System Of Postgraduate Education Research Articles

Methodological principles of research of professional training of administrators and managers in higher education institutions

Scientific research problems of results of professional training of administrators and managers by the integrated thematic direction “Theory and methodology of organizational-communicational support of professional training of future specialists in public administration and managers at higher educational institutions” in the National pedagogical university, named after M.P. Dragomanov within state budgetary scientific works “Theory and technology of studying in the system of professional education” and “Theoretical and methodological bases of forming the system of postgraduate education, based on sustainable development” has been realized. The theoretical analysis of scientific literature has been conducted for determining the potential of methodological support, most reasonable methods of its realization (theoretical, general scientific and concrete scientific, empirical and statistical) have been established. Methodological possibilities of using means of information-analytical, technical and scientific-metrical support, graphic-demonstration ones on different information carriers, video-visual, multimedia, distant, instrumental-laboratory, scientific-methodical and technical-regulative, scientific-worldview, concrete scientific, disciplinary and interdisciplinary, scientific cognition in the sphere of state management and public administration, pedagogical, natural sciences, empirical and statistical ones and humanities have been analyzed. Methodical recommendations have been offered and a plan for studying professional training of future specialists in public administration and managers at higher educational institutions has been formed as following: methodological substantiation of the competence approach under conditions of information society of advanced knowledge; information-methodological support of organization of the educational-scientific process of professional training of future specialists in public administration and managers; elaboration and verification of a projected organization model of socio-cultural forms of professional training of future specialists in public administration and managers by pedagogical research stages: cameral, diagnostic-screening, ascertaining, forming and expert

Communicative tolerance as a component of educational organization heads leadership qualities

Introduction. The ongoing transformations in the Ukrainian system of education increase the role of educational organization heads' leadership qualities, in particular, their communicative tolerance. Aim: to empirically investigate the development of and organizational and psychological factors in communicative tolerance as a component of educational organization heads' leadership qualities. Methods. Testing methods and mathematical methods of statistics were used for the research. Results. It has been shown that communicative tolerance as an educational organization heads' leadership quality is poorly developed and affected by the following organizational and psychological factors: a type of the general secondary education institution, heads' managerial experience, gender, and age). Conclusions. The obtained results can be used in educational organization heads' leadership training in the system of postgraduate education (advanced training).

Outstanding organizer of post-graduate education of physicians, the representative of the Soviet therapeutic elite Roman Albertovich Luria

The work aimed to introduce new scientific data and use well-known data about the professor, doctor of medicine, a well-known therapist, director of the Kazan Clinical Institute (Kazan Institute for Advanced Medical Studies) in 19201930 Roman Albertovich Luria. The multifaceted activity of R.A. Luria as a health care organizer, teacher, scientist, practitioner, author of unique monographs on internal medicine is shown. In 19201941, R.A. Luria was a member of the Soviet scientific and medical elite of healthcare organizers and therapists. In the history of domestic medicine R.A. Luria is the organizer of the Soviet system of postgraduate education of doctors, a prominent scientist who made a significant contribution to the development of the national clinic of internal diseases in the first half of the twentieth century, and the pride of Kazan medicine, who remained in the memory of Kazan citizens as a doctor capable of creating a miracle.

Medical Education Reform in China: The Shanghai Medical Training Model.

Medical Education Reform in China: The Shanghai Medical Training Model.

ОРГАНІЗАЦІЙНІ ПРИНЦИПИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МЕДИЧНИХ ПРЕДСТАВНИКІВ У ФЕДЕРАТИВНІЙ РЕСПУБЛІЦІ НІМЕЧЧИНИ

