysis of the situation in higher education in both countries during the pandemic. The research results show that the online form of learning poses several difficulties and offers advantages over the traditional form of learning. At the same time, the rejection of traditional forms of learning is also related to the problems and unpredictable consequences of the quality of learning. The authors conclude that currently, the most promising form of learning is hybrid. Its implementation demands a special educational environment to embrace the advantages of online and offline forms of education and account for factors influencing the effectiveness of these forms.

Revising the Assessment of Creative Competence of Journalism Students

This study proposes an effective development methodology for evaluating the creativity of journalism students. Within the framework of university education, it is proposed to focus the attention of teachers on creating a special educational environment (media park), where progressive forms and methods of teaching, game methods are used systematically, in the context of the ecology of media processes. The peculiarity of the methodology is that at the end of the educational process (the creation of a specific media product by the students), its effectiveness is measured by comparing the initial and final indicators of the creative competence of student journalists. The author proposes to use S. Mednik’s speech-thinking creativity test, which is based on an assessment of the level of development of the student’s thinking and speech in their relationship, which is extremely important for future journalists. The article presents the results of the practical application of this type of assessment. The relevance and novelty of the problematic are due to the following circumstances. On the one hand, active forms and methods of teaching, including project activities, are widely used in universities, on the other hand, the methodology for assessing the creative competence of students is currently not well developed and is practically not used in the curriculum. It should also be recognized that the assessment of this competence and the products of creativity in general, which, of course, includes a journalistic text, is complex and ambiguous, since it is influenced by a large number of subjective factors. This article proposes one of the ways to resolve this contradiction.

EDUCATIONAL DIFFICULTIES OF MILITARY SERVANTS CHILDREN

The article presentment that the psychological state of a demobilized soldiers can had a negative affects on all family members. In addition, the military profession form a specific family relationships and personal traits of parents, which have negatively affect to the child's ability to cope with various stresses. For the reasons stated above, it is advisable to consider the children of military servants as a group that needs a special educational environment. The results of scientific research on the psychological problems of children from families of military servants are summarized and these problems are considered in the aspect of educational difficulties. The paper presents the results of a study of typical PTSD symptoms among children of soldiers, which are manifest in the following forms: 1) hyperarousal manifests itself: in relationships, as the form anxiety to lose contact with significant person and attachment with him, in violations of the cognitive sphere and self-regulation of negative states; 2) the symptoms of avoidance are seen in: activation of the mechanism of psychological defense by the type of "repression", a decrease of social activity and withdrawal from social contact, the disappearance of interest in things that were previously important; 3) symptoms of intrusion manifest in the form of obsessive memories and repetitive negative experiences those are suddenly and inadequately beginning appear in the social environment. The article outlines the main ways to optimize the educational environment for children of military servants with the educational problems that were consideration, which are: organization of psychoeducational events for teachers, which are dedicated to disclosing the specifics of this category of children and the main directions, strategies, ways of solving psychological and pedagogical problems that arise in the educational environment; by introducing special educational and methodological modules during the preparation of specialists for teaching, upbringing and psychological professional work with this category of children; preventive psychological interventions aimed at reducing the risk of distress, psychotrauma and PTSR development in this category of children; creation of proposition of psychological rehabilitation, psychocorrection of children who need such help. Keywords: educational environment, a person with special educational needs, educational difficulties, symptoms of post-traumatic stress disorder, optimization of the educational environment.

Barriers in Collaborative practice among SLP/Ts and Special Educationists Working in Special Education Settings.

