Ukrainian School Concept Research Articles

ENVIRONMENTAL ASPECTS IN THE CONTENT OF HISTORICAL EDUCATION

The article analyses the processes of content transformations in the context of educational reform: the implementation of the New Ukrainian School concept and higher education, which outline the key issues of optimising the structure and content of the historical educational field of knowledge. The basis for these processes is the modernised State Standard of Basic Secondary Education and transformations in the content of professional training in higher education. The authors note that certain content transformations of the history curricula are underway, filled with new cross-cutting lines that include the issue of environmental education, the development of knowledge competencies in environmental protection and issues in the «human-nature» problem field. A special place in this context belongs to the development of cross-cutting knowledge of the history and impact of human activity on nature, land, rivers and seas, flora and fauna, climate, etc. The authors describe the main components of the Concept of Environmental Education in Ukraine (2001) and highlight its principles: comprehensiveness, continuity, and dissemination among the population, taking into account individual professional interests, incentives, and peculiarities of social and territorial groups to preserve the national natural landscape. Modern environmental/ «green» education is an ongoing and meaningful process of forming an environmental outlook, environmental awareness and culture in all segments of the population, social groups and society as a whole. It is the process of mastering a range of knowledge (historical, mathematical, natural, etc.) about the laws of functioning, life of all living things, ecological systems and the role of humans in preserving the natural environment; the process of individual environmental education and training, mastering professional knowledge and skills necessary for environmental protection and preservation of the fundamentals of natural landscapes. The purpose of the article is to study the content features of historical education through the prism of the ecological worldview of man, its genesis in understanding his active influence on nature in the course of history. The authors come to the conclusion that it is important to introduce environmental education into the content of all disciplines of secondary and higher education.

V ALL-UKRAINIAN SCIENTIFIC AND PRACTICAL CONFERENCE WITH INTERNATIONAL PARTICIPATION «PERSONALITY IN THE EDUCATIONAL ENVIRONMENT OF MODERN SOCIETY»

In recent years, we have openly declared our move away from the Soviet legacy in the educational sphere. And today it is important to offer interesting practice-oriented classes to the participants of the educational process that would not push a person away from the learning process, but rather encourage them to actively immerse themselves in it. After all, the high-tech world has long recognized the special importance of science and knowledge in the civilization processes of scientific and technological progress, sustainable development of national economies, and improvement of citizens' lives. The modern interactive and meaningful educational environment has a positive impact on all participants in the educational process, from children who become more confident, curious and open-minded to adults who do not stop but continue to improve and develop professionally. Despite the fact that today Ukraine is experiencing military actions of the occupier, more than a hundred destroyed and damaged schools and higher education institutions, we must lay a stable foundation for democracy, civic engagement and professional environment of people who will continue to build the Ukrainian state. Education and science predict the prospects for human development and prepare people for tomorrow, so we must start today to form conscious citizens who will rebuild the country after our victory. We are active participants in reforms in secondary education under the New Ukrainian School Concept and transformations in higher education, which are focused on the future of Ukraine and a democratic society. Therefore, the entire education system of the region and the country is balanced and focused on the optimal network of educational institutions, on improving the content and quality of educational services, which will outline new dimensions of educational activities and performance, and provide space for the use of new digital resources for the educational development of the individual. In these areas, we find the experience of European national models of education, practices of educational activities and teaching life competencies quite interesting. 16 Ukrainian science and education is gaining unique European integration experience that promotes the use of innovative pedagogical teaching methods, the development of algorithms for using digital technologies and supporting individual entrepreneurial thinking, and the development of personal language skills as a means of active communication and professional development. All of this is done to expand educational opportunities for students' learning and development. In the above contexts, the question arises: is a new strategy in the field of education and science needed? We can confidently answer that we need a strategic plan and, in general, we need to fully adopt European principles of strategic planning - to actively fill them with new principles, plans and results of the education reform. Everything is aimed at developing and building the state and a person.