A topical issue concerning the modern domestic professional education, i.e., the training and certification of specialists in the postgraduate period for the pharmaceutical industry, was examined in the article. Foreign and domestic scientific literature on the problem of professional training of medical representatives of pharmaceutical companies was analyzed and the constructive experience of Germany was studied as well. The main formats (formal, non-formal and informal education) of professional training that meet the requirements of the German legal framework were also taken into account. It was found out, that the main organizational function during the training of medical representatives in the country is performed by associations such as civil society institutions among them – the National Association of Pharmaceutical Sales Representatives. Their websites contain the terms for obtaining this profession, the program, training support – manual, tests, the testing procedure, issuing of a certificate and recommendations for the establishment of expert commissions. It was found out that the professional training of medical representatives is carried out on the principles of lifelong learning and dual training (without being interrupted from the production process) and with preference that is given to distance learning and testing in order to obtain a certificate. According to German law, certification of a medical representative after passing an exam (testing) is a prerequisite for his/her employment.The results of the research represented by the author actualize the need to include a medical representative as a profession in the National Classification of Professions, development of the master’s educational and professional program for the specialty “Medical Representative” or an appropriate specialization. It was proved that the introduction of foreign experience in the training of medical representatives directly in medical establishments of higher education, in the system of postgraduate medical education with the involvement of professional associations in the field of pharmacy, which is fully consistent with Ukrainian legislation on public-private partnership, is very actual at present.

INNOVATIVE TECHNOLOGIES AS A TOOL OF TEACHER PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF POSTGRADUATE EDUCATION

The article identifies the problem of finding a modern format of teacher development in the system of postgraduate education. The necessity of using innovative pedagogical technologies of teaching as an aspect of innovative activity of a higher school teacher in the context of development of modern education, in particular postgraduate, is revealed. The range of innovative pedagogical technologies, methods, receptions as effective tools of professional development of the teacher in the conditions of postgraduate education is defined. Aspects of professional interaction that contribute to the creation of a creative scientific and educational environment of the educational process are characterized. Interactive technologies that are determined by the interaction of teachers and teachers (students of advanced training courses) become effective tools of higher education. Aspects of realization of innovation of educational process in establishments of higher and postgraduate education are defined. We outlined practical changes in the professional activity of the teacher, determined by the willingness to improve pedagogical skills, to develop various components of professional competence, i.e. to constantly develop their own professional resources. The practical experience of using innovative pedagogical technologies, methods and techniques and forms of organization of the educational process, contributing to the active continuous professional development of teachers in the system of postgraduate education, are highlighted. The scientific-methodical and didactic support of professional development of teachers in the context of technologicalization of the postgraduate world is presented. The purpose of the study is to reveal the features of the application of innovative pedagogical technologies in the activities of higher education teachers in the context of postgraduate teacher education. Research methods used: theoretical analysis and systematization of scientific sources − allowed to identify the state of the problem of application of innovative technologies in the modern educational process; pedagogical observation and systematization − allowed to get the results of research on the active introduction of innovative pedagogical technologies, methods and techniques in the system of postgraduate education; generalization and structuring − allowed to develop scientific –methodological, and didactic support for the continuous development of teachers in the system of postgraduate education. Conclusions were made on the introduction of innovative technologies in the educational process of higher education institutions, in particular postgraduate education institutions, which contribute to more effective mastery of educational material, its understanding and practical self-realization; creates conditions for continuous development and self-development of teachers throughout life.

Organization, Methods and Analysis of Research and Experimental Work to Determine the Level of Professional Development of Heads of Physics-Mathematics Clubs of Out-of-School Education

The article presents the results of pedagogical research aimed at improving the level of professional development of heads of physics-mathematics clubs of out-of-school education institutions in the system of postgraduate education by introducing separate pedagogical conditions and a structural-functional model. A qualitative analysis of the obtained results with a positive conclusion on the effectiveness of certain pedagogical conditions and the author’s structural and functional model was carried out. The proposed classification of levels of professional development of the head of physics and maths club of out-of-school education institutions in the system of postgraduate education contains four levels: basic, heuristic, and innovative. Based on quantitative and qualitative indicators the comparative analysis of the received intermediate and final results of the pedagogical experiment was carried out. The reliability of the research results was ensured by using statistical methods of processing the results of research work. The analysis of the results of the experiment in control and experimental groups indicates the effectiveness of introduction into the process of professional development of heads of physics and mathematics circles of out-of-school educational institutions scientifically substantiated pedagogical conditions and the structural-functional model that presupposes the usage of specially-oriented educational and methodical complex (programs of elective courses, methodical manuals and programs for the organization of self-educational activity).

