Continuing Professional Education: Theory and Practice

PEDAGOGICAL CREATIVITY. DEVELOPMENT OF ARTISTIC AND CREATIVE COMPETENCE OF TEACHER AND STUDENT

2024-10-29T11:48:02+02:00

The article discusses the development of the teacher’s artistic and creative competence and the student’s artistic and creative competence on the basis of pedagogical creativity; It is shown that the problem of interdependence of the artistic and creative competence of the teacher and the artistic and creative competence of the student in the conditions of martial law acquires special relevance in terms of its research and implementation in educational practice. The problem chosen for coverage is of particular importance for Ukrainian children and youth, childhood and whose youth has been devalued by the war, teachers and lecturers who must find the strength to support their own psychological and professional resources, to demonstrate to children calmness and confidence in their actions. It is proved that the value of the artistic and creative competence of the teacher lies in the fact that it ensures the fullness of the teacher’s professional and personal life, enrichment of his inner world, contributes to the development of artistic and creative thinking. The artistic and creative competence of the teacher contributes to the formation of students’ humane attitude to the world, their artistic, aesthetic and creative growth, the formation of artistic and creative competence as one of the most important components of cultural competence. The analysis of the essence of the artistic and creative competence of the teacher and the artistic and creative competence of the student, the substantiation of their interconnection and interdependence in development made it possible to conclude that the artistic and creative competence of the teacher is an integrated personal and professional quality of the individual, which reflects his artistic and aesthetic worldview, creative potential, level of development of creative qualities, in particular creative thinking, knowledge and skills in the field of artistic creativity, which together provide development of artistic and creative competence of the student, self-realization and self-expression of the teacher in pedagogical creativity, professional activity of artistic and creative direction. It is concluded that the artistic and creative activity of the teacher is a kind of pedagogical creativity, and therefore should be considered in the context of its laws and regularities.

INNOVATIVE TRENDS IN VOCATIONAL TEACHER EDUCATION: A CAREER COUNSELOR FOR THE NEW UKRAINIAN SCHOOL

2024-10-29T12:10:56+02:00

The article considers the problem of training career counselors for the New Ukrainian School as a modern innovative trend. It is updated in the context of the introduction of three-year specialized education in Ukraine. A career counselor performs the function of a mediator between a person and his or her possible choice of profession, helps him or her identify and use his or her talents and abilities to achieve significant goals. A content analysis of scientific sources on the problem are carried out, which originates at the turn of the nineteenth and twentieth centuries. Modern foreign scientific researchers are highlighted, for example, the theory of vocational choice, as well as other theories of career development. The analysis and systematization of research on career development made it possible for scientists to systematize five groups of theories: substantive, procedural, substantive-procedural, constructivist, and broad explanation theories. It is considered the development of Ukrainian scientists on the issues of career guidance and career counseling: a scientific thesaurus on the problem is formulated, and relevant scientific research is carried out. However, theoretical generalizations have not been implemented in practice: Ukrainian higher education institutions do not provide comprehensive systematic professional training for career specialists. The authors of the article outline some prospects for the professional training of relevant specialists; define the range of potential job responsibilities of a career counselor; present a model framework of competencies of a career counselor working in a Ukrainian general secondary education institution; and present the content of innovative educational disciplines necessary for the professional and pedagogical training of future career counselors in the New Ukrainian School.

