Subjects Of Educational Process Research Articles

The Potential of Artificial Intelligence in Teaching a Foreign Language at a University

The rapid development of artificial intelligence, neural networks, naturally gives impetus to the development and modernization of the education sector. New technologies practically affect the processes of teaching. The purpose of the study is to test the practical effect of the technology of interaction between a teacher, students and artificial intelligence. The task is solved to develop and describe the techniques, algorithm and results of the work of a teacher and students with the integration of the artificial intelligence technologies into the educational process. This shows the theoretical and practical significance of this study. To eliminate negative situations of uncontrolled usage of neural networks in the educational process, to prevent the situations of academic deception, unethical usage of artificial intelligence, it is proposed to develop the techniques of a teacher’s work with a study group that will transform negative factors of the usage of artificial intelligence by students into positive ones, bringing situations of recourse to artificial intelligence into a teacher-controlled format of its use. The technique is proposed that prevents academic deception: the use of artificial intelligence for educational purposes through a teacher-supervision when using artificial intelligence by a student. This is the novelty of the study presented. The research methods are: the analysis of special literature and methodological foundations of teaching AI, as well as verbal-communicative and empirical methods. As a result of the research, the author proposed the list of principles of using artificial intelligence in the educational process is proposed, two functions of artificial intelligence while learning and teaching foreign languages are identified. It is stated, that the phenomenon of the emergence of a new subject of educational process – artificial intelligence – can be observed and the triad of the subjects of educational process has been defined – “Teacher – Artificial Intelligence – Student”. Moreover, the author describes the experience of testing the use of artificial intelligence technologies and gives practical recommendations on their use in the educational process at the university, describes the techniques and formats of tasks given for students. This will further enhance the tools and functionality of digital platforms used in the educational process based on artificial intelligence in general and on the mechanism of neural networks in particular. Keywords: artificial intelligence, English language, principles of teaching, techniques of teaching, artificial intelligence functions, the triad of the educational process

The health preservation of students and lecturers in strategic plans of development of modern university

The article presents analysis of results of study of health status of students of National Universities and managerial competencies of heads of health authorities in subjects of the Russian Federation. This combination was chosen not by chance but intentionally to align with Vernadsky University's primary mission of training managerial personnel and modern rural leaders. It was essential to monitor relationship between student health and programs designed to maintain it during education, as well as perspectives of graduates already practicing as professionals. The conclusion was made that there is necessity to establish independent policy within programs and development strategies of universities conditionally named as "health-preserving policy." The measures targeting to preserve and enhance student health during education process are formal and secondary, often neglecting mental health issues. Besides, these measures are not extended to other subjects of educational process, such as lecturers and administration management personnel. This oversight corresponds to tangible menace to sustainable development of higher school in contemporary conditions.

Values of academic integrity in higher medical education.

Aim: The aim is to identify features of theoretical and empirical research of academic integrity as characteristics of the educational environment of medical higher education institution (hereinafter - HEI). Materials and Methods: A complex of general scientific methods: logical-analytical, dialectical, theoretical-logical, comparative analysis, formalization and generalization, as well as quantitative sociological methods for collecting, processing and analyzing information. The object of the pilot empirical study were domestic medical students of full-time education at the Bogomolets NMU (N=472) and scientific and pedagogical staff who provide teaching of fundamental, specialized and socio-humanitarian disciplines at the university (N=153). Results: The values of academic integrity are the moral guideline that reveals the latest ethical demands of society and regulates the educational and scientific activities of all participants in the educational process. Opinions on the primary responsibility for compliance with the rules of academic integrity of a student differ between the surveyed scientific and pedagogical staff and students (p=0.000): the vast majority of the surveyed scientific and pedagogical staff tend to evenly divide the responsibility between a teacher and a student, and the majority of students-respondents noted that the student bears the primary responsibility. Conclusions: Commitment to the principles of integrity motivates both students and teaching staff to act in an academic manner. Therefore, the creation of a methodology for studying the phenomenon of academic integrity in medical higher education institution through the study of attitude of the subjects of educational process to basic values is promising.