Background: This study was conducted as an attempt to understand the pattern of collaborative behavior and the possible hurdles that Special Education (SE) teachers and school-based Speech-Language Pathologists/Therapists(SLP/Ts) might face, keeping them from efficiently meeting the Speech Language and Communication Needs(SLCN) of individuals in Special Education settings. 
 Objective(s): To investigate the needs of speech and language therapy service in special education settings.. To specify that the particular speech language and communication needs of an individual cannot be sufficiently met by one clinician alone. 
 Methodology: A comprehensive survey questionnaire was employed to attain a clear view of the similarities and differences between the groups of professionals, their understandings of terminology, spoken language indicators of SLCN, associated academic needs, behavioral challenges, and professional barriers to meeting the children’s needs.
 Results: Fluctuations in the response pattern for both groups were observed when it came to understanding of latest terminologies associated with SLCN, SLP/Ts were predominantly more aware of the terms than special educationists. Special education teachers were unexpectedly more aware of the academic and behavior features related to speech and language difficulties. However, training, advice as well as resource availability saw special educationists lacking whereas slp/ts showed a consistent pattern of having received the necessary training and resources. 
 Conclusion(s): A special education environment is designed to fulfill an individual’s needs, whether they be physical, sensory, cognitive or communicative and to achieve that goal, a compatible team of healthcare professionals and special educators is crucial. In this particular scenario, there is an impending need for both speech language pathologists/therapists and special educators to understand the prerequisites of each other’s role and more importantly how they can assist to provide better Individualized Education Plans(IEPs)(5), improve peer and staff interactions, prevent undesired behavioral interactions, evolve the academic experience and the therapeutic intervention necessary to enhance the quality of life of an individual with speech-language and communication needs.

SPECIAL FEATURES OF MUSEUM PEDAGOGY AS AN INNOVATION ACTIVITY IN PRESCHOOL EDUCATION INSTITUTIONS

General trends in the development of Ukrainian society have highlighted the problem of pedagogical innovations in preschool education. Its development is based on national documents about innovation activities and guiding documents in education, particularly the Order of the Ministry of Education and Science of Ukraine “On Amendments to the Regulations on the Procedure for Innovative Educational Activities”. Pedagogical innovations in preschool education institutions include the creation of museums and pedagogical activities in this specific educational environment. The General Provisions on the State Museum Policy are reflected in the Law of Ukraine “On Museums and Museum Affairs”. In general, the work of museums in our country, as it is aimed at preserving and interpreting the cultural heritage, promotes social adaptation and national identity, is a valuable factor in organizing leisure and educational work with children, is of great social and cultural importance. The study found that museum pedagogy in preschool education is a branch of pedagogical science and practical educational activities focused on teaching, education, development and transfer of cultural experience to preschool children in a museum environment. In the context of innovative processes in education, we consider museum pedagogy as a purposeful, systematic and consistent introduction of the original organization of the educational environment into the practice of preschool education institutions and, against this background, the use of innovative methods and techniques of pedagogical activity, covering a holistic educational process from determining its goal to obtaining the expected results. The influence of age and psychological features of preschoolers on the location of the museum and its separate expositions, ways of presentation of exhibits, definition of tasks of educational activity, on filling of the museum environment with concrete museum subjects is studied and characterized; the expediency of using game technologies in the process of working with preschoolers in the museum environment is substantiated; modeling of the structure of game technologies of museum work is carried out. Game technologies in museum pedagogy are based on activity and other scientific approaches. It is proved that the game is a structurally complex activity, so the use of game technology in the museum in preschool education is carried out by ensuring the full functioning of its expanded structure – motivational-target, content, procedural-operational, control-evaluation and performance components.

Организация тьюторского сопровождения учебного процесса младших школьников с РАС. Технология «Классный тьютор»

<p style="text-align: justify;">The heterogeneity and complexity of autism spectrum disorders (ASD) determines the need to develop special education and support environment for children with ASD, considering children special educational needs. Tutor support is a necessary, guaranteed and learning model-independent condition for the effective adaptation of a child with autism in the school environment. The «Class tutor» technology is an original education intervention developed within the framework of the concept of inclusive education. The technology focuses on the group tutor support in a grade for children with ASD. Goals of the intervention are: the adaptation of students to the educational process the individual inclusion of the student in the team; participation of a tutor in group lesson activities and tutor assistance to the group in the mastering of the education program (special type of the educational program for children with ASD); developing of the individual learning conditions, developing of the functional skills and reducing of the episodes of unwanted behavior. The specific tasks of the stages (preliminary, adaptive-diagnostic, main, final) of the technology implementation are presented. During the work with the unwanted behavior tutor uses following applied behavioral analysis techniques implemented in the «Class tutor» intervention: the use of motivational stimuli; the dosed use of prompts of various levels; extinction; positive weakening; the establishment of instructional control; an increase in the period of problem-free behavior; support and consolidation of alternative and replacing forms of behavior, maintaining an adequate pace of work; training functional communication. The game interaction during the break has been chosen as the model for the description of the intervention scheme. The principles of the intervention effectiveness study design include multiple case and multiple-baseline methodology.</p>

South African physiotherapists' perspectives on the competencies needed to work in special schools for learners with special needs.