GENDER EDUCATION OF PRESCHOOL CHILDREN: THEORETICAL AND PRACTICAL ASPECTS

2024-10-29T12:39:27+02:00

The article analyzes regulatory documents and theoretical and methodological research by Ukrainian scientists on the problem of gender education and gender upbringing of preschool children. The author revealed the topic of gender and the gender approach, which is a leading focus in the national system of preschool education. The article demonstrates that gender issues are interdisciplinary, forming the subject of scientific investigations in sociology, cultural studies, history, philology, psychology, and pedagogy. It is noted that gender is a complex concept used in several meanings (gender as social-role and cultural interpretation of personal traits and behavior patterns of men and women; acquisition of sociality by individuals; policy of equal rights and opportunities for men and women, etc.). Based on the analysis of scientific research, it is emphasized that the gender approach in preschool education is an individual approach to the manifestation of a preschool child’s identity. It is proven that this approach creates personal conditions for freedom of choice, provides opportunities for self-realization, helps to be sufficiently flexible, and gives the ability to use various behavioral opportunities in the socio-cultural environment. The article proposes and characterizes the rules for organizing and structuring the content of ethical discussions with preschool children regarding the understanding of gender education (information should be age-appropriate and meet children’s needs; the teacher should reflect their own attitude towards the topic of discussion; questions arising during the discussion should be answered, etc.). The article provides advice and recommendations for educators of preschool institutions and parents to effectively organize gender education in preschool institutions and families (establishing close cooperation in the context of pedagogical interaction between educator and psychologist, educator and family; thorough study of individual characteristics of preschool children, etc.).

GUIDELINES FOR QUALITY COVERAGE OF CONTINUING EDUCATION ISSUES

2024-08-12T17:18:33+03:00

The aim of this article is twofold: first, to elucidate the importance and value of conducting a literature review, and second, to provide practical guidance and suggestions for effectively planning and executing such a review. To provide an overview of the findings from previous studies, a systematic approach to scientific research was employed. The material for this systematic review consists of publications that provide practical guidance on the writing of review articles. The purpose of a literature review is to synthesize existing scholarly works on a specific topic or research question, contextualizing them within the current state of knowledge on that topic. It is not uncommon for literature reviews to fall short of the standards expected of scientific research. In such cases, they may be regarded as mere summaries of previous work in a given field. To circumvent such a scenario, it is advised that a determination be made at the outset of the project regarding the type of review to be conducted. It is recommended that a classification system be employed which divides literature reviews into three categories: systematic review, semi-systematic review, and integrative review. The efficacy of each type of literature review depends on the objective being pursued. In the context of a literature review, a number of methods may be employed to facilitate a comprehensive analysis. Given the plethora of methodological alternatives at their disposal, researchers may encounter the challenge of selecting an appropriate method. The most commonly utilized methodological approaches in this field are bibliometric analysis, content analysis, critical analysis, meta-analysis, multiple correspondence analysis, and homogeneity analysis through alternating least squares. A researcher undertaking a literature review is confronted with a range of potential challenges, including the existence of a vast number of sources, which makes it challenging to identify pertinent materials; a lack of expertise in literature search techniques, which can impede the ability of a novice researcher to fully comprehend a specific phenomenon when searching a single database; and a lack of expertise in formulating a precise and coherent research question or purpose for the review, which may result in the absence of a structured plan for data analysis, ultimately limiting the depth of analysis in the literature review to a mere descriptive summary. To ensure a comprehensive and rigorous study, researchers must select an optimal methodological approach for their literature review, one that aligns with their research question and the available resources at their disposal.

GENDER EDUCATION OF PRESCHOOL CHILDREN AS A PEDAGOGICAL PROBLEM

2024-10-29T13:42:46+02:00

The article reveals the relevance of the problem of gender education and the development of this problem in modern Ukrainian research; gender education of older preschool children is considered as a problem of modern pedagogy. It is noted that the problem of gender education of children of older preschool age in the conditions of a preschool education institution is closely related to other types of education: national, moral, family, legal, labor, intellectual, and others; an analysis of the problem of gender education in pedagogical theory was carried out. It is shown that the preschool age is a decisive period of sex-role development, because it is in this period that the formation of gender identity is laid, which in turn connects the consciousness with the child's behavior and shapes his entire subsequent adult life. Attention is focused on the fact that in the process of gender education of older preschool children in the conditions of preschool education institutions, factors that can negatively affect the formation of gender-role identity of preschool children are singled out. A scientific analysis of the pedagogical aspects of the study of gender education of older preschool children is presented. It is noted that the complexity and multifacetedness of the problem of gender education, the high quality of gender education of older preschool children can be ensured by the joint efforts of management and methodical services, scientific institutions, practitioners and parents. It is emphasized that the prospects for further research of the problem are related to overcoming the low level of awareness of gender issues among older preschool children and leveling gender approaches to the program of training educators to work in educational institutions.