Розвиток потенціалу вищої освіти у територіальному розрізі як інструменту підвищення конкурентоспроможності регіону

The paper is devoted to the development of the potential of higher education in the territorial context as a tool for increasing the competitiveness of the region, in particularly the problems and prospects of the Kirovohrad region. In the paper the presence of a strong relationship between the number of students and gross regional product per capita is established. The analysis of changes of quantity the available population in Ukraine and Kirovohrad region in particular is carried out. It is established that the studied region is characterized by the migration reduction during 2015-2019 years. The movement of entrants from the Kirovohrad region is analyzed by the author, the main recipient-regions are identified. The dynamics of the average monthly wages of full-time employees in Ukraine and the Kirovohrad region in 2010-2019 years are analyzed and the share of large, medium, small and micro-enterprises in the selected regions in relation to the total number in Ukraine in 2010-2018 are analyzed. It was determined that the most negative factors which affect on the development of the potential of higher education in the regions are: demographic crisis, migration decline, low average monthly wages and low business activity in the region. It was revealed that the most effective tool for eliminating the negative tendencies in the development of the potential of higher education is the creation and support the development of innovative-oriented cluster structures, the purpose of which is to ensure the effective interaction of authorities, universities, business and society for the synergistic effect in the socio-economic development of the Kirovohrad region. In addition, creation the jobs positions with high added value; support the innovation infrastructure; support small and medium business; creation the attractive infrastructure for youth; encourage business to the scientific cooperation; promotion higher education and jobs positions in the Kirovohrad region; creation the effective system of postgraduate education and training; involvement the representatives of higher education institutions in the process of branding the region; initiation a regional educational exhibition "Kirovohrad Educational" are suggested by the author.

Formation of continuous coaches’ education

The society developments model requires a modern specialist of a wide range of knowledge, skills and competencies for successful fulfilment of their professional functions, ensuring comprehensive and sustainable development of education and science of Ukraine. A rapidly evolving modern society needs skilled workers who can compete in the labor market, are competent, responsible and free to own a profession, capable of working effectively with a specialty at world-wide standards, ready for continued professional growth, social and occupational mobility.
 Postgraduate education involves the development of it through open technologies of adult‟s education, opens contingent and classes, transparency of the system, coherence of all components, as well as the conditions for free entry of subjects in the educational space, obtaining quality education without restrictions on gender, national, gender, and territorial differences. Professional self-development it is a process of forming a personality oriented to high professional achievements. In the system of postgraduate education creates the conditions for lifelong learning, accessibility in acquiring knowledge, meeting the needs and needs of the individual and society.
 Advanced training uses the modern theory and practice of sports training; application of methods of functional recovery of an organism is studied; out-of-training and out-of-competition factors in training athletes, psychological training are analysed. The timing of further courses depends on the formation of the group.

Challenges of Dental Hygienists in a Multidisciplinary Team Approach During Palliative Care for Patients With Advanced Cancer: A Nationwide Study

Palliative care is constructed by various kinds of professionals. This study aimed to identify the challenges that dental hygienists (DHs) encountered when working with other professionals in a multidisciplinary team approach in palliative care for advanced cancer patients. We conducted the following two studies: (1) a questionnaire-based survey for DHs who belong to Japanese Society for Oral Care (JSOC) on oral care in palliative care settings (n = 1,290), and (2) surveys on education for DHs in universities. Items in this study included the following: 1) a cross-sectional analysis of the curriculum on palliative care at 10 universities and 2) a questionnaire-based survey on palliative care education at 1 of the 10 universities (n = 75). (1) Seventy-three percent had experience in oral care in palliative care settings. The number of DHs with ≥20 years' experience was significantly higher than those with <10 years' experience (76% vs 66%, p = 0.042). Further, 92% received no formal palliative care education, and 94% perceived a lack of knowledge on palliative care. These data did not differ based on the years of experience. (2) (a) There was no specific curriculum on the subject of palliative care in 10 universities. Lectures on palliative care were provided at 3 universities. (b) Fifty-five percent of students attended lectures on palliative care. However, 88% of them experienced anxiety, and 78% perceived few classes on palliative care. For DHs, to positively contribute to multidisciplinary palliative care team approach, it is important to establish pregraduate and postgraduate education systems.

