Subjects Of Educational Process Research Articles

Individual Model of Psychological Health in Educational Process Subjects in Distance Learning Conditions

The article examines the problem of studying the individual model of psychological health of the students and employees of the Moscow International Academy (MIA). The goal is to explore the specific characteristics of personal psychological health in MIA students and employees. The implementation of the research program required the researcher to be ready and able to interact in the field of mental and psychological health of the individual, knowledge of age, individual psychological characteristics of the respondents to develop a research program, the ability to conduct psychodiagnostic work, the ability to analyze their own activities in order to optimize it, as well as to be creative. solving the assinged tasks. Authors used the methodology “Individual model of psychological health” by A.V. Kozlov. The method “Individual model of psychological health” was developed in 2014 in the course of psychosemantic analysis of the concept by students of the phenomenon of psychological health. Based on the data acquired, it can be concluded that the hypothesis on the influence of self-isolation on the model of psychological health in various age groups is partially confirmed as older study participants face difficulties with life prospects and experience stress when planning their future. Students also demonstrate low development levels in some components of the model explained by the general level of personality development in the intellectual and spiritual aspects.

ИННОВАЦИОННЫЕ ТЕХНОЛОГИИ В СФЕРЕ ОБРАЗОВАНИЯ: ПРЕПОДАВАТЕЛЬ КАК ОСНОВНОЙ СУБЪЕКТ ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА В ЭПОХУ ЦИФРОВОЙ ТРАНСФОРМАЦИИ

The article deals with the issues related to innovative technologies in the educational sphere, which acquire special significance and meaning in the situation of pandemic. It is mainly within this problem that the changes in the educational paradigm currently taking place are being understood. To a large extent, these transformations are linked with the introduction of information technologies into the educational process and the transfer of learning to online educational platforms. The author shows how, in one year of the pandemic, distance learning, which had been discussed for at least two decades, has become a tool indispensable for many educational tasks. Doing so without e-learning has become either problematic or impossible. Distance learning can be considered innovative due to its reliance on educational technologies that have not yet been fully tested, but are widely used by necessity. However, the real subject of innovation and educational process is the teacher. The purpose of the article is to analyze modern educational technologies and identify their innovative component.

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.

ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ СТВОРЕННЯ УМОВ СТІЙКОГО РОЗВИТКУ ІННОВАЦІЙНОЇ ВИЩОЇ ОСВІТИ В УКРАЇНІ

The article considers the current state of general and innovative development of higher education in Ukraine and its provision with the necessary resources. It is proved that today there are a number of factors that negatively affect the state of higher education in our country, they significantly affect the implementation of change and innovation, their funding and improvement in higher education. The study analyzed the state of innovation infrastructure in the context of assessing the components of the Global Competitiveness Index and the Global Innovation Index, in which Ukraine ranks almost last, which does not correspond to its real potential. It is proved that in today's conditions higher education requires scientific and pedagogical workers to master and implement innovative methods of teaching and learning based on multimedia, information programs, knowledge transfer systems. Structural and logical technologies with step-by-step organization of the learning system are proposed, which contributes to the logical sequence of setting and solving didactic tasks based on the selection of their content, forms, methods and teaching aids at each stage of the process. The study confirmed that global processes in the field of education primarily affect higher education, which should promote comprehensive, especially psychological, adaptation of young people in the difficult conditions of modern life, give him a worldview, value foundation, help shape their own goals and goals for future independent life. The mechanisms of realization of interests of all subjects of educational process are investigated, problems of management of development of branch are established. The world experience of providing educational processes in conditions of uncertainty is considered. In order to pursue a more effective educational and innovative policy, the government has proposed a mechanism for harmonizing the socio-economic interests of the state, science and business, which summarizes the results of responsibility. It is concluded that the proposed measures are able to address the challenges posed by new global challenges.