Legal Status and Problems of Exercising the Rights and Obligations of the Educational Process Subjects

Introduction: Nowadays, the globalization processes and the growth of trade and economic competition associated with them pose new challenges for states. Science and education traditionally underlie any country's economic progress. Meanwhile, the state is called upon to satisfy society's educational needs to achieve its development's strategic goals. Objective: The research discusses problems of exercising the rights and obligations of the subjects carrying out their activities in the educational environment. By general and special research methods, the theoretical and empirical material is analyzed and generalized. The research outcome is revelation of tendencies of developing the individual rights in the educational environment and a prospect of the further improvement of the laws in the sphere of education. Problems of regulating the educational activities are discussed in the context of debates held by various authors about the form and content of the phenomenon under research. According to the research results, conclusions are made that in the sphere of education a lot of important social relations are regulated by extralegal social regulators. There is a need for improvement of a legal status of subjects of the educational process and of legal groundwork for the educational activities by means of developing the promising areas of legal regulation of the educational activities. Method: During the research, the main legal acts in the sphere of education were analyzed. These acts include the Constitution, the Law “On Education”, the Law “On Status of the Teacher, the Labor Code. These are the main legislative acts regulating the relations between subjects of the educational process. Other legal acts were also considered, which, in a sense, deal with the sphere of education. This is the Code “On People’s Health and Health Care System”, and the following laws: “On Social and Medical-Pedagogical Correctional Support for Children with Special Educational Needs”, “On Culture”, “On Physical Education and Sports”, “On Military Service and Status of Servicemen”, “On Law Enforcement Service”, “On Special Government Agencies” and other legal acts. The research used the general scientific methods - dialectics and axoilogy, general scientific methods - analysis, synthesis, comparison, a predictive method, and private methods of legal research. Results: As a result of analyzing various view points and opinions, the following theoretical results were obtained. The research showed the basic groups of subjects, among which the mutual rights and obligations are supposed to be built. The groups under consideration are characterized by the primary signs that are driven by their functional rights and obligations. Conclusion: The research substantiates a necessity to improve the legal relations in the educational environment, discusses the contradictions driven by an insufficient level of legal education and upbringing. By researching the theoretical sources, importance of further improvement of a legal status of teachers, students and pupils, and other subjects of the educational process is discussed.

The Role of Legal Education in Shaping the Legal Culture of the Future: Strategies and Prospects for Development

Aims: The purpose of the article was to highlight the current guidelines of the legal education segment in the context of forming a strategy for the development of legal culture in society. The article focused on the educational and legal principles which determine the level of legal awareness, legal education. Study design: The study was focused on the educational process subjects who receive professional legal education or acquire legal education skills for non-legal professionals. Place and Duration of Study: The research focused on the educational and legal environment in general in terms of strategy and prospects for the development of legal education and awareness. Methodology: The research methodology was focused on the use of general scientific methods and special methods of scientific and legal discourse. The analysis was the key rationalist research method, and online surveys occupied an empirical niche in the methodology of the given scientific research. The scientific novelty of the study is focused on determining the level of support for the use of the principles of legal culture in the educational process (both for legal professionals and non-legal professionals). Results: The results of the study indicated the dominance of the views of students of different levels and different specialties, which point to the need to include legal norms in educational and legal training or education. Among the surveyed representatives of the educational community, more than 90% of respondents had a positive attitude towards the process of establishing legal culture in the educational environment. Conclusion: Thus, legal education is an integral component of the formation of legal culture in both the individual and social dimensions. General legal competence in the modern educational and legal sense implies not only adherence to practice-oriented legal principles but also extrapolation of moral and legal guidelines to the worldview of the world.

Mobile learning as a new technology in education

The article discusses mobile technologies as a new direction in education. The specific features of mobile learning in different variants of interaction of subjects of the educational process in the "teacher-student" system are revealed. The article examines the set of pedagogical conditions that determine the need for the development of mobile learning as one of the leading technologies of the knowledge management system in modern education. The possibilities of effective use of mobile learning in the conditions of technical equipment and psychological readiness of the subjects of the modern educational process are analyzed. Attention is drawn to such factors as the growth of uncertainty and the complexity of information flows in the competitive environment of the developing "digital universe", which requires the rapid mastery of numerous forms of interaction.