Компетентнісний підхід як методологія професійного розвитку працівника освіти

У статті розглядаються особливості застосування компетентнісного підходу в процесі професійного розвитку працівників освіти на сучасному етапі.Представлені матеріали є логічним продовженням попередніх робіт автора, в яких аналізується компетентнісний підхід як методологія професійної підготовки у вищій школі. Певні висновки та узагальнення зроблені на основі наукових джерел, оприлюднених після 2014 р., коли набув чинності Закон України «Про вищу освіту» та почалися суттєві якісні зміни в системі вищої освіти України, що тривають до цього часу. Увага акцентується на висвітленні компетентнісного підходу як методології створення індивідуальних траєкторій удосконалення професіоналізму кожного працівника освіти в процесі підвищення кваліфікації. Підґрунтям для цього є самооцінювання професійної компетентності згідно з вимогами Закону України «Про освіту» та інших підзаконних актів. Доведено, що в основі цієї процедури повинна бути спеціально створена компетентнісна модель професійного розвитку педагогічного працівника та окремі педагогічні технології, метою яких є формування або поліпшення певної компетентності за результатамипроведення самооцінювання. Окрему увагу приділено також дотриманню принципу комплексного оцінювання професійної компетентності та її складовихяк умови досягнення запланованих результатів навчання, наведені спеціальні приклади. Наголошується на необхідності створення відповідних педагогічнихтехнологій саме в системі післядипломної педагогічної освіти, що набуло своєї актуальності в умовах диверсифікації процесів підвищення кваліфікації педагогічних і науково-педагогічних кадрів. Увага акцентується на необхідності формування системного бачення процесів оцінювання окремих компетентностей в осіб, що здійснюють викладацьку діяльність і є суб’єктами надання освітніх послуг у системі підвищення кваліфікації педагогічних кадрів.

Наукове обгрунтування та практична апробація використання інформаційно-комунікаційних технологій у розвитку економічної компетентності керівників закладів середньої освіти

The research is devoted to the scientific substantiation and practical approbation of the use of information and communication technologies in the development of economic competence of the heads of secondary education institutions. This study is due to the new economic conditions that are emerging in Ukraine, where special importance is given to knowledge of the principles and patterns of economic development of society, economic education. One of the priorities of the State Program of Economic and Social Development of Ukraine for 2020 is to provide state support for the training of specialists in areas that stimulate the development of priority basic sectors of the economy in the format of "science-education-technology". It is possible to improve the economic competence of heads of secondary education institutions in the system of open postgraduate education in full-time and distance form of advanced training with the use of information and communication technologies, which should play a leading role in distance learning. In our study, distance learning is characterized by the presence of information learning environment or means by which there is indirect communication between teachers and students, and the information learning environment of distance learning we mean a set of systematically organized, distributed data transmission, information resources, interaction protocols, hardware-programmed and organizational-methodical support, focused on meeting the educational needs of users. The scientific novelty and theoretical significance of the research results lie in the fact that for the first time the technology of development of economic competence of heads of secondary education institutions (MES) by means of information and communication technologies in the system of advanced training is theoretically substantiated and developed; the content of the concept of "professional competence" and its structural components are specified; the content of economic competence of the head of ZSO is selected and structured, the model of development of economic competence of the head of ZSO is improved; the organizational and pedagogical conditions for the development of economic competence of the head of ZSO in the system of advanced training are determined; Theoretical views on the process of development of professional competence of the leaders of ZSO and the use of information and communication technologies, their means in the system of open postgraduate education have been further developed. Scientific substantiation and practical testing of the use of information and communication technologies in open postgraduate education institutions allowed to distinguish a modern system of distance learning for heads of secondary education institutions, which contains the following components: system environment of distance learning; electronic database of educational materials; virtual laboratories, objects and subjects of distance learning systems, which are postgraduate education institutions.