Розвиток аксіосфери майбутнього педагога в діалоговому просторі сучасної освіти

The article reveals the peculiarities of the development of the axiosphere of the future teacher in the dialogue space of modern education. The purposeful formation of the system of personal-professional system of values is actualized. Pedagogical axiology is characterized. It is determined that the basis of pedagogical axiology as a science of the values of education is a specific pedagogical interpretation of the most important functions. Considering this space as a context, and as a tool of the educational process, its axiological and semantic potential is noted, which is enhanced by the presence of dialogue space, in the center of which is dialogue as a unique system-forming component. The need to form the value attitude of students to the future pedagogical profession is emphasized. The axiological and semantic potential of the educational space is analyzed. The dialogue space in the center of which there is a dialogue as a unique system-forming component is considered. It is substantiated that the creation of such a space, which forms the axiosphere of the teacher, will help to solve the quality of education, realize the intellectual, spiritual and creative potential of the individual by building an individual trajectory of the subject of educational process; to ensure active interaction of equal subjects, their openness to new experiences, their understanding of the meaning of life and possible options for self-expression; and, finally, to create conditions for free, full-fledged involvement in the humanistic system of values, without violating the nature of educational activities.

Aspects of assessing the quality of education at a university

The present research is aimed at identifying the quality of education from the perspective of students’ vision as participants in this educational process (according to the following criteria: fundamentality, sufficiency, modernity, level of digitalization of the quality of education), its impact on their educational level, and the study of students’ motivation to learn, based on their assessment of the content level of educational curricula. The main research method is a comparative sociological study, which compares the research data of students of the M. Akmulla Bashkir State Pedagogical University (BSPU) with the results of other monitoring studies conducted in the Russian Federation and the Republic of Bashkortostan. In addition to the questionnaire method, the focus group method was also used. The study revealed students’ attitudes to the quality of education, motivation to study, assessment of the content and quality of education, attitude to technologies, and learning conditions. According to the results of the 2019 study, 75% of students of BSPU were generally satisfied with the level of education quality. The novelty of the research is based on the following facts: quantitative parameters dominate over qualitative ones, which, as a result, leads to the information overload of the educational process subjects and a decrease in the level of competencies that determine the ability of students to think independently and analyze information.

Psychological factors of ICT competence formation in part-time students of the specialty “Preschool education”

The transience of time and the use of information and communication technology (ICT) have led to the urgent necessity – the formation of the educational process subjects’ ICT competence. In today’s educational sector in Ukraine and foreign countries, the studied phenomenon has acquired special significance. The goal: a) theoretical analysis of various aspects of the individual’s ICT competence formation, clarification of the essential content of the concept and offer its working definition; b) figuring out psychological factors of influence and their constructs on the ICT competence formation; determination of criteria, indexes and levels of the studied phenomenon formation; c) empirical study of the influence of psychological factors on the ICT competence formation in applicants for educational services of higher education institutions (part-time students of 2 Ukrainian universities). Conceptually psychological factors which have an influence on the ICT competence formation were characterized. The main criteria of ICT competence were offered, their indexes were defined and the description of levels of formation was given. According to the results of the empirical study the dependence of the influence of various psychological factors on the ICT competence formation in accordance with the pedagogical experience of 187 respondents was found out.

Constructivist pedagogy in context of modern philosophy of education

Introduction. The relevance of the research is underpinned by the lack of conceptual and methodological framework for the upgrade of educational practices against the background of common transition to new educational technologies associated with e-learning and distance learning technologies. The purpose of this article is to identify the key features of constructivist pedagogy to build the educational design understood as a set of teaching practices to create a series of educational events that allow a teacher to acquire the necessary knowledge and skills in the most effective way. Materials and methods. We used methods of critical analysis of modern constructivist epistemology approaches; we applied methods of ideal type differentiation and content analysis; we used principles of definition of concepts reflecting the substance of constructivist pedagogical paradigm. Results. The analysis of modern forms of the constructivist pedagogical paradigm revealed its capabilities for overcoming crisis points in modern processes of common transition to e-learning formats and distance learning technologies. Increasing information competence of teachers will make it possible to leverage constructivist methods and stimulate the students' abilities to create their own sense of learning. Among the innovative educational technologies of constructivist pedagogy, there is a great potential for education related to the performance of creative artistic tasks in non-artistic professional education. Conclusion. The constructivist pedagogical paradigm is a new philosophy of education that is likely to systematically restructure the educational process at the undergraduate level and form an active position of student as the main subject of educational process.