BackgroundInvestigation into, and description of competencies in the various sectors in which the physiotherapy profession is practised, contribute to the standardisation of practice, professional education, and guides research and administration, and is necessary in South Africa.ObjectiveTo identify the competencies implemented by physiotherapists working in an educational setting for learners with special needs and to determine physiotherapists’ opinions on the identified competencies.MethodsA sequential mixed method research design was implemented to explore the competencies that physiotherapists implement during their intervention for children with special needs through focus group discussions (FGDs). A questionnaire based on the statements that emerged from the thematic analysis of the transcribed FGDs, and validated, was implemented in a cross-sectional survey amongst all physiotherapists employed in special schools. SPSS version 24 was used for the analysis of closed responses and thematic analysis was done on open-ended responses (n = 22).ResultsThe respondents’ knowledge and skills regarding physiotherapy theories and implementation ranged from ‘good’ to ‘very good’. However, integration of the therapeutic knowledge and skills in different aspects of the special educational environment, and community integration, were rated ‘poor’ to ‘fair’. Support of physiotherapists to implement policies and procedures, and to attend continuing professional development, ranged from ‘fair’ to ‘poor’.ConclusionLack of knowledge in educational policies and procedures in classroom strategies negatively influence the integration of therapeutic strategies in the special educational environment.Clinical implicationsThe contribution of our study to learners with special needs in schools was outlined.

Creation of modern educational multilingual space on foreign language lessons in educational institutions: achievements and challenges

The article considers the points of multilingual education development in Ukraine, the results of All-Ukrainian experiment "Formation of multilingualism in children and students: progressive European ideas in the Ukrainian context", the challenges for linguists due to the successful development of multilingualism. Еducational institutions formed experimental long-term curricula for each age group, supplemented and adjusted them, choosing effective methods and forms of work during the process of implementing the experiment. It should be emphasized that multilingual education programs help to increase the competitiveness of students, give students the opportunity to participate in All-Ukrainian competitions, international projects. Students of experimental groups showed a higher level of cognitive development, language skills, communicative interaction in groups, learning the material of non-language subjects, empathy and tolerance for linguistic diversity.
 Different types of programs were analyzed due to the methods used in  multilingualism. The advantages of creating a multilingual educational space as a special educational environment, its role in the formation of world and national cultures have been carefully studied.
 As a conclusion, we can state that there is a certain pedagogical achievement in creating a multilingual space at foreign language lessons in Ukraine. It suits the world experience and requirements of pedagogy and teaching methods. There are various types of programs used in multilingualism techniques: transition programs, prestigious bilingual education programs, immersion programs, development programs, support programs, dual language programs. Their usage depends on the educational level of students and teachers.

The challenges of online learning for teachers of children with intellectual disability in the COVID19 pandemic: qualitative method

COVID 19 has raised a challenge for the education and learning environment of special children in Saudi Arabia, Northern Region. This paper aims to analyze all the challenges which have a significant impact on the teaching method for children with disability. The research was carried out on a qualitative design. Several stages of the investigation were carried out which included a detailed survey of literature and the special education environment in Saudi Arabia. Interviews were conducted with 15 teachers to learn about online learning and restriction imposed during the global pandemic Sampling was carried out based on age, gender, and years of experience. The result showed that shutdown periods were more challenging for students as special education required a lead towards physical responses and the online mode was not suited in Saudi Arabia. It was found that the education infrastructure of the country also had a weak for educational professionals. The study showed that teacher inputs are essential in special education and online mode of education cannot satisfy the requirement of children with disabilities.