THE ROLE OF MENTORING IN FOSTERING THE PROFESSIONAL IDENTITY OF FUTURE TEACHERS

Relevance of the research. Identification of the individual with the chosen profession indicates a significant level of professional growth and readiness to systematically develop, improve professional skills, deepen knowledge, that is, to recognize oneself as part of an important professional process. The description of this phenomenon in the scientific literature is understood as the acquisition of professional identity. A professional identity for future teachers is a guideline that needs to be perceived while studying in a higher educational institution since it shows the teacher’s readiness to work with children and reveals the possible quality result of this work. It is quite difficult to acquire a professional identity through independent self-development; consequently, the support and assistance of a teacher or a mentor is of particular importance in this case. The purpose of the research is to reveal the role of mentoring in the formation of future teachers’ professional identity. The research methods are as follows: theoretical (analysis, synthesis, generalization), empirical (sociological survey, description), generalization. The academic paper is focused on revealing the specifics of the formation of future teachers’ professional identity and analyzing the role of a mentor as a coach, advisor, and professional friend for future teachers. The research analyzes approaches to the interpretation of the concept of a mentor and mentoring as a process, as well as related concepts such as a coach, a tutor, and a facilitator. The understanding of the phenomenon of mentoring in Western European scientific thinking has been characterized. The primary focus of the academic paper is on the reformation of Ukrainian education, the New Ukrainian School Concept, and the importance of mentoring at the current stage of educational transformation.The research results emphasize that the functions of a mentor for future teachers are indispensable and important. According to the survey, the majority of respondents indicate that they are willing to seek help from their mentors and can become such mentors for junior students. Conclusions. The academic paper proves that professional identification is an important personal formation that characterizes a high level of professionalism of a specialist, in particular, a teacher. The function and role of mentoring is a way for future teachers to achieve professional identity. The survey conducted among master’s students confirms the importance of mentoring for future teachers in general and for acquiring professional identity. A mentor has to concentrate on working with students from the beginning of their studies and progressively take on a more involved role by the end of their final year in order to be effective in carrying out these duties.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

The Main Aspects of New Ukrainian School: Child-Centeredness, Competence Approach, Pedagogy of Partnership

The main aspects of New Ukrainian School are considered in the article. The relevance of the article is that the educational reform launched in Ukraine in 2017 is based on a model of 9 key components, among which the prominent pedagogy is partnership, which is based on the cooperation of students, teachers and parents; the content of education is realized through the competence approach; in the educational process the main reference point is the needs of the child, ie the so-called child-centeredness. The purpose of the article: to consider in detail the implementation of key components of the New Ukrainian School Concept in domestic and foreign educational institutions: to clarify the principles of implementation of child centeredness, to reveal the essential features of the competence approach to learning, to compare the implementation of partnership pedagogy in international and Ukrainian education. Methods of work: complex (analysis of the scientific literature and synthesis). Novelty: the activity-based approach to learning is the key to the formation of key competencies of lifelong learning. Results: According to research on this issue, the main goal of each reform is to improve the quality of education. Both the competence approach, and pedagogy of partnership, and child-centeredness interact closely with each other, complement each aspect. Thus, these factors are aimed at the diverse development of the child's personality, the formation of key and subject competencies that will be necessary for life skills and will be the basis for choosing a future profession and the key to success in life. Conclusion: these factors of the New Ukrainian School Concept proclaim the preservation of the value of childhood, personal approach to the child, the development of students' abilities, creating an educational environment that provides psychological and physiological comfort.

Internet resources for foreign language education in primary school: challenges and opportunities

The paper explores the challenges and opportunities of developing professional competence of primary school teachers in teaching foreign languages according to the New Ukrainian School concept. The paper analyzes and describes various Internet resources that can facilitate and enhance foreign language learning outcomes in primary school. The paper argues that Internet resources can help modernize foreign language education in primary school and align it with the New Ukrainian School concept. The paper also discusses the importance of training primary school teachers in the methods of organizing distance learning, which is a priority for higher education institutions in the context of continuous education.