Психологическая культура как педагогическое условие сохранения психологического здоровья субъектов образовательного процесса военных вузов

Актуальность статьи обусловлена необходимостью поиска эффективных путей сохранения психологического здоровья специалистов. Авторами выявлена статистическая взаимосвязь между показателями психологического здоровья и гармоничностью психологической культуры, что позволяет рассматривать ее в качестве педагогического условия развития профессионально-личностных ресурсов. Психологическая культура представлена как интегративное образование личности профессионала, объединяющее психолого-акмеологическое содержание и аспекты смысложизненной и профессиональной направленности, личностно-профессиональных качеств и отношений, обеспечивающих творческую актуализацию, продуктивность деятельности, удовлетворённость трудом и взаимодействием. Реализация предложенных рекомендаций позволит обеспечить коррекцию личностных установок на здоровый образ жизни, оптимизировать психологический статус, снизить неблагоприятное влияние стресогенных факторов, актуализировать стремления к самореализации. Статья предназначена для специалистов в сфере психолого-педагогического сопровождения образовательного процесса, преподавателей и научных сотрудников военных вузов, курсантов, слушателей и адъюнктов, интересующихся проблемами личностного роста, сохранения и укрепления психологического здоровья. The relevance of the article is caused due to the need to find constructive ways to preserve the psychological health of specialists. The authors identified a statistical relationship between indicators of psychological health and the harmony of psychological culture, which makes it possible to consider it as a pedagogical condition for the development of professional and personal resources. Psychological culture is presented as an integrative trait of the personality of a professional, combining the psychological and acmeological content as well as aspects of the meaning of life and professional orientation, personal and professional qualities and relationships that provide creative self-realization, productiveness of activity, satisfaction with work and interactions. The implementation of the proposed recommendations will ensure the correction of personal attitude towards a healthy lifestyle, optimize the psychological status, reduce the adverse effect of stress factors, and actualize the desire for self-realization. The article is intended for specialists in the field of psychological and pedagogical support of the educational process, teachers and researchers of military universities, cadets, students and adjuncts interested in the problems of personal growth, preservation and strengthening of psychological health.

THE USE OF PHRASEOLOGICAL UNITS IN THE ENGLISH LANGUAGE EDUCATIONAL DISCOURSE

The article deals with definition of English language discourse as a combination of mental and speech actions performed by subjects of educational process at the English language classroom. The author proves that educational discourse concerns knowledge and skills transferring, establishment relations between educational process subjects and evaluation of language competence of those who learn. Phraseological units are considered to be a significant property of English language educational discourse as they help the discourse be more effective and get students more motivated. Also, we assume that the proper usage of phraseological units in the English language classroom makes the educational process better and more focused on foreign language learning. The author analyzed three different approaches to classification of phraseological units in English language educational discourse and provided the examples to illustrate the types definitions. We have come to the conclusion that native and foreign classification vary as they are based on different criteria and linguistic characteristics. Besides, we offer that the knowledge of idioms is an indicator of high level English language competence of students and precondition of their professional competence as they will be able to perform professional duties by means of foreign language and consider social and cultural peculiarities of foreign language speakers. To realize this, we investigated the requirements to incorporation of phraseological units within the learning process and found out that some types of exercises can be effective; context analysis of new vocabulary and collaborative learning. The author proves that phraseological units should be widely used in the English language classroom while explaining new material, commenting on students’ behaviour and achievements, developing instructional materials or courseware.

The integrative model for the semantic space of music and a contemporary musical educational process

The advent of computer technology has led to the creation and development of new forms of teaching musical art. The emergence of music computer technologies (MCT) was the basis for creating both new forms in the educational process and new subjects, the appearance of new disciplines and new educational trends in the system of a contemporary musical education. These new subjects, such as “Musical Informatics,” “Computer Music Creative Work,” “Computer Arrangement and Composition, Sound and Timbre Programming,” “Electronic Musical Instruments” and many others, fully reflect the essence of the changes that have occurred in approaches to the study of music art. This article analyzes the possibility of including an integrative model for the semantic space of music, developed with the participation of the prominent cybernetics, scientist Mikhail Borisovich Ignatyev, in a contemporary musical educational process.

