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Liliia Luparenko
Urgency of the research. Particularly relevant today is the introduction of the principles of open science in secondary education, which requires modernization of the educational process and bringing it into line with modern achievements of scientific and technological progress. The use of open access systems by teachers in school practice can potentially intensify research processes in individual school subjects, which will diversify the learning process and lead to an increase in its academic level.
Target setting. Currently there is a need to clarify the approaches, models, methods and techniques of using electronic open access systems, to study possible ways of their implementation in the process of teaching and professional development of teachers as well as conducting theoretical and experimental research in secondary education.
Actual scientific researches and issues analysis. Scientific works of V. Yu. Bykov, M. I. Zhaldak, A. F. Manako, L. F. Panchenko, S. O. Semerikov, O. V. Spivakovsky, etc. are devoted to the theoretical and methodological principles of designing the information and educational environment of open education. O. M. Spirin, S. M. Ivanova, A. V. Yatsyshyn, etc. describe the class of open electronic scientific and educational systems that provide information support for education and science, as well as allow the search and processing of empirical scientific data, publication and indexing of full texts of scientific materials; evaluation of the publishing activity of researchers and the level of efficiency of their scientific activity.
The research objective. Describe the method of using electronic open access systems in the process of teaching and professional development of teachers.
The statement of basic materials. The study describes the purpose (development of ICT competence of teachers in the use of electronic open access systems), content lines (theoretical and practical aspects), forms (trainings, seminars, webinars, distance learning courses, lectures, practical classes, individual and independent work, counseling etc.), methods (organization of educational and cognitive activities, stimulation and motivation, control) and tools (teaching materials, technical learning tools and specific electronic systems of open access), which should be used in the process of teacher training.
Conclusions. The use of electronic open access systems will add a scientific component to the educational process of secondary education institutions. Improving the level of ICT competence of teachers with the help of the proposed methodology will not only have a positive impact on the organization and conduct of research by participants in the educational process, but also improve the publication, dissemination and exchange of results in the scientific and information space.
Keywords: methodology, ICT competence, electronic open access systems, teachers.
References:
1. Implementation Roadmap for the European Open Science Cloud Dostupno: <https://ec.europa.eu/research/openscience/pdf/swd_2018_83_f1_staff_working_pa per_en.pdf#view=fit&pagemode=none> [15 Veresen 2021].
2. Plan S. Principles and Implementation. Dostupno: <https://cutt.ly/stZuDN2> [15 Veresen 2021].
3. Bykov, VYu (red.) 2010, Osnovi standartizaciyi informacijno-komunikacijnih kompetentnostej v sistemi osviti Ukrayini (Fundamentals of standardization of information and communication competencies in the education system of Ukraine), Kiyiv: Atika.
4. Busel, VT (red.) 2001, Velikij tlumachnij slovnik suchasnoyi ukrayinskoyi movi (Large Explanatory Dictionary of the Modern Ukrainian Language), Kiyiv: VTF "Perun".
5. Merzlikin, OV 2016, Hmarni tehnologiyi yak zasib formuvannya doslidnickih kompetentnostej starshoklasnikiv u procesi profilnogo navchannya fiziki (Cloud technologies as a means of forming research competencies of high school students in the process of specialized teaching of physics), Disertaciya kandidata nauk, Institut informacijnih tehnologij i zasobiv navchannya, 341 s.
6. Profesijnij rozvitok pedagoga : novi mozhlivosti u 2020 (Teacher professional development: new opportunities in 2020). Dostupno: <https://nus.org.ua/wpcontent/uploads/2020/03/Prezentatsiya-MONPidvyshhennya-kvalifikatsiyi-pedagogiv-ZZSO.pdf> [15 Veresen 2021].
7. Spirin, OM, Ivanova, SM, Іatsyshyn, AV, Luparenko, LA, Dudko, AF & Kilchenko, AV 2020, ‘Model vikoristannya vidkritih elektronnih naukovo-osvitnih sistem dlya rozvitku informacijno-doslidnickoyi kompetentnosti naukovih i naukovo-pedagogichnih pracivnikiv (Model of use of open electronic scientific and educational systems for development of information and research competence of scientific and scientific and pedagogical workers)’, Informacijni tehnologiyi i zasobi navchannya, № 3 (77). Dostupno: < https://journal.iitta.gov.ua/index.php/itlt/article/view/3985>. [15 Veresen 2021].