ТЕОРЕТИКО-ПРАКТИЧНІ ЗАСАДИ КОНЦЕПЦІЇ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

Taking into account the current state poli-cy in the field of national education at today's stage and the tasks that the New Ukrainian School has to solve as the subject of his research, the author chose a topical topic both in terms of its theoretical and methodological significance, and in terms of invaluable practice, in partic-ular regarding the formation of key competencies at all levels of national education.The author of the study emphasizes the complex of competencies and the hierarchy of their improvement. The formation of competences, which are fixed at the legisla-tive level in accordance with world standards with the entry of Ukrainian education into the educational space of the European Union, is outlined.A comprehensive analysis of this lacuna in the struc-ture of national education makes it possible not only to understand the reasons for the educational reform, but also the results and consequences, whatever they may be, in order to objectively assess and find ways to further improve the educational process in the country, despite the current difficult period – the war started by Russia in Ukraine.Special attention during the analysis is paid to the content in the process of forming students' competencies with a projection on further success in learning at various levels of education, self-awareness of their acquisition in order to obtain a profession and be competitive in the difficult, complex world of globalization processes and transformations.This set of tasks is to determine the main path of theo-retical and methodological processes and an approach in the context of their complex formation in the conditionsof the New Ukrainian School. After all, it is this link of edu-cation that lays a solid foundation for their further im-provement at new, higher and quality levels of education. Attention is also drawn to another subject of the educa-tional process – the figure of the teacher and his role and pedagogical skills in the implementation of this important task.This problem can become a separate study. All this in a complex will give a real picture of the domestic educa-tional process in the direction of the formation of the com-petence system. Today, this is the main thing in the im-plementation of the New Ukrainian School concept

Teacher readiness to implement learning through play in Ukrainian primary schools: a preliminary study

The article examines the problem of teachers' professional readiness to implement play-based, activity-based learning methods and the “learning through play” approach in Ukrainian primary schools in the context of holistic reform of school education - the introduction of the New Ukrainian School Concept.
 The modern school reform, which was introduced in 2018, brought changes to all aspects of education in Ukraine, however, it was mainly focused on the approach of teaching and learning. A new educational strategy based on the integrative approach of “learning through play”, which combines the principles and methods of active learning, experimental learning and guided discovery learning, inquiry learning, problem-based and project-based learning, and Montessori pedagogy, was introduced in the professional activity of primary school teachers.
 The results of the conducted research indicate that the vast majority of interviewed Ukrainian primary school teachers showed an insufficient level of professional readiness for the introduction of play-based and activity-based learning methods due to: a negative attitude to play in education; their insufficient awareness of the developmental, didactic and other functions of the play in the comprehensive development of a person at all stages of his/her life; the dominance of an authoritarian style of communication with students, etc. It was found, that there is an apparent contradiction between the predominantly high level of self-esteem of primary school teachers of their own readiness to implement play-based learning methods and a negative attitude towards the need to change their professional activity.
 The difficulties, revealed by the results of the research, provide the basis to make corrections in the system of higher and postgraduate pedagogical education in order to develop Ukrainian school education based on the principles of priority of the individual needs of the child, the competence approach, partnership and a safe educational environment

ЕФЕКТИВНІСТЬ ВИКОРИСТАННЯ КОШТІВ ОСВІТНЬОЇ СУБВЕНЦІЇ ЯК ОСНОВА ІННОВАЦІЙНОСТІ ОСВІТНЬОГО ПРОЦЕСУ ПРИ ЗАПРОВАДЖЕННІ РЕФОРМИ НУШ