МЕТОДИЧНІ АСПЕКТИ РОЗВИТКУ МІЖКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ ЛІКАРІВ-ТЕРАПЕВТІВ У ЗАКЛАДАХ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

Актуальність: розвиток міжкультурної компетентності набуває важливого значення у системі післядипломної медичної освіти, оскільки успішність міжособистісної комунікації фахівців системи охорони здоров’я, зокрема лікарів-терапевтів, значною мірою залежить від рівня міжкультурної компетентності. Дана проблема є надзвичайно актуальною в умовах поширення епідемій, пандемій, техногенних та екологічних катастроф. &#x0D; Мета дослідження полягає у аналізі навчальних програм, що мають одним із завдань розвиток міжкультурної компетентності лікарів та виокремленні основних методичних засад щодо розвитку цієї компетентності у післядипломній медичній освіті.&#x0D; Методи: теоретичні (аналіз, синтез, узагальнення). &#x0D; Результати: проведено аналіз навчальних програм, спрямованих на розвиток міжкультурної компетентності лікарів. Встановлено, що для розвитку цієї компетентності серед лікарів-терапевтів необхідним є впровадження тем до основних курсів у системі післядипломної медичної освіти, що зумовлять вивчення та вирішення проблем розуміння та усвідомлення міжкультурних особливостей професійного оточення. &#x0D; Висновки: основними методичними засадами щодо розвитку міжкультурної компетентності лікарів-терапевтів у закладах післядипломної освіти є виокремлення актуальних тем у межах міжкультурної проблематики для їх включення до дисциплін, що пропонуються лікарям у системі післядипломної освіти; застосування форм навчання, що сприяють активізації, мотивації та підвищенню інтересу до навчання у лікарів; забезпечення неперервного навчання лікарів-терапевтів без відриву від основної роботи.

The organization of distance learning of music teachers in the conditions of postgraduate education reforming

The article is devoted to highlighting actual problems of organizing distance learning of teachers of music arts during reforming and introduction of the newest forms of professional development of pedagogical workers in the system of postgraduate education. The modern experience in the organization of distance learning of music teachers in postgraduate education is considered. Attention is paid to modern problems of distance learning, experience of organization of a distance learning stage in different types of advanced training courses, introduction of thematic, author's courses for teachers of music art is described. The description of distance training of author's advanced training courses is given, the advantages of in-depth training and thematic training are demonstrated. The description of innovative forms of organization of distance learning of teachers in the system of postgraduate education is given. Features of modern distance learning platforms are considered and their educational opportunities are described. The description of advantages of using modern educational environments, forms of organization of educational activity of teachers during distance learning is given. The list of types of educational tasks, tests, digital materials in the educational environment is presented. The most common forms of teacher training in distance learning are described. The experience of organisation of distance learning for music teachers in postgraduate education is described. The list of problems of postgraduate pedagogical education of art teachers, which were appeared due to reforming and realization of the new content of art education is presented. The problems and needs of professional improvement of music teachers, which can be solved during the distance learning in the postgraduate education system, are discussed. The acticle describes the results of research in postgraduate pedagogical education, which demonstrate the priority types and forms of distance learning among music art teachers. The content of distance, network, e-learning of teachers, effective technologies of learning music teachers in postgraduate pedagogical education are highlighted

Platform “Profosvita” as innovative educational and digital environment for specialists' professional development

The article substantiates organizational and methodological principles of the Educational platform “Profosvita” as an innovative educational and digital environment to ensure the continuous professional development of specialists in accordance with the requirements of the state policy in the field of education, of employers and key stakeholders, as well as to meet educational needs of an individual as educational services customer. The Educational platform “Profosvita” developers summarized and systematized theoretical assets and took into account the latest tendencies of platforms creation for distance and mixed training. The proposed structure of the educational-digital environment provides mastery for learners, customers of educational services of different directions and specialties of certain theoretical and practical aspects of educational courses, educational headings. The presentative and educational locations are described as the main elements of the Educational platform “Profosvita” structure, forms of participant participation, principles of work organization. The research results can be used in the modernization process of postgraduate education system, in particular in the activity of postgraduate education institutions of all levels of accreditation, district methodical services for organization of continuous professional development of specialists in the conditions of sustainable development of education and science.