FEATURES OF THE IMPLEMENTATION OF THE PRINCIPLES OF ACADEMIC CHARITY ON THE EXAMPLE OF THE UNIVERSITIES OF MEDIEVAL EUROPE

The article analyzes the peculiarities of compliance with the principles of academic integrity by the subjects of the medieval university educational process. Using examples from the history of the self-government development of Bologna, Heidelberg, Leipzig, Paris, Prague, Frankfurt and other Western European universities, the specifics of obligations and requirements for candidates during examinations and the procedure for defending scientific degrees are clarified. The possibility of obtaining scientific degrees bypassing university procedures thanks to the Vatican bulls, as well as the reaction of the academic community to such exceptions, is evidenced. Attention was focused on unique facts that testified to not always highly moral academic and extra-academic behavior of students and teachers. The most common violations of norms of academic integrity by representatives of the university community are singled out and measures taken by university administrations to overcome them are analyzed. Academic fraud, bribery of examiners, bribery and immoral behavior were found to be the most common offenses at universities. It was recorded that the traditions of the election of teachers by students were sometimes the cause of abuse by both participants in the educational process. Regulatory actions of university administrations, magistrates of cities where educational institutions were located, were aimed at overcoming the financial dependence of teachers on students. It was concluded that the mentioned negative phenomena did not become massive, and universities as corporations of scientists continued to create the intellectual and moral foundation of medieval society.
 Keywords: academic integrity; Middle Ages; university; faculty; doctor; master; bachelor; defense; degree.

Parents' satisfaction with the activities of the form teacher as a key figure in the educational process of modern school system

Introduction. The need to rethink and adjust the process of preparing a future teacher for class guidance is due to difficulties in choosing adequate forms and methods of educational work, insufficient preparation of the teacher for the perception of the child as a subject of own development, as well as an insufficient level of knowledge of the metacompetencies of the modern world The purpose of the study is to analyze theoretical aspects and to identify parents' satisfaction with the activities of the form teacher as a key figure in the educational process of the Russian educational process subjects. Materials and methods. Therefore, representatives of the parent community of educational organizations (251 respondents) participated the study. Among them, 215 (85.7%) were female parents, 36 (14.3%) were male ones. The age limits of respondents ranged from 35 to 60 years. The survey covered parents from the following regions of the Russian Federation: the Chechen Republic – 215 people, the Republic of Ingushetia – 18 people. Also there were 18 people from the other regions of Russia. The survey was conducted by means of using the author's questionnaire, which included 15 questions aimed at identifying satisfaction with the activities of the form teacher as a key figure in the educational process and formulating the request of parents as subjects of the educational process Results of the study. The conducted survey aimed at identifying the degree of satisfaction with the work of the form teacher allows the authors of the study to state that the vast majority of parents are satisfied with their relationship with the form teachers (more than 95% of parents); they attend parent meetings at school (more than 95% of parents), have feedback (93.2% of parents), also have a fairly successful mutual understanding with their children (85.7% of parents), which allows both parents and form teachers to create a comfortable educational space for all its participants Conclusion. In the modern technological world, when virtual communication dominates the living word, there is a certain devaluation of the spiritual sphere, the collaboration of the “parent-student-form teacher” system becomes really important. A form teacher in a modern school is a teacher–mentor who supports and guides students, who helps them in solving educational and personal issues and problems, creates a developing space in the classroom, organizes events and involves students in socially useful activities.

THE PROCESS OF DESIGNING THE INFORMATION-ANALYTICAL MODEL OF UNIVERSITY MANAGEMENT IN THE ENTREPRENEURSHIP EDUCATION SYSTEM

The creation and implementation concept regarding the information-analytical system of university management is based on the idea of efficient and scientifically grounded usage of modern pedagogical and information-communication technologies. Structurally, the concept consists of three components: organizational, pedagogical and technological. Model of information-analytical system of entrepreneurship education & university management is built with the usage of modular architecture, which provides standardized realization of its particular parts (modules). This makes it possible to develop several independent modules simultaneously by different developers. It is revealed that the implementation of information system modules, which is based on the complex usage of different modeling technologies and takes into account the complex relationships between all educational process subjects, in particular, characterized by the integrated use of object-oriented modeling of complex systems and imitation systems modeling technologies is an effective tool for research and development of new technologies for managing the university's educational process.