The research contains an assessment of the importance of effective use of the educational subvention from the state budget to local budgets, allocated for the implementation of the New Ukrainian School concept. This process is especially important for the reform of basic education, where there is a need to introduce innovative approaches to the educational process. It is the readiness to innovate, among other aspects, that is an important element of the NUS reform. Besides, the pedagogy of partnership (cooperation of teachers, students and parents), the readiness for innovation (including the use of multimedia equipment and innovative teaching materials), new state educational standards (developed based on competence and personality-oriented learning), student learning outcomes and autonomy of general secondary education, educational institutions and teachers are important components of the concept of the New Ukrainian School. That is why financial support for such activities is becoming important. The article analyzes the dynamics of the distribution of budget funds for the purchase of specific material and technical equipment for classrooms, teaching materials, computer and multimedia equipment, as well as for the training of teachers and supervisors at the regional level. The research also highlights the percentage of use of budget funds at the regional level for the areas of technical equipment and teacher training. In general, the analyzed data provided an opportunity to assess the level of use of educational subventions by regions and to consider the dynamics of its allocation. It is concluded that it is necessary to continue monitoring the allocation and use of budget funds from the state budget to local budgets in the regional context for further analysis of the effectiveness of the use of educational subvention funds for qualitative implementation of the New Ukrainian School reform.

The Role of Integrated Interdisciplinary Links in the Study of the Mother Tongue in Primary School

The article focuses on an important problem stipulated by cardinal changes in the theory and practice of training and education of children of primary school age. Its topicality is caused by the implementation of the New Ukrainian School Concept, the essence of which is to change the teaching methods of primary school children bringing them most closely to play activities that is a characteristic feature of mental and physical development of children in primary school age. Purpose. To clarify the importance of interdisciplinary connections and interdisciplinary integration in Ukrainian language lessons in the primary grades of the New Ukrainian School, to outline some aspects of the realization of the essence and importance of this phenomenon. Methods. Analysis of scientific literature on the problem, generalization and systematization of the collected material, modeling of integrated processes. Result. The article focuses on various aspects of the implementation of integrated interdisciplinary links in Ukrainian language lessons, including elements of classes in language and reading, language and mathematics, language and science, language and computer science, lan-guage and art. Due to the fact that the new curriculum for primary school students offers the introduction of such subjects as “I explore the world”, “I am in the world”, “Environment”, “Health Technologies”, “Natural Science” having an integrated nature in themselves, it allows the primary school teacher to expand the interdisciplinary links of disciplines studied by younger students. Originality. The article emphasizes that modern scholars propose to distinguish between the con- cepts of the “integrated learning” and “interdisciplinary links”, which until recently, were interpreted in the literature as similar phenomena. Based on certain theoretical principles of the integrated and interdisciplinary links, different options for their use in native language lessons in primary school have been proposed.Conclusion. Thus, the teacher should analyze the educational material from the proposed subjects, choose topics that are similar in content and purpose, syn-thesize this material and organically combine educational material.

Positive learning environment in educational sphere

The practical implementation of a positive learning environment in school education needs detailed research. Its effects can be achieved by creating appropriate learning environments and technological support to provide a high-quality education for students. Schools must be purposefully designed to inspire creativity, independence, and a love for learning to provide students with an exceptional education. Great school environments must be prepared to support students' intellectual, physical, social, and emotional development. Schools must also continually improve their campuses in response to students' needs. In terms of positive environment theory, a positive environment can contribute to students' successful academic adjustment. The student's academic success is a result of academic adjustment accordingly and can be assessed through intellectual engagement and self-managed learning. This research aims to establish regularity, promote the implementation of a positive learning environment in school education by surveying schools, establish the ability of educational institutions to provide a positive learning environment in school education, and determine the attitude of students and schoolmasters towards a positive learning environment. Research methods: comparative analysis; survey; systematization, and generalization. Results. As a result of the survey, it was found that students understood a positive learning environment in school education as a fun environment (235 students), a quiet environment (214 students), an environment where schoolteachers are not discouraged (208 students), a background with values (171 students), a place as home (174 students), an environment where ideas are respected (163 students), an environment where there is no fighting (186 students), an environment with rules (185 students), an environment where games are allowed (179 students), an environment where no one is afraid of the schoolmaster (181 students), an environment where responsibilities are performed (172 students), etc. The schoolmasters were found to understand a positive environment in school education as a quiet environment (6 schoolmasters); an environment where everyone feels valued (28 schoolmasters); an environment that focuses on unique and inclusive education (4 schoolmasters); a fair environment for all (16 schoolmasters); an environment where people trust each other (13 schoolmasters); an environment where everyone is at peace (10 schoolmasters); an environment where everyone finds something for themselves (17 schoolmasters); an environment where there is no repression (21 schoolmasters). Based on the research conducted, we found that the existing proposals of schoolteachers and students for the positive learning environment implementation in school education contribute to the solution of the current problems through further educational process improvement. It will ensure a positive learning environment implementation in school education. It was defined that the importance is acquired by the school management and administration tasks for the positive learning environment implementation, which fulfillment will allow fully implement a particular school management and administration target. Ensuring a positive learning environment in school education has been found to contribute to implementing 10 critical competencies according to the New Ukrainian School Concept.