Dialogic Communication between Teachers and Students as a Condition for Interaction of Subjects of the Higher School Educational Process

The article is devoted to the issue of educational interaction and cooperation between teachers and students. The purpose of the study is to show the need for dialogic communication in educational activities, form knowledge, and develop educational cooperation skills, allowing students to take an active position in the educational process to help them adapt to interactive learning. The study's methodological base is the technology of sign-contextual learning, the implementation of which involves the use of active teaching methods. The article gives definitions of the concepts "communication", "dialogic communication", "subject". The principles of dialogic communication are highlighted. Experimental work was carried out in pedagogical classes with students of non-pedagogical specialties. Based on the thesaurus, questions, and tasks of the module, "Teaching Methods" were compiled, training was carried out using active methods. Systematic control was achieved by combining different types of work; however, a special role was played by testing, including computer testing. The result of developing communication-dialogue was the emergence of the participants' subjective positions in the dialogue, the formation of their experience of dialogic communication.

РОЗВИТОК ЦИФРОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ З ВИКОРИСТАННЯМ ПРОГРАМНОГО ЗАСОБУ STORYJUMPER

Ретроспективний аналіз свідчить, що традиційно процес навчання відбувався в межах тріади «учитель – учень – підручник». Однак науково-технічний прогрес ХХI століття додав до цієї взаємодії таку важливу ланку, як цифрові технології. Упродовж тривалого часу паперовий підручник уважався основним засобом навчання, а вчитель – єдиним джерелом знань. Проте сьогодні до взаємодії учителя та учня як суб’єктів освітнього процесу на уроці активно долучаються цифрові технології, оскільки дають можливість миттєвого доступу до всебічної інформації та наукового знання, що невпинно нагромаджується та збагачується. З огляду на це професійне становлення майбутнього вчителя іноземної мови без володіння цифровою компетентністю, що охоплює впевнене, критичне та відповідальне використання і взаємодію з цифровими технологіями для навчання, роботи та участі в житті суспільства, неможливе. Отже, комп'ютеризація та інформатизація освіти зумовлюють пошук нових підходів до фахової підготовки майбутнього вчителя, зокрема англійської мови. У статті розкрито зміст програми навчальної дисципліни «Сучасні технології навчання англійської мови у закладах загальної середньої освіти (ЗЗСО)» з циклу професійної підготовки студентів напряму «6.02030302 Філологія. «Мова і література (англійська)» Дрогобицького державного педагогічного університету імені Івана Франка (2017/2018 навчальний рік). На основі набутого педагогічного досвіду обґрунтовано доцільність формування цифрової компетентності майбутнього вчителя англійської мови у процесі його фахової підготовки. Проілюстровано результати вивчення вище вказаної дисципліни на прикладі студентської проєктної роботи, презентованої як фрагмент електронного посібника як доповнення до чинного підручника з англійської мови для 1-го класу ЗЗСО. Проаналізовано фрагмент електронного посібника та доведено, що програмa-шаблон дає змогу майбутньому вчителеві англійської мови самотужки укладати, розробляти, структурувати і систематизувати мовні та мовленнєві завдання, наповнювати контент мультимедійним матеріалом (аудіо-, відео-, статичною і / або динамічною анімацією) за умови дотримання певних лінгвометодичних, психолого-педагогічних та ергономічних параметрів. Унаслідок опитування студентів встановлено, що цифрові технології удосконалюють процес навчання іноземної мови завдяки миттєвості доступу до всебічної, професійно значущої та аутентичної інформації, мультимедійності, креативності, інтерактивності та можливості міжкультурної взаємодії, що забезпечує досягнення освітніх цілей, а цифрова компетентність є невід’ємною складовою частиною професійної підготовки майбутнього вчителя англійської мови в сучасних умовах.