Феномен «педагогическое сопровождение» в актуальных педагогических исследованиях

Importance. In modern educational conditions the question of ensuring the effectiveness of all educational process participants pedagogical interaction arises frequently. The teacher is increasingly faced with the task of creating conditions in which he would be able to fully meet the educational needs of students. The solution to the problem is realized through pedagogical support – an effective means of implementing the necessary measures of pedagogical influence to create the best interaction of all educational process subjects. Nowadays pedagogical science has accumulated quite a lot of theoretical material on pedagogical support, and numerous studies of the effectiveness of the phenomenon is conducted. The purpose of the research is to consider the main approaches to the studied phenomenon, systematization of scientific material on the research topic. Research Methods. The research is conducted by analyzing scientific publications with pedagogical support subject. Results and Discussion. The history of the studied phenomenon formation is given, its gradual development and allocation into an independent field of research is traced. Various approaches and points of view to the interpretation of the concept are analyzed. On the given basis the author’s definition based on the individual and system approach to its interpretation is proposed. The essential characteristics and specificity of pedagogical support, the main stages of its realization are defined, the components of pedagogical support are considered. The stages are reduced to the main three: diagnostics, technology and evaluation of its effectiveness. Pedagogical conditions that contribute to the successful realization of pedagogical support are presented. The necessity of identifying general and universal criteria for the effectiveness of pedagogical support, which should evaluate not the accompanied process, namely, pedagogical support as a method or technology. Such criteria include the dynamics of the accompanied process, its qualitative changes and reduction of the time of changes. Conclusion. It is concluded that the phenomenon under study is a complex and interdisciplinary concept that requires methodological elaboration and further research. Practical application of the obtained theoretical results allows to develop on given basis a comprehensive theory of pedagogical support, applied in practice in work with different categories of students.

ETHICAL COMPETENCE IN PROFESSIONAL PEDAGOGICAL ACTIVITY OF MODERN FOREIGN LANGUAGE TEACHER: THEORETICAL ASPECT

The article presents theoretical approaches to the consideration of the ethical competence of a modern foreign language teacher in his/her professional pedagogical activity. The essence of the concepts “competence”, “professional-pedagogical competence” is revealed, the content of the concept “ethical competence” is characterized. Ethical competence of modern foreign language teacher is defined as an integrative quality of a person, that includes a complex of his/her moral and ethical values and personal characteristics determining the choice of models of teacher’s behavior in various situations of his/her professional pedagogical activity. It has been established that ethical competence as a basic component of professional pedagogical competence of foreign language teacher reflects his/her spirituality and morality, internal culture, the ability to act in accordance with the norms of pedagogical ethics and to take adequate moral decisions.The components included in the model of ethical competence of foreign language teacher are defined, namely: ethical knowledge, communicative skills, psychological position, moral and psychological qualities. The article states that the process of ethical competence formation of foreign language teacher goes through several stages and is a synergistic result of three important components of the educational process: socio-cultural, subject and professionally subjective.The formation of ethically competent teacher is a socially significant problem. The success of education system humanization, the improvement of general culture in society, and the prospects for the development of modern human depend on the solution of the problem mentioned above. Ethical development of a teacher is a continuous process of personal and professional growth, which involves raising of moral awareness level, carrying out professional reflection and formation of the system of attitudes towards the subjects of educational process in accordance with the norms and rules of pedagogical ethics. It was defined that unformed ethical competence leads to ethical and pedagogical errors in pedagogical activity and, accordingly, negatively affects educational process as a whole.

Effectiveness of Distance Learning in Higher Education Institutions under the Martial Law

The aim of the research was an empirical study of the effectiveness of distance learning in pedagogical HEIs of Ukraine under the martial law. The research involved surveying the subjects of the educational process of Ukrainian HEIs. The survey respondents were the students of pedagogical educational institutions, teachers studying at the advanced training courses, academic staff. The criteria for assessing the effectiveness of distance learning in times of war were the possibility and quality of feedback, access to educational/didactic and methodological content, the possibility and frequency of monitoring performance, consultations, meeting deadlines, interactivity, technical capabilities of Internet access. The survey evidenced the negative impact of the martial law on online learning, the limited interactivity of classes, the unsystematic consultations and monitoring, and poor-quality communication between the subjects of the online educational process. At the same time, the positive impact of the varied approaches of teachers to presenting educational materials to students on the effectiveness of distance learning was confirmed. As a result, students with different technical capabilities were able to access the educational content provided by the curricula. The results of the study can be used by other HEIs of Ukraine in the context of sharing progressive pedagogical practices of distance learning organization in times of war. Further studies involve expanding the research, generalizing the unique experience of higher education of Ukraine in providing distance learning in crisis conditions, and sharing it with the world scientific communities.