The syllabus of the academic discipline “Methodology for the formation of educational activities of foreign language in the General Secondary Education Institutions (GSEI)”

Abstract. The syllabus of the academic discipline “Methodology for the formation of educational activitiesof foreign language in the General Secondary Education Institutions (GSEI)” was developed for studentsof the educational and professional program “French language and literature and a second foreign language”of specialty 014 Secondary education of the first (bachelor's) level of education. The purpose of the disciplineis to form students' necessary competencies to attract positive upbringing and communication techniquesto the educational process in order to implement the provisions of the New Ukrainian School Concept on the endto-end upbringing process based on values. Based on the discoveries in the field of neuroscience about the influence of empathy on the formation of the brain, mastering the methods of Humane Pedagogy, students study moderntechniques of educational work in a foreign language to create a positive atmosphere in the classroom, preventbullying, behavior disorders, study compensatory techniques for teaching children with cognitive dysfunctions,social and household maladjustment.

Pre-service Primary School Teacher Efficacy to Implement the New Ukrainian School Reform

The article deals with the issue of teacher efficacy and self-efficacy that are considered to be the main factors in understanding the reform results. The survey administered at university in the western part of Ukraine to pre-service primary school teachers helped to identify student perception of their efficacy to teach in the New Ukrainian School (NUSH) environment. They were asked questions about the key components of the New Ukrainian School reform, the new requirements for the reformed school environment, their attitude to inclusive education, pedagogy of partnership, teaching practices and strategies, communication skills, professional development. It was concluded that the pre-service teachers in the full time programs, both bachelors and masters, have almost similar level of their perceived self-efficacy, while part-time master’s students, who have more than one year of teaching experience perceive their efficacy at a higher level. The problem areas in the skills are identified that will require some additional adjustment to the curriculum. It is important for universities to teach their students to prioritize knowledge acquisition, developing numerous skills, professional qualities, value system, gaining initial experience, which will ensure their efficacy and self-efficacy to effectively work and implement the objectives of the New Ukrainian School concept. In terms of reforming, the national education system requires the new model of teacher training, that can provide pre-service teachers with quality education and help them feel efficacious to implement the objectives of the New Ukrainian School reform.

Домінантні параметри професійної підготовки здобувачів вишу з методико-математичного спрямування в умовах наступності дошкільного закладу і нової української школи

The article reveals the dominant parameters of professional training of prospective teachers, taking into account the modern requirements of the New Ukrainian School concept, the Basic component of preschool education and the State Standard in Ukraine. The main scientific researches on this relevant issue are systematised and analysed. The definition of the concept of “competence” is given, the key requirements to the parameter “mathematical competence” of both children of senior preschool age and primary school pupils are allocated. The significance of the methodological vector as an important component of implementing the New Ukrainian School concept is proved. The tendency to develop fundamentally new approaches taking into account the principles of cooperation of pedagogical science and practice, continuity in professional training of prospective teachers for preschool institutions and primary school is determined. A brief description of the results of the study is given by observing the work of students while pedagogical practice, as well as the results of their questionnaire in order to study the needs and problems in obtaining educational services in the process of training. The possibilities of introducing modern technologies of a methodological nature and new parameters in the professional training of a primary school teacher and a teacher of a preschool institution are highlighted, taking into account the requirements of the continuity of preschool and primary education.