PEDAGOGICAL SYSTEM OF FORMATION OF PROFESSIONAL ETHICS OF FUTURE MANAGERS BY EDUCATIONAL INSTITUTIONS

2024-10-29T14:31:22+02:00

Updating the structure of the pedagogical system for the formation of professional ethics in future managers of educational institutions in the modern context requires the integration of modern innovative approaches to professional training. The concept of a pedagogical system should combine basic theoretical and professional-applied components, satisfying the latest social requirements for the manager of an educational institution. The purpose of the study is the analysis of the modern interpretation of the structural components of the pedagogical system of the formation of professional ethics of future managers by educational institutions in the process of professional training. The study involved a number of general scientific methods: analysis, synthesis, structural-logical and comparative methods, generalization. The article emphasizes that the structure of the pedagogical system for the formation of professional ethics should cover such blocks as theoretical and substantive (reveals the content of pedagogical conditions and key concepts of the sphere of professional competence); target (represents modern requirements for professional training of managerial personnel in higher education institutions); methodological and conceptual (determines the algorithm for implementing an effective educational process); activity-procedural (reflects scientific and educational activities with a dominant on the formation of future managers of professional competence); effective and evaluative (contains a comprehensive diagnostic methodology, components, criteria and levels of professional competence). The structure of the pedagogical system for the formation of professional ethics of future managers of educational institutions proposed in the study provides for the maximum implementation of educational, professional and research practice for professional training, which actively contributes to the formation of a promising vision of one's own integration into management activities in educational applicants. It offers a strategy of assimilation of influence of classical and innovative pedagogical technologies, intensification of self-educational activity of future managers of educational institutions for effective formation of a stable system of professional ethics in them.

THE USE OF GOOGLE SERVICES IN MEDICAL INFORMATICS PRACTICAL CLASSES FOR STUDENTS WITH AN ADVANCED STUDY OF ENGLISH LANGUAGE

2024-06-21T13:24:36+03:00

The study highlights the methodological aspects of using Google digital tools, which contribute to a more thorough formation of practical skills in Medical Informatics in the process of teaching students with an advanced study of the English language. The advantages of using cloud technologies for better presentation of educational material while learning new knowledge are shown. The effectiveness of using Google services for the educational process organization and a high-quality method of assimilation of a large amount of information by students is substantiated using specific examples. The use of the following Google services in educational activities is described: to organize classes – Google Class; to learn English terminology, basic concepts of the topic – Google Jamboard, Google Documents; to organize control and revise of the level of knowledge formation – Google Forms; to perform video meetings – Google Meet; to master the skills of working with artificial intelligence - Gemini Google AI; Google Cloud Healthcare – for deepening medical informatics training, interdisciplinary implementation and familiarization with specialized digital services for healthcare. Together, these Google digital tools provide an opportunity to intensify the educational process, make its content more qualitative and convenient for perception and understanding, and thus contribute to better assimilation of knowledge and practical skills in Medical Informatics in comparison with traditional methods. The use of Google services in the educational process diversifies and improves the teacher's work, helps to more actively involve students in the creative processing of educational material, creates additional conditions for better understanding and assimilation of the received information.