METHODS OF APPLYING THE CONCEPT OF VISIBLE THINKING IN THE EDUCATIONAL COMPONENT "SELF-MANAGEMENT OF LEADERSHIP QUALITIES AND SOCIAL LEADERSHIP"

The article presents the method of applying the concept of visible thinking as an innovative method of teaching students majoring in 231 "Social Work". The main factors that require updating the content, forms and methods of social workers training are defined; it is also noted that the importance of using the capabilities of modern information and communication technologies (ICTs) in the teaching of compulsory and selective educational components is substantiated. Based on the study of scientific sources and materials of the latest educational Internet platforms, the content and features of the implementation of the concept of visible thinking as a tool to ensure conscious participation of the subjects of educational process are outlined.
 It is proved that the integration of this concept into the direct educational process within the educational program "Social Work" is carried out through its systematic, purposeful and multiple implementation, which allows to form soft skills of students such as: critical thinking, strategic thinking, information skills, creativity, cooperation and dialogue, emotional intelligence, tolerance for other points of view and other experiences. Based on the analysis of Project Zero results, methodological techniques and procedures of thinking are outlined, and their prospects in teaching the educational component "Leadership Self-Management and Social Leadership" at Zhytomyr Ivan Franko State University (using the case "Invisible Women") are extrapolated. The research potential of teaching methods based on the concept of visible thinking (observation and research of interesting things, in-depth research, intensification of search for causes and explanations, research of different points of view, broadening horizons, reflection of ways and factors of changing the opinion, verification of ideas and proposals, substantiation of facts data and judgments)is substantiated. The conclusion is formulated that the implementation of the concept of visible thinking in the educational process of Zhytomyr Ivan Franko State University allows to make the process of thinking conscious by encouraging the active participation of students in the study of the specified educational unit.

OFFICERS’ LEADERSHIP COURSES IN THE STRUCTURAL-FUNCTIONAL MODEL OF BORDER GUARD CADETS’ FOREIGN LANGUAGE TRAINING

The article deals with the substantiation of the developed structural-functional model of foreign language professional training of the border guard cadets who study according to the educational-professional program ‘State Border Security’ at the first (Bachelor’s) level of higher education at Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine. This model includes the implemented officers’ leadership courses (L-1B – Officers’ Leadership Courses, L-1C – Officers’ Leadership Courses, CCC Basic Level – Basic Course of Border Guards’ Professional Education). The authors consider the content of this model, its goals, blocks and their characteristics. This model provides for the implementation of four educational blocks: target, content (academic course working program, the officers’ professional training programs – officers’ leadership courses at levels L-1B, L-1C and CCC Basic Level, and an optional English course), methodological (forms, methods and technologies of teaching, educational and material supply, subjects of educational process) and diagnostic-effective block.

Content, forms and methods of building the environmental competence of education recipients on the basis of axiology

The article contains the results of scientific research on the process of building ecological competence of schoolchildren on the basis of axiology. The analysis of the integrated educational process in general secondary and out-of-school education institutions through their transversal ecologization has been carried out. A number of social reasons that determine the urgency of these issues has been characterized. The definition of the term "environmental competence of students" has been defined as awareness of the ecological foundations of nature management, the need to protect nature, compliance with the rules of behavior in nature, economical use of natural resources, understanding of the context and relationship of economic activity and the importance of nature conservation to ensure the sustainable development of the society. The analysis of the legislative field on determining the axiological basis for building environmental competence of schoolchildren, particularly through the provisions of the Law of Ukraine "On Education" and the State Standard of Basic Secondary Education has been carried out. The formation of the concept of "value" in certain periods of development of educational process subjects has been studied. The axiological principles of building ecological competence of schoolchildren have been determined, the significance of upbringing as an integral part of the educational process has been revealed. The methodology of determining the content (environmental knowledge, skills, personal willpower), establishing forms (forms of general secondary education, forms of extracurricular education) and methods (organization and implementation of educational and cognitive activities, active learning, control and self-control, stimulating learning activities), building ecological competence of schoolchildren has been created. It has been proved, that the social effect of qualitative building of environmental competence of schoolchildren will be manifested in improving their nearest environment; upbringing conscious, ecologically competent citizens able to think critically and make competent decisions about the environment; actualizing socially significant functions of education; increasing social cohesion around environmental issues; promoting social formation of schoolchildren