Передумови створення інклюзивного освітнього середовища у закладах позашкільної освіти

The materials of the article present the results of the research of the preconditions for creating an inclusive educational environment in institutions of out-of-school education in the context of international and national educational changes. In particular, they cover: normative aspects, understanding of the essence of inclusive educational environment and current terminology; analysis of empirical data; examples of creating an inclusive educational environment from the experience of institutions of out-of-school education in Ukraine. The main research methods are: theoretical analysis of the main provisions of scientific publications, methodological and information materials, analysis of normative documents (international and national); questionnaires for teachers of out-of-school education institutions; expert survey (in the form of a free interview) in order to summarize the key aspects of education of children and students with SEN in the context of modern educational reforms; analysis of the experience of institutions of out-of-school education. As part of the discussion of the research problem, the main vectors of changes in the national education are presented, such as the key ideas of the of the New Ukrainian School Concept, which are important for creating an inclusive educational environment in institutions of out-of-school education: focus on the needs of students in the educational process, child-centeredness; pedagogy based on partnership between student, teacher and parents; modern educational environment that will provide the necessary conditions, tools and technologies for teaching students, educators, parents. The results of the expert survey on the education of children and students with SEN in the context of modern educational reforms are presented. It is generalized that out-of-school education as an integral part of education in Ukraine is developing in the context of progressive changes related to the creation of equal opportunities for education, socialization, professional self-determination of children and youth with SEN. The basis for the implementation of the right to education for people with SEN are international instruments ratified by Ukraine; relevant changes are reflected in modern national legislation on education. Institutions of out-of-school educational create special and inclusive groups, clubs, other creative associations for children with disabilities, as well as clubs for parents, implement various projects that are the basis for creating an inclusive educational environment. At the same time, normative, technical, pedagogical support of such an important area of work should be improved.

ПЕДАГОГІЧНІ УМОВИ ВИКОРИСТАННЯ ІГРОВОЇ ДІЯЛЬНОСТІ У РОЗВИТКУ УСНОГО АНГЛІЙСЬКОГО МОВЛЕННЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

The pedagogical conditions of development of oral English speech of primary school pupils by means of game are investigated. It is shown that the development of oral English speech of primary school students by means of games should be carried out in accordance with the Law of Ukraine "On Education", the Law of Ukraine "On General Secondary Education", the provisions of the Concept of Foreign Language Learning, the New Ukrainian School Concept primary education. It is proposed to carry out the process of development of students' oral English by means of games, taking into account the tendency of humanization of the educational process in primary school. The specifics of the use of game methods and techniques in the process of revealing the meanings of foreign words intended for receptive assimilation by students are studied; the influence of various methods and techniques on the effectiveness of the formation of different types of speech activity in schoolchildren is analyzed; the process of functional mastering of oral speech by students of different ages is studied taking into account the regularities of speech expressions; games and exercises of game character for development of oral English of pupils of elementary school are developed. It is proved that a special place in the development of oral English speech of primary school students is given to pedagogical conditions that have a positive effect on the dynamics of this phenomenon. It is shown that for the development of oral English of primary school students by means of play activities special attention should be paid to the following pedagogical conditions of this process: the use of innovative methods and technologies for the development of oral English of students; taking into account in the process of developing oral English speech age and psychological characteristics of primary school students; use of the potential of play activities in the process of developing oral English of primary school students. It is offered for the purpose of check of the specified pedagogical conditions of development of oral English speech of pupils of elementary school by means of game to organize and carry out formative pedagogical experiment and to define its efficiency.