Liudmyla Tkachenko
Urgency of the research. The specificity of modern development of society determines the dynamic development of the education system, which is dictated by the constant rethinking of the educational concept. 21st century education is undergoing radical changes.
Target setting. Modern general secondary education is simultaneously in a state of reform, transformation and modernization. Let's find out in more detail what the difference is between these types of changes in education.
Actual scientific researches and issues analysis. The importance of social, educational, cultural inclusion of children with developmental disabilities in social relations is highlighted in the works of many domestic (L. Grinevych, V. Dzoz, V. Zasenko, A. Kapska, L. Koval, O. Kolyshkin, A. Kolupaeva, N. Kompanets T. Sak, O. Krasyukova-Ennz, S. Litovchenko, O. Martinchuk, Yu. Naida, V. Sinyov, T. Skrypnyk, N. Sofiy, O. Taranchenko, A. Treityak, O. Fedorenko, Z. Shevtsov, etc.) and foreign (D. Agnes, F. Armstrong, E. Danilovichute, D. Deppeler, M. KingSears, T. Lorman, D. Lupart, T. Mittler, M. Peterson, S. Peters, D. Rose, T. Smith, K. Stafford, D. Harvey, etc.) scientists. Among the numerical definitions of "competence", the most widely accepted are the definitions of the Council of Europe Education Commission, UNESCO and the International Department of Standards. The main legislative basis for the concept of competence used by Ukrainian educators is the Law of Ukraine "On Education".
The research objective. Carry out a philosophical analysis of changes in general secondary education, which demonstrate the processes of reform, transformation and modernization of the New Ukrainian School.
The statement of basic materials. The article considers the strategic directions of modern educational policy, such as the course for the implementation of inclusive education, the organization of education on the basis of a competency-based approach; extensive use of the latest technologies, etc. The proposed socio-philosophical analysis of the processes in education contributes to the awareness of members of society of progressive changes and at the same time causes futuroshok a small part of the citizens.
Conclusions. The reform, transformation and modernization of the New Ukrainian School is a long-term process for decades, which is now, in accordance with the Concept, in the second phase. Theoretical analysis of the changes taking place in modern public education has confirmed that the vast majority of them are positive and progressive, although practice indicates some "weaknesses" that will be adjusted according to the requests of participants in the educational process, society.
Keywords: inclusion, competency approach, modernization, New Ukrainian school, reform, transformation.
References:
1. Zakon Ukrayini “Pro osvitu” (Law of Ukraine “On Education”) 2017, Dokument № 2145- VIII, Vidomosti Verhovnoyi Radi (VVR), № 38-39, st. 380. Dostupno: <http://zakon3.rada.gov.ua/laws/show/2145-19>. [18 Lipen 2021].
2. Inklyuzivne navchannya (Inclusive education) (n.d.), Sajt Ministerstva osviti i nauki Ukrayini. Dostupno: <https://mon.gov.ua/ua/tag/inklyuzivne-navchannya>. [14 Cherven 2021].
3. Koncepciya Novoyi ukrayinskoyi shkoli (Concept of the New Ukrainian School) 2016, Ministerstvo osviti i nauki Ukrayini. Dostupno: <https://mon.gov.ua/storage/app/media/zagalna%20serednya/nova-ukrainskashkola-compressed.pdf>. [15 Traven 2021].
4. Nacionalna strategiya rozvitku osviti v Ukrayini na period do 2021 roku (National Strategy for the Development of Education in Ukraine for the period up to 2021) 2013, Dokument № 344/2013, Ukaz Prezidenta Ukrayini. Dostupno: <http://zakon4.rada.gov.ua/laws/show/344/2013>. [18 Lipen 2021].