Subjectivity Formation of a Technical University Master’s Student: A New Challenge for Engineering Education

An important condition for the digital transformation of education is the subjectivity of students and teachers. The formation of subjectivity as the ability to set one’s own goals and change either oneself or the educational environment to achieve them raises a number of questions: what is meant by the subjectivity of a student and a teacher, what does it mean to be a subject of the educational process, which factors contribute to and which hinder the formation of subjectivity. The authors focus on the conditions that promote and prevent the formation of subjectivity in master’s education of future engineers. Based on a review of foreign and domestic approaches to understanding subjectivity and the conditions for its development, it is concluded that all researchers distinguish similar aspects and manifestations in subjectivity: motivational (intrinsic motivation), emotional-valuable (proactive and responsible attitude to life), regulatory (the ability to set goals and follow them through to the end), cognitive (desire and ability to apply knowledge) and practical (skills, experience of independent activity). It has been established that foreign studies more often consider subjectivity as a resource, which improves the quality of education, while Russian studies consider it as a goal and a result of education. The article describes a taxonomy of subjectivity, which allows to measure it as an educational result. Based on the analysis of necessary and sufficient conditions for subjectivity formation, the hypothesis is made that the sufficient condition for subjectivity formation in mastering the “pedagogics” discipline is stepwise equitable partnership between all subjects of educational process. The condition is specified as a sequence of actions of a teacher and a master’s student in the process of mastering the discipline. The article describes the results of a pedagogical experiment in a group of master’s students of PNRPU Faculty of Civil Engineering, aimed at testing the proposed conditions. The results obtained show that step-bystep organized peer-to-peer interaction enabled most students in the experimental group to achieve the subjectivity level by the end of the discipline, while in the control group most students reached only the objectivity level. The motivational and practical aspects of subjectivity changed most significantly in the experimental group.

The transition to remote education format in medical university: opinion of students about transformation of education process at the outset of COVID-19 pandemic

The COVID-19 pandemic came out as an imperative of large-scale transformations in higher education system, including higher medical school. At that, introduction of self-isolation regime in the spring 2020 highlighted the task of organizing education in remote format with maintaining education quality. The article presents results of sociological survey with purpose of studying perception of students of medical university of transition to remote learning format at the COVID-19 pandemic outset. The majority of respondents perceived remote learning format as an emergency measure to maintain continuity of education process, that, however, cannot completely replace full-time practice-oriented teaching "at the bedside of the patient". Understanding the special tasks of training medical specialist required new solutions from higher school and additional efforts from all subjects of educational process - restructuring organizational infrastructure ensuring communication of teaching staff and students, solving organizational problems of access to educational content, adapting to practice of digital medical education, expanding use of AR, VR, mixed reality and simulation learning technologies. The students, highly assessing quality of digital content, noted difficulties of self-organization in "home" format due to a lot of distracting factors (family, domestic life, etc.) that had key impact on motivation of their learning activities. Nevertheless, among respondents of medical university, a number of students formed subgroup that considering personal experience of remote learning assumed that this format is actual and effective and allows one to fully master university curriculum. The transition to remote learning format in university as emergency measure during pandemic, will obviously be consolidated as an invariant standard of organizing educational process.