АВТОРСЬКІ ШКОЛИ ЯК СЕРЕДОВИЩЕ РЕАЛІЗАЦІЇІННОВАЦІЙНОГО ОСВІТНЬОГО ПОТЕНЦІАЛУ

In the article on the background of the analysis of the methodology works and history, theory of pedagogy it is represented the viewing of an author school as the pedagogical phenomena. The multimanibility of interpretation of the outlined by the notion in the pedagogical science demands the learning of the innovative potential of the author schools from the position of history, which gives the possibility to analyze the value experience of the teachers-leaders and use it in the reforms of the modern educational paradigm. A part of the system creation of each author school is a founder, a leader – an author of own pedagogical system, which, in its turn, creates the basis and is realized in special educational environment of an author school. In the pedagogical science the author school is defined as an experimental educational institution or an original general and pedagogical, didactic, methodical and up-bringing system of work. In the article, we except the theoretical material, it is made an analysis of the modern native author school by Vasyl’ Sukhomlynskyi. He doesn’t only substantiate the theoretical fundamentals of his system, has constructed the conception and realized it in the practical activity, has defined the subjects (teacher, pupil, family), an aim (forming of the general developed person), parts (mental, moral, civil, labour, physical, aesthetic, patriotic, іdea and political up-bringing), which propped up on the human fundamentals (cultural demands of a child; forming of culture of desires, eelings culture; сreation for a child of “life joy”; forming of the feeling of own dignity; creation of success atmosphere; the advantage of positive stimulus and reactions on the behaviour of a child under the negative; interaction of a school, a family, civil activity and others). A centre, an aim of pedagogical system by Vasyl’ Sukhomlynskyi became a humanity, an attitude to the child as to the unique person, responsibility of the nature, responsibility of the culture, a base on the positive in a child, a creation of the success situation, an eddying of knowledge, formation of joy notion, creation of the “intellectual background of school” and others. It is analyzed the modern scientific issues, materials of periodic issues of the second part of the XX century and modern pedagogical press, archival materials.Key words: author school, experimental educational institution, innovative educational institution, pedagogical system, educational environment.У статті на основі аналізу праць методології, історії та теорії педагогіки представлено огляд автор-ської школи як педагогічного феномена. Багатоманітність тлумачення окресленого поняття в педа-гогічній науці вимагає вивчення інноваційного потенціалу авторських шкіл з позиції історизму, що дасть можливість актуалізувати цінний досвід педагогів-новаторів і застосувати його у реформуванні сучасної освітньої парадигми. Системоутворюючим складником кожної авторської школи виступає її розробник, лідер – автор власної педагогічної системи, яка, своєю чергою, становить підґрунтя і реалі-зується в особливому освітньому середовищі авторської школи. У педагогічній науці авторська школа визначається як експериментальний освітній заклад або оригінальна загальнопедагогічна, дидактич-на, методична чи виховна система роботи. У статті нами, крім теоретичного матеріалу, здійснено ана-ліз діяльності відомої сучасної вітчизняної авторської школи Василя Сухомлинського. Він не лише обґрунтував теоретичні основи своєї системи, вибудував концепцію і втілив її у практичній діяльно-сті, з’ясував суб’єкти (учитель, учень, родина), мету (формування всебічно розвиненої особистості), складники (напрями виховання), що ґрунтувалися на гуманістичних основах (принципах окультурення потреб дитини; формування культури бажань, почуттів; винайдення для дитини атмосфери «радості буття»; формування почуття власної цінності; створення ситуації успіху; перевага позитивних ідеа-лів, стимулів і реакцій на поведінку дитини над негативними; співпраця школи, сім’ї, громадськості тощо). Сутністю педагогічної системи Василя Сухомлинського стали гуманізм, ставлення до людини як до особливої особистості, природовідповідність, культуровідповідність, опора на позитивне в дитині, формування ситуації успіху, одухотворення знання, формування радості пізнання нового, розроблення «інтелектуального фону школи» тощо. Проаналізовано сучасні наукові видання, матеріали періодичних видань другої половини ХХ ст. та сучасної педагогічної преси, архівні матеріали.Ключові слова:авторська школа, інноваційний освітній заклад, експериментальний освітній заклад, освітнє середовище, педагогічна система.