THE DEVELOPMENT OF ORAL COMPOTENCY THROUGH DIDACTIC DEMONSTRATIONS BY DOCTORAL STUDENTS

The academic literacy among students development problem, which includes academic reading, academic writing, and academic performance, becomes relevant in the Republic of Kazakhstan, in the system of higher and postgraduate education. PhD students in the field of pedagogy study the basic discipline "Pedagogy Philosophy and Methodology". This discipline is designed to educate them in public speaking to an audience with their search and experiment results throughout their studies. For a speech to the audience, students prepare a scientific report. Report (scientific), researcher public presentation, which is a summary of his scientific search results, design, experiment. The purpose, structure and content of the discipline allows the teacher to systematize didactic presentations in six areas and use them in lectures and seminars. Over the past ten years, these presentations have contributed to the deeper understanding and assimilation by PhD students of the pedagogy philosophical and methodological foundations, and the pedagogical research methodological tools.

ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ЧИННИК РОЗВИТКУ ПРОФЕСІОНАЛІЗМУ ПЕДАГОГІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

У статті висвітлено актуальну проблему використання сучасних інформаційно-комунікаційних технологій з метою розвитку професіоналізму педагогів у системі післядипломної педагогічної освіти.&#x0D; Наголошено, що сьогодні в умовах швидкого розвитку інформаційно-комунікаційних технологій та їх проникнення в усі сфери життєдіяльності людини особливо актуальним питанням стає їх використання в системі післядипломної освіти.&#x0D; Схарактеризовано найбільш сучасні та актуальні види інформаційно-комунікаційних технологій, які в комплексі створюють сприятливе ефективне середовище розвитку професіоналізму працівників освітньої галузі. Серед них: мобільні, хмарні, дистанційні технології, засоби візуалізації змісту, якісні цифрові ресурси та ін.&#x0D; Описано досвід організації освітнього середовища із застосуванням сучасних інформаційно-комунікаційних інструментів на базі Комунального вищого навчального закладу «Херсонська академія неперервної освіти» Херсонської обласної ради. Актуальність теми підтверджено наведеними даними опитування вчителів, які проходили підвищення кваліфікації на базі вищезазначеного закладу. Описано конкретні приклади ресурсів, які використовуються в освітньому процесі з метою формування професіоналізму вчителів. Шляхом експериментальної діяльності було виокремлено організаційно-педагогічні умови розвитку професіоналізму вчителів Нової української школи із застосуванням інформаційно-комунікаційних технологій, серед яких створення інформаційно-освітнього середовища професійного розвитку педагогів в умовах закладу післядипломної освіти; організація взаємодії між учасниками педагогічного процесу засобами інформаційно-комунікаційних технологій; реалізація онлайн підтримки вчителів та їх фахове консультування в міжатестаційний період. Достовірність отриманих результатів підтверджено результатами педагогічного експерименту, проведеного в КВНЗ «Херсонська академія неперервної освіти», результати якого частково відображено в тексті статті.

Criteria, indicators and levels of the readiness of teachers of natural specialties to develop the entrepreneurship competence of high school students

The article determines the relevance of forming the of teachers of natural specialties to develop competence in the system of postgraduate pedagogical education, which ensures the improvement of education and vocational training of teachers by deepening, expanding and updating their professional knowledge, abilities and skills in accordance with current needs and education. Theoretical views of scientists to the definition of key concepts: entrepreneurial competence, readiness, indicators, of readiness are analyzed. By combining problem-oriented, system-generalizing methods and method of system-structural analysis of scientific literature, the author has achieved the goal and the criteria for determining the of teachers of natural specialties for the development of the competence of high school students, formed in the system of postgraduate pedagogical, technological, educational, personality-emotional, behavioral ones. Within the selected criteria, appropriate indicators are defined, which characterize them and the methods and means of diagnosis are defined for each criterion: conversation, observation, questioning, analysis, report, self-report, expert evaluation and introspection. The developed system of criteria and indicators makes it possible to determine the levels of of teachers of natural specialties for the development of the competence of high school students: low (reproductive), medium (reproductive-reconstructive), sufficient (reconstructive) and high (creative). The analyzed criteria, indicators and levels will allow to determine the realities and to predict the dynamics of forming the of teachers of natural specialties to develop the competence of high school students in the system of postgraduate pedagogical education.