SATISFACTION OF THE HEAD OF A SCHOOL WITH THE CONDITIONS OF HIS PROFESSIONAL ACTIVITY: RESULTS OF THE RESEARCH

2024-10-29T15:04:24+02:00

The article is devoted to analysing the level of satisfaction of the head of a school in Kyiv with the conditions of his professional activity. The authors conducted a survey of respondents (school principals and their deputies) from three districts of Kyiv; the questions were grouped into 4 main groups: the direct personality of the head, his or her satisfaction with the relationship with participants in the educational process, certain aspects of the functioning of the educational institution and the material support itself. The survey involved 119 heads of general secondary schools, of whom 75.6% have more than 20 years of teaching experience). Our analysis showed that the manager is quite satisfied with the choice of the profession of an educator and the place of work, relatively satisfied with the work as a manager and the results of management activities. He believes that he has a high level of professional training. The head is most satisfied with the relations with the students of the school, the relations with the education administration, the teaching staff, and the least with the relations with the parents. The manager is satisfied with the level of psychological comfort in the educational institution and the educational program created by the institution for grades 5–7. Considers the level of executive discipline of pedagogical workers to be acceptable. Furthermore, he has an average level of satisfaction with the material base in the educational institution. The only thing the manager is not satisfied with is his salary level. Despite this, he remains committed to his professional activity, which corresponds to his professional identification, and remains in his profession. We emphasise the importance of continuing research on establishing relations between teachers and parents of students and ways to improve the material base of general secondary education institutions.

PROFESSIONAL DEVELOPMENT OF HISTORY AND CIVIC EDUCATION TEACHERS IN UKRAINE: PROBLEMS AND PROSPECTS

2024-10-29T15:40:59+02:00

The article examines the development of civic competence of history and civic education teachers in the system of in-service training as a necessary condition for the development of civil society in Ukraine. The purpose of the study is to analyze the system of in-service training of history and civic education teachers in postgraduate education and their perception of their professional development process, as well as to reveal the main aspects of motivation to improve their skills and develop the civic competence of history and civic education teachers. It is shown that anthropologism as a scientific concept that considers the individual as a subject of educational activity and social relations, recognizes a person as a complex system that develops itself according to internal and external laws, is of methodological importance for in-service training in the system of postgraduate education. In the course of the study, the methods of observation, oral communication and analysis were used. The problems and difficulties of cross-cutting civic education in the educational process and the subject area of each of the subjects taught in general secondary education institutions are shown. The study has shown that the vast majority of history and civic education teachers are eager to acquire new knowledge, are well aware that professional development can contribute to profound changes in teaching if it is based on classroom practice, is continuous and is carried out in collaboration with other teachers. The vast majority of teachers understand that when they learn and develop their own competencies, they transform their knowledge into practice for the benefit of their students’ development.

LEARNING THE CIRCULAR ECONOMY IN THE REPUBLIC OF FINLAND: EDUCATIONAL PROJECTS

2024-10-29T16:13:08+02:00

The article discusses the role of education in achieving the goals of sustainable development, which is closely related to the transition to a circular economy, a new economic model aimed at minimizing the negative impact of civilizational activity of mankind on the environment. The use of educational projects in teaching the circular economy in the Republic of Finland, which is the European leader in the implementation of circular economic models, is analyzed. It is emphasised that in Finland, circular economy education is provided at all levels of education, starting with pre-school education, and continuing in general secondary, vocational, higher and adult education. It is emphasised that the circular economy is an inter-societal economic model that is needed in all sectors of the economy, and therefore it is necessary to teach the circular economy to all specialists of various profiles and specialties. It is shown that the organization of circular economy training is clearly reflected in the series of educational projects on the circular economy «Circular Economy for All Levels of Education», implemented in Finland with the support of the Sitra Foundation. Specific examples of educational projects on the circular economy for general secondary education institutions, colleges and universities are provided. The role of the teacher as a project leader and manager is important. Teachers use different strategies for evaluating projects, but traditional or multiple-choice exams are not used. Customers of educational products (projects) can be: a company from any sector of the economy, an association, a project organization, a municipality or a city, a community or an individual. The examples of these projects convincingly testify to their practical orientation.