ТЕОРЕТИКО-МЕТОДИЧНІ АСПЕКТИ ПРЕВЕНТИВНОГО ВИХОВАННЯ СТУДЕНТСЬКОЇ МОЛОДІ

The article presented the theoretical aspects of preventive education, considered the essence and structure of preventive pedagogy and developed a method of conducting a practical lesson on the example of the discipline "Preventive pedagogy". Analyzed general principles of the preventive pedagogics as a new model of education, which takes into account all stages and components of personal socialization, considers the individual as the subject of educational process, provides his physical, mental, spiritual, social development, forming of responsible behavior, immunity to the negative phenomena of an environment, preventive maintenance and correction of destructive displays in behavior, social-legal protection. The article consists of the following parts: problem statement, analysis of recent research and publications, selection of previously unsolved parts of the general problem, purpose of the article, tasks to the article, presentation of the main material and substantiation of research results, conclusions and proposals, list of sources and literature. As stated in the Concept of preventive education of children and youth, preventive education should be a purposeful system of economic, legal, psychological, pedagogical, socio-medical, informational, educational and organizational measures aimed at forming positive social attitudes, preventing negative habits, suicide prevention and formation of healthy lifestyle skills. The system of preventive education is based on the theoretical and methodological principles of personality-oriented humanistic approach to the individual in accordance with the Law on Education, the content of education, based on the Convention on the Rights of the Child, international acts and recommendations on the situation of children and youth, national programs to combat drug abuse, prevention of acquired immunodeficiency syndrome, crime prevention. Preventive pedagogy occupies an important place in the system of educational work of the modern school. It includes preparatory and preventive actions of the teaching staff, aimed at preventing the formation of negative habits in young people, character traits, manifestations of antisocial behavior and the organization of proper care.

Integrative model for the semantic space of music and a contemporary musical educational process

The advent of computer technology has led to the creation and development of new forms of teaching musical art. The emergence of music computer technologies (MCT) was the basis for creating both new forms in the educational process and new subjects, the appearance of new disciplines and new educational trends in the system of a contemporary musical education. These new subjects, such as “Musical Informatics,” “Computer Music Creative Work,” “Computer Arrangement and Composition, Sound and Timbre Programming,” “Electronic Musical Instruments” and many others, fully reflect the essence of the changes that have occurred in approaches to the study of music art. This article analyzes the possibility of including an integrative model for the semantic space of music, developed with the participation of the prominent cybernetics, scientist Mikhail Borisovich Ignatyev, in a contemporary musical educational process.

Advanced training peculiarities of physical education teachers in quarantine terms

The global pandemic and forced self-isolation have become significant factors in the rapid restructuring of training at all levels of education, and postgraduate in particular. They have caused not only the reformatting of the content, forms and methods of the advanced training system, but also mastering of tools and technologies of distance learning as the main way of communication between the educational process subjects. The article analyzes the contemporary tendencies in organization of the advanced training process of physical education teachers based on introduction of distance learning technologies. Improving the advanced training system of physical education teachers comprises the use of their multilevel preparation, which consists of continuous self-educational activity (first level); regular participation in organized forms of advanced training (advanced training and internship courses) (second level); analytical, scientific, and practical activity (third level). Self-educational activity includes acquaintance with online tools for distance learning organization and their use in practice. «Methodical materials» prepared by the Committee of Physical Education and Sports of the Ministry of Education and Science of Ukraine for physical education teachers, the implementation purpose of which is to diversify motor leisure in quarantine terms; informational content of the YouTube channel «Junior Z» in the framework of the All- Ukrainian project «Physical Culture of the Future»; the project of the Ministry of Digital Transformation of Ukraine «Digital Physical Education for schoolchildren with the participation of sports stars» are among them. The example of organized form of advanced training of physical education teachers is given based on the experience of Lesya Ukrainka Eastern European National University in the sphere of postgraduate education and continuous pedagogical education. In particular, the curriculum and organization peculiarities of the distance advanced training course for physical education teachers in quarantine terms are characterized. By conducting distance learning courses in such a way, teachers' behavior is modelled when they need to organize distance learning support for students in their schools. Within the framework of continuous education, physical education teachers should improve their qualification not only in their professional specialization field, but also in the sphere of information and communication technologies.

Вплив конкурсу-квесту на ставлення учасників освітнього процесу до реформи «Нова українська школа»