PREPARING FUTURE PROFESSIONALS FOR FORMING COMMUNICATIVE ACTIVITIES OF CHILDREN’S WITH SPECIAL EDUCATIONAL NEEDS

Most children with special educational needs have problems with interactionand communication. This is because for successful communication, the children must respond to other people when approached, and initiate communication on their own, and the quality of this process is impaired.One of the conditions for the implementation of the New Ukrainian School concept, which states that for students with special needs the optimal conditions for learning together with their peers will be created, is the development of communication skills. In view of the above, there is an urgent need to properly train future professionals to undertake this activity.During the research we used a set of the following methods: theoretical (analysis and synthesis of scientific-pedagogical literature, interpretation, modeling, concretization, etc.) and empirical (conversations, interviews, pedagogical observation, consulting, testing, etc.).The purpose of the article is to disclose the content of our worked out discipline «Forming communicative activity of children with special educational needs» in the system of training of future specialists in specialty 016 «Special Education» at H.S. Skovoroda KhNPU.The purpose of the study discipline is to prepare highly qualified, competitive, integrated specialist in the European and world scientific and educational space, who can qualitatively ensure the forming communication skills of children with special educational needs, as well as to promote harmonious development of personality adult / child with disabilities through different means.The content of the program is presented: topics of lectures, questions and tasks for seminars, as well as a list of creative tasks for independent work. The program takes into account all aspects of communicative activity of different categories of children with special educational needs.The results of the research can be used to develop new and improve the content of existing educational disciplines for the organization of education of children with SEN, aimed at training future specialists in the specialty 016 «Special Education» in institutions of higher pedagogical education.

Innovative Methods in Language Disciplines During Profile Training Implementation

The advanced pedagogical experience testifies to the presence of a number of methods in the practice of teaching language disciplines used by teachers during profile training at school or other educational institutions. With the development of modern information technologies, the role of traditional methods of studying language disciplines in the educational process is changing to the advantage of more innovative (interactive) methods of studying language disciplines. Therefore, the purpose of the article is to investigate the peculiarities of the application of innovative methods in language disciplines during profile training implementation. To achieve the purpose specified, an academic paper uses a number of general scientific (method of theoretical analysis, method of observation, method of description and method of synthesis) and empirical (experimental method, modeling method and calculation method) research methods. The practical reflection of the state and dynamics of mastering language disciplines during profile training is demonstrated through: the efficiency level of the applied innovative methods of studying language disciplines; the dynamics of the average number of students, involved in studying foreign language per student at the level of higher secondary education; rating of the countries of European Union and Ukraine on English proficiency according to the Global rating of countries and regions; provisions of New Ukrainian School Concept. It has been established that in the countries of European Union the practice of studying language disciplines is based on the translation method, the method of meaningful and language integrated learning, the methods of using digital technologies and the method of using creative objects. The study has revealed that such countries of European Union, as Luxembourg, Romania and Finland have significantly high levels of foreign language proficiency; however, such levels of language command are significantly low in Greece, Denmark, Spain, Germany and Portugal. It has been established that Ukraine is classified as a country with a low level of English language command (proficiency) in the Global Ranking of Countries and Regions (according to data of 2019, 2017 and 2016) and a moderate level of English language proficiency (according to data of 2018 and 2015). The following types of innovative methods, currently used by teachers in language disciplines during profile training, have been summarized, namely: the use of information and computer technology in the process of language learning; the use of developmental methods in the form of dialogue, discussion, seminar or brainstorming; construction of the educational process in the form of a game, project, team game; introduction of creative and interactive tasks into the educational process.

СПАДЩИНА В. О. СУХОМЛИНСЬКОГО У ПІСЛЯДИПЛОМНІЙ ОСВІТІ ВЧИТЕЛЯ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ НА ВОЛИНІ

У статті розглянуто використання спадщини всесвітньовідомого педагога-новатора В. О. Сухомлинського в системі післядипломного підвищення кваліфікації педагогічних працівників у контексті ідей Нової української школи.

ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ РОЗУМОВОГО ВИХОВАННЯ ДІТЕЙ У ПРАЦЯХ В. О. СУХОМЛИНСЬКОГО

У статті визначені та охарактеризовані психолого-педагогічні умови розумового виховання дітей у працях В. О. Сухомлинського, які є актуальними для сучасної освіти. Психолого-педагогічні умови включають сукупність об’єктивних можливостей змісту, форм, методів, прийомів і засобів педагогічної діяльності, що грунтуються на закономірностях розвитку особистості дитини, створенні психологічно комфортного та безпечного середовища.