ASSESSMENT OF THE PROFESSIONAL ACTIVITY OF PEDAGOGICAL PERSONNEL: DOMESTIC AND FOREIGN EXPERIENCE

2024-10-30T12:38:35+02:00

This article presents an overview of domestic and foreign publications on the evaluation of the professional activity of teachers. We singled out the model of internal evaluation, which consists of the evaluation of the teacher's professional activity based on the results of the students' educational activity and the formative evaluation, which is based on observations of the teacher's activity. As a separate type of assessment, we provide a model of external assessment, namely the certification of teaching staff. In each evaluation model, researchers pay attention to their positive and negative characteristics. Existing schemes for evaluating the teacher's professional activity have various forms, they differ significantly in terms of frameworks, methods, criteria, standards and tools for collecting data on the teacher's activity. Teacher evaluations in Western countries differ in the procedures for conducting them, and often the differences lie in the scale of the evaluation, the frequency of the evaluation, the determination of those responsible, the development of criteria, the methods of collecting information for this process, the impact of the results on the educational process and the position of the teacher. Most of the authors of the presented publications are united in the fact that the system of evaluation of the teacher's professional activity should be organized in such a way that it contributes to his professional growth, so that different models, forms, methods, methods of evaluation can be used in one educational institution, so that they are a tool that contributes to the improvement of the quality of the educational process.

TERMINOLOGICAL FIELD OF ADULT EDUCATION IN MODERN SCIENTIFIC DISCOURSE IN UKRAINE AND ABROAD

2024-10-30T12:58:17+02:00

Adult education, against the background of active processes of globalization and integration, actualizes its own weight as a strategic resource for raising the level of people’s well-being, ensuring national interests, and strengthening the competitiveness of specialists on the international labor market. Today’s challenges position the concept of continuous education as a priority strategy for the development of the European integrated educational environment. The purpose of the study is to analyze the terminological field of adult education within the modern scientific discourse of Ukraine and foreign countries. The article intensifies the scientific search for vectoriality of the development of adult education, summarizes the achievements and practical experience of foreign countries. The definition of andragogy is analyzed, the main stages of its development are considered. The article summarizes the terminological apparatus of the modern system of adult education, defines innovative concepts and definitions. It was found that generalization and systematization of the practical experience of the countries of the European community acquires special importance in the outlined aspect. An analysis of the possibility of using European terminology for the purpose of integration into the system of adult education in Ukraine was carried out. Special attention is focused on the terminology of informal education, which is a process of self-organized acquisition of certain competencies. It has been proven that, being not necessarily purposeful and structured, informal education actively contributes to the expansion of professional knowledge and skills and is positioned as one of the key competencies of an individual. An analysis of the national level of internationalization of the terminological field of adult education in the modern globalized scientific discourse was carried out, its organizational strategies were considered through the prism of target programs.

TRAUMA-INFORMED SYLLABUS DESIGN FOR PRE-SERVICE TEACHERS

2024-10-29T10:59:18+02:00

There is a growing body of literature that recognises the influence of trauma on the learning process. The article analyses foreign approaches to the development of curricula based on a trauma-informed approach. The relevance of the study is driven by the need to institutionalise the training of future teachers based on a trauma-informed approach in response to the challenges faced by education in the process of recovery from the COVID-19 pandemic and in connection with the full-scale war in Ukraine. The article aims to outline foreign practices of implementing a trauma-informed approach at the level of curricula and present practical ways to implement such practices in curricula and syllabi design in Ukraine. The study is based on the qualitative methodology of comparative pedagogical research with the use of grounded theory. The empirical data of the study were obtained from the analysis of scientific databases and websites of higher education institutions where programmes are developed on the basis of a trauma-informed approach. The results of the study outline ways to implement the principles of the trauma-informed approach in the programme and present the first experience of implementing certain elements of the approach in the training programme for future teachers. Some of the ways of implementing trauma-informed principles to syllabi design are to employ a friendly tone in the welcome message to students; articulate detailed expectations regarding assignments and grading policy; survey students to learn about their preferred accommodations and triggering topics; outline expectations regarding course support, attendance, participation, camera policy, and accommodations in cases of force majeure; provide links to university policies concerning students; provide students with flexible deadlines, task completion options, and formative assessment. The prospect of the research is to analyse the experience of students who studied under the proposed programme, as well as within the trauma-informed educational environment created by it.