Theoretical principles of introducing the play-based methods to teachers’ training in the system of postgraduate education

The article analyzes the theoretical principles of teacher training in the system of postgraduate education for the introduction of play-based methods. It generalizes the scientific approaches of understanding the essence of the individual's readiness for the professional activity in general and pedagogical activity in particular. It is stated, that the readiness of a teacher for the professional activity is an integrative professional and personal phenomenon, the content of which is the integration of value-orientation, cognitive, constructive and reflexive components, and which is the result of long professional training and self-training of a specialist, new stage of his/her development. The peculiarities of the professional activity of elementary school teachers in modern conditions require the possession of play-based teaching methods, which are active in nature. Based on the analysis of the principles of the activity-based approach in education, it is stated, that they put forward their requirements for primary school teachers, including systematic formation of subjectivity as a teacher's ability to be an agent of childhood. The article analyzes the provisions of the integrative “learning through play” approach and the requirements for primary school teachers, which ensure the formation of students' learning experience with the help of the play resource. The work presents an author's understanding of the essence of the primary teacher's readiness to introduce the methods as an integrative personal-professional education, the system characteristics of a specialist, which determines his/hers ability to effectively use play-based teaching methods in the educational process and consists of value, cognitive and constructive components. Preparing a teacher for the introduction of play-based teaching methods is a complex and lengthy process that, in today's context, should take place in the space of postgraduate education

ДО ПРОБЛЕМИ РОЗВИТКУ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛІВ ОСНОВНОЇ ШКОЛИ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

Актуальною проблемою сьогодення є формування, зміцнення та збереження здоров’я, адже стан здоров’я суспільства є ознакою духовного, соціально-економічного та медико-біологічного рівня добробуту цивілізованої держави. Особлива місія відводиться педагогам, котрі повинні вміти не лише дбати про власне здоров’я, але й навчати своїх вихованців цим вмінням, давати якісні знання стосовно здоров’язбереження, мотивувати їх до розвитку здоров’язбережувальної компетентності, та на власному прикладі демонструвати усі ці вміння.Метою нашого наукового пошуку є вивчення основних підходів до формулювання здоров’язбережувальної компетентності, визначення компонентів та принципів розвитку здоров’язбережувальної компетентності вчителів основної школи у системі післядипломної освіти.&#x0D; У статті розглянуто проблеми розвитку здоров’язбережувальної компетентності вчителів основної школи у системі післядипломної освіти. Насамперед проведено аналіз теоретичних праць вітчизняних та зарубіжних фахівців внаслідок якого визначено основні підходи до формулювання здоров’язбережувальної компетентності педагогів та майбутніх педагогів.На підставі детального аналізу літератури та професійної діяльності нами визначено структуру розвитку здоров’язбережувальної компетентності вчителів основної школи у системі післядипломної освіти котра містить у собі наступні компоненти: потребнісно-мотиваційний, теоретико-методичний, діяльнісний, інформаційно-операційний. У роботі подана характеристика усіх визначених компонентів здоров’язбережувальної компетентності.Виокремлено принципи, на яких має базуватися підготовка вчителів основної школи у системі післядипломної освіти до розвитку здоров’язбережувальної компетентності, а саме: неперервності; свідомого ставлення та самостійності; системності та послідовності; професійної спрямованості; планування самостійної роботи; формування установки на здоров’язбереження.Подальші наші наукові дослідження передбачають розробку критеріїв та показників розвитку здоров’язбережувальної компетентності вчителів основної школи у системі післядипломної освіти.