PROFESSIONAL COMPETENCE OF THE HISTORY TEACHER OF THE PROFILE SCHOOL AS A SUBJECT OF THE EDUCATIONAL PROCESS

The article is devoted to the definition and substantiation of the essence of the concept of professional competence of a teacher of history of a profile school in the context of his professional growth. The article describes the concepts of “competence”, “professional competence”, “professional competence of the teacher”, “profile school”, “professional competence of the teacher of the history of the profile school”, the basic principles and tasks of profile education in Ukraine are analyzed. The normative substantiation of the profile school activity in the general secondary education system and its importance in the process of vocational guidance and professional training of its own graduates − future specialists are outlined. Emphasis is placed on the status of the profile educational institution as a delineated legislative and educational system, one of the important segments of the new state policy of vocational guidance. The task of the work was to reflect the necessary components of the level of professionalism of the teacher of the history of the profile school through the prism of the components of the professional competence of the subject-teacher, taking into account the specific activity of the profile educational institution, and its personnel requirements for the teacher as a subject of educational and educational process. The author emphasizes the importance of the inner personal qualities of the teacher in the process of his own professional growth, which stimulate the basic development of him as a teacher in general, and specifically subject, defined by his specialty. The key professional skills of the history teacher are described, the operation of which determines both the general level of professionalism and the core vector of accumulation of further pedagogical experience. The general requirements for the level of knowledge of the history teacher as a subject are defined. The normative guidelines of the subject activity of the teacher with regard to the initial provisions of educational programs in history, both standard level and profile, are outlined. Emphasis is placed on the importance of the work of the history teacher and his responsible role before the task of developing literacy in the interpretation of the processes of historical development of society.

Формування інфомедійної грамотності майбутніх учителів засобами педагогічних дисциплін

The article highlights the scientific foundations of the formation of media and information literacy of future teachers by means of pedagogical disciplines. Based upon the analysis of scientific literature, it has been found that the concept of media and information literacy has been ambiguously interpreted by scientists. Considering various viewpoints of scientists, the author’s understanding of the essence of this phenomenon as well as the content of the structural components of media and information literacy of applicants for higher pedagogical education have been determined. It has been noted that experimental work on the formation of media and information literacy of future teachers was implemented on the basis of H. S. Skovoroda Kharkiv National Pedagogical University and covered their study of academic disciplines «Introduction to the Specialty», «General pedagogy», and «Pedagogy» as well as students’ extra-curricular work. It has been specified that the mastering of media and information literacy by the subjects of educational process took place during brainstorming sessions and discussions of the «buzz-group» type in such formats as: online, web-quests, webinars, working in the appropriate online courses, self-study of materials presented on the Internet on the problem outlined (cartoons, training videos and videos proper), performing special problem tasks and interactive exercises, participating in online trainings, quizzes, workshops, games, working with the multimedia online manual «Media driver», etc.

Ценностно-смысловые приоритеты субъект-субъектного взаимодействия в высшей школе в ракурсе когнитивной парадигмы

The relevance of the article is due to the need to determine the role of the cognitive paradigm in increasing the effectiveness of subject-subject interaction in the educational process of higher education, this interaction contributing to the development of the educational process's subjects with axiological priorities. The authors solve the problem of revealing empathic reserves and mechanisms of interaction between a teacher and students that allow the educational process to be carried out in an atmosphere of comfort, trust, openness, which determines humanistic semantic formations and value-based transformations of the individual. In the article, on the basis of participation seen as the opposite of domination, coercion and authoritarianism, and as a reserve for creating a favorable psychological climate for cooperation, the authors compare the basic and advanced participatory skills of the teacher. The authors define the importance of the cognitive component of empathy as a connecting link in the development of value-based awareness, understanding and regulation of educational subjects' cognitions and emotions that affect the success of their interaction. Empathy is revealed as a form of rational-emotional-intuitive reflection of another person, which predicts one's behavior in subject-subject interaction. The authors define the position of the teacher in subject-subject interaction from the perspective of the cognitive paradigm, which, in the logic of empathic conditioning of this interaction, is transformed into the role of a guide. Such a position of the teacher is formed on the basis of the development of a step-by-step algorithm for the development of the teacher's emotional identification as a structural component of empathy. Experimental results of the study of empathic reserves and mechanisms of interaction between a teacher and students are presented on the basis of a survey of 48 second-year students of two groups (Gr.07-911 and Gr.07-911k) of the Chemical Education specialty, the Institute of Chemistry named after I.M. Butlerov of Kazan Federal University, and 41 people of two groups (Gr. 3A and Gr. 3B) in the Art of Ballet and Art of Dance specialties of the final year of the Kazan Choreographic School. The survey used the method of diagnosing the level of empathic abilities of V.V. Boyko. The selected diagnostics made it possible not only to obtain the qualitative characteristics of each channel of empathy of the students and their identification, but also, most importantly, to obtain personality-oriented information about the attitudes that promote or hinder empathy in subject-subject interaction for each surveyed student.