Представлено результати дослідження ефективності соціально-психологічної технології, спрямованої на забезпечення підтримки реформи загальної середньої освіти, у вигляді конкурсу-квесту «Реформа – шлях до школи моєї мрії». 
 Презентовано мету, головні завдання, зміст та організацію Всеукраїнського конкурсу-квесту. 
 Виділено основні ефекти застосування запропонованої соціально-психологічної технології, які можна екстраполювати на вирішення широкого кола завдань, пов’язаних з питаннями прийняття змін через налагодження конструктивної взаємодії суб’єктів освітнього процесу. 
 На основі діяльності та звітів команд-учасниць конкурсу-квесту представлено їхні погляди на різні аспекти концепції «Нова українська школа», зокрема на реформування загальної середньої освіти та запровадження 12-річного терміну навчання, профільної старшої школи, на «вмотивованого вчителя» та «педагогіку партнерства» тощо. 
 Наведено приклади рефлексії участі членів команд у конкурсі-квесті та оцінки його ефективності. 
 Презентовано результати дослідження впливу розробленої соціально-психологічної технології «конкурс-квест: Реформа – шлях до школи моєї мрії» на ставлення суб’єктів освітнього процесу (вчителів, учнів та їхніх батьків) до освітніх інновацій, формування позитивної громадської думки щодо реформи загальної середньої освіти. Виявлено суттєве збільшення кількості респондентів з «позитивно-активним» і зменшення кількості осіб з «негативно-пасивним» та «нейтральним» ставленням до реформи «Нова українська школа».
 Позитивну динаміку спостережено серед респондентів – учасників проведеного конкурсу-квесту.

The research work of primary schoolchildren as an element of the mechanism of their interaction within the educational cluster

University-School clusters: Best practices and the prospects for their adaptation to Ukrainian context : the XVIII International Scientific and Practical Conference (14-th Febuary 2020, Kharkiv Univ. of Humanities “People’s Ukrainian Acad”. The task of determining the place and role of primary school within the framework of the functioning of the scientific and educational cluster is actualized in the work. The main purpose of existence of a scientific and educational cluster, which is the conditions conducive to the formation of an educational institution as a school of experience and development, a space for free decision making, problem solving, manifestation of initiative and development of independence, a school in which the ways of handling knowledge, finding it, its selection, application and endowment with personal meanings are taught; in which there is a formation of a person with a value-based attitude to the process of self-development is revealed. A connection between the research activities of the educational process subjects and the synergistic action of development resources in the educational cluster is established. The research work of younger schoolchildren is considered as an element of the mechanism of interaction within the educational cluster. The scheme of the organization of research work of primary schoolchildren in the scientific and educational cluster, that KSU "NUA" is, consisting of four components is presented: A training system aimed at becoming a subject of educational activity; “Researcher's Day” – implementation of STEM – STEAM – STREAM – education ideas; “Start into science” – the defense of research papers prepared during the academic year at the scientific-practical conference of primary schoolchildren; “Smart meetings” – meetings with scientists, practitioners, organized at the intellectual request of younger students. It is concluded that the organization of research work of primary schoolchildren within the framework of the functioning of the scientific and educational cluster of NUA provides a unique developing effect for students.

Механизмы формирования доверия между субъектами образовательного процесса в обществе риска и неопределённости

The paper aims to reveal mechanisms to develop trust between educational process subjects in the society of risk and uncertainty. The authors describe the basic approaches to understanding trust, consider its role in the process of interaction of educational process subjects and determine levels, criteria of interpersonal depersonified, interpersonal personified and institutional trust, identify pedagogical conditions contributing to increasing the level of trust between educational process subjects. Scientific originality of the study involves describing mechanisms to develop trust taking into account modern tendencies in educational sphere. The conducted empirical research justifies importance of confidential relations between educational process subjects to raise quality of education and to overcome misunderstanding in the society of risk and uncertainty.

Meta-theory of modern pedagogical knowledge: Innovation, professional development

This article deals with some aspects of modern pedagogi- cal knowledge, in particular with the role of meta-theory in innovati- ons. The innovation is viewed through the prism of meta-theory as the ability to a new, reflexive, constantly updated knowledge; openness to innovative changes on the grounds of critical thinking; development of creative abilities; ability, readiness and ability to continuous professional self-development and self-disclosure. The general understanding of “meta- theory” has been explored as a complex term used to identify such systems, which in turn is applying to describe or to research other systems. The innovative development of higher education is in the article one of such sy- stems, which is based on the professional self-improvement of subjects of the educational process and disclosed with the help of the reflexive system of meta-theory of philosophy. The methods of terminological analysis, ab- straction, idealization, formalization and generalization are used. It was found out that innovative development of higher education is based on pro- fessional self-improvement of subjects of educational process and disclosed with the help of reflexive system of meta-theory of philosophy. It is proved that innovative processes in high school can not be considered without the self-improvement of the personality, gaining global significance.