Интеллектуальный потенциал молодежи: концептуализация понятия и методологические основания исследования

Analyzed are scientific researches, the authors of which substantiate the concept of intellectual potential and determine methodological foundations for the diagnosis and development of the intellectual potential of youth. The authors of the article considered the concept of “intellectual potential” from the standpoint of various methodological approaches, showing advantages of young people in formation of intellectual potential: speed of mastering new competencies, high creativity, low reproductive inhibition during the development of activities. Problems of development of intellectual potential of Russian young people are revealed. The components of intellectual potential are highlighted, among which a special place is for motivation for mastering knowledge, abilities, skills, willingness to take risks and uncertainty, information culture, etc. It is proposed to determine intellectual potential of young people, based on levels of development of its components. Requirements for educational environment for development of intellectual potential of modern youth are described as well. The conclusion is made, that intellectual potential of modern youth must be formed in a specific educational environment with specific conditions.

ОСВІТНЬО-ПРОФЕСІЙНЕ СЕРЕДОВИЩЕ ПЕДАГОГІЧНОЇ ПРАКТИКИ ЯК УМОВА НАБУТТЯ ПРОФЕСІОНАЛІЗМУ МАЙБУТНІМИ ВЧИТЕЛЯМИ ПРИРОДНИЧИХ ДИСЦИПЛІН

The article analyzes the models of educational environment represented in psychological and pedagogical research studies. It is stated that in order to acquire professional skills by teacherstrainees a special educational training environment during pedagogical practice should be created. The professional training environment during pedagogical practice is defined as a special set of influences and conditions which provides creation of a variable, indefinite space full of problem situations and opportunities. It helps to launch professional development mechanism, development of new ideas, forming of life perspectives as well as an ability of self-projection. The model of professional training environment comprises the following components: space and subject referenced, social and psycho-didactical. The resources of the space and subject referenced component (distant learning means, electronic libraries, software systems) are the material basis of professional training environment functioning. The social component includes interrelated key subjects of educational process: a professional teacher, a teacher-trainee, a supervisor of pedagogical practice, students. A teacher being an example of professionalism supervises the process and consults a teacher-trainee. A priority of a dialogue in the system of relations of a teacher-trainee and students as well as the role of a supervisor of pedagogical practice in projection and implementation of individual educational trajectory is specified. Psycho-didactic component provides correspondence of education objectives, syllabus and applied methods to physiological characteristics of trainees. Factors which influence the successful implementation of individual educational trajectory of a teacher-trainee are related to the components of professional training environment during pedagogical practice. The ways to enrich the professional training environment with opportunities to meet individual educational needs and intentions of trainees in acquiring their professional skills are discussed. The effectiveness of professional training environment functioning during pedagogical practice is defined according to the level of professional competences formation of teachers-trainees at the after action review and assessment stage.

Role of free choice disciplines in the formation of applicants of higher education "soft skills"

The article analyzes the role of free choice disciplines in the formation of universal or functional competencies, which are also called soft skills. It has been proven that mastering soft skills ensures both personal success in life and professional implementation, as well as further career growth of a modern graduate of a higher educational institution. Based on the analysis of scientific sources, the main approaches to defining the essence and classification of soft skills in the works of both domestic and foreign scientists are determined and characterized. The publication analyzes and summarizes the ways of forming soft skills among students in the practice of higher educational institutions of Ukraine. Among them: the creation of a special educational environment, the restructuring of the educational process, which is dominated by such types of learning as project, problem-based, etc.; variety of forms and methods of teaching; extracurricular system, etc. It has been proven that a cycle of selective disciplines or author's courses plays an important role in ensuring the formation of soft skills. A significant place among them is occupied by the course "Pedagogy of Success", which in the 2020-2021 academic year was chosen by applicants for the first (bachelor's) level of higher education. The course is aimed at increasing the productivity of independent educational work and a positive attitude towards it among students of higher educational institutions, equipping them with strategies of self-esteem, the formation of a positive "I-concept"; effective distribution of time (time management); search, evaluation and information processing; active reading; improved memorization; submitting your own educational achievements; communication, ways to ensure personal work ability, etc.