5. Monitoring NUSh, rezultati ta rekomendaciyi, pershij etap 2019-2020 rr. (NUS monitoring, results and recommendations, the first stage of 2019-2020) Dostupno: <https://mon.gov.ua/storage/app/media/nova-ukrainskashkola/2021/Monitorynh/Monitorynh_vprovadzhennya_reformy_NUSH_rezultaty_t a_rekomendatsiyi_26_02.pdf>. [28 Traven 2021].
6. Podolska, YeA & Podolska, TV 2009, Sociologiya: 100 pitan –100 vidpovidej (Sociology: 100 questions - 100 answers), Kiyiv: INKOS, 352 s.
7. Potapchuk, T 2017, ‘Pidgotovka majbutnih uchiteliv pochatkovoyi shkoli do profesijnoyi diyalnosti v inklyuzivnomu seredovishi zagalnoosvitnogo navchalnogo zakladu (Preparation of future primary school teachers for professional activity in an inclusive environment of a secondary school)’, Pedagogichnij chasopis Volini : naukovij zhurnal, Luck: SNU imeni Lesi Ukrayinki, № 3 (6), S. 73–80.
8. Pro zatverdzhennya metodichnih rekomendacij shodo ocinyuvannya rezultativ navchannya uchniv tretih i chetvertih klasiv Novoyi ukrayinskoyi shkoli (On approval of methodological recommendations for assessing the learning outcomes of third and fourth graders of the New Ukrainian School) 2020, Dokument № v1146729-20, Nakaz MON Ukrayini vid 16.09.2020 № 1146. Dostupno: <https://zakon.rada.gov.ua/rada/show/v1146729-20#Text>. [14 Cherven 2021].
9. Solotvinskij, OA 2016, ‘Modernizaciya pidpriyemstv ta shlyahi yiyi zabezpechennya v Formuvannya efektivnoyi modeli rozvitku pidpriyemstva v umovah rinkovoyi ekonomiki (Modernization of enterprises and ways to ensure it in the formation of an effective model of enterprise development in a market economy)’, Tezi IV Mizhnar. naukovoprakt. konferenciyi (24-25 list. 2016 r), Zhitomir: ZhDTU, S. 421–422.
10. Toffler, E 2002, Shok budushego (Shock of the Future), perev. s angl., Moskva: Izdatelstvo AST, 557 s. Dostupno: <http://yanko.lib.ru/books/cultur/tofflerfuture_shock-ru-l.pdf>. [11 Lipen 2021].
11. Ukrayinskij tlumachnij slovnik (Ukrainian explanatory dictionary) (n.d.), Sajt Akademik, 2000-2021. Dostupno: <https://ukrainian_explanatory.academic.ru/180395/transformatsiia/>. [14 Cherven 2021].
12. Filosofskaya enciklopediya (Philosophical Encyclopedia) (n.d.), Sajt Akademik, 2000- 2021. Dostupno: <https://dic.academic.ru/dic.nsf/enc_philosophy/4752>. [11 Lipen 2021].
13. The Salamanca Statement and Framework for Action on Special Needs Education (n.d.). Available from: <https://unesdoc.unesco.org/ark:/48223/pf0000098427>. [14 June 2021].
Nataliia Pavlova
Urgency of the research. Modernization of the education sector contributes to the renewal of the processes of providing educational services by higher education institutions. The changes that are taking place in general secondary education outline the requirements for the competencies of the teacher. One of the areas of improvement system of professional training of teachers is the study of the research and a balanced combination of scientific achievements with the needs of education.
Target setting. The analysis of scientific novelty, theoretical and practical achievements professional training of computer science teachers, will identify factors influencing the development of teaching methods, for the professional development of the applicant for the educational program “Secondary Education (Computer Science)”.
Actual scientific researches and issues analysis. Some aspects of improving the content of education of students who obtain the qualification “teacher of computer science” reflected in the dissertation research of I. Voitovych, Y. Goroshko, O. Daviskiba, V. Efimenko, O. Zhmud, A. Kostyuchenko, A. Kravchenya, L. Kukhar N. Morse, I. Morkvyan, O. Oleksyuk, L. Pavlyuchenko, S. Postova, S. Priyma, O. Usata, N. Franchuk, V. Chernykh and others. The preparation of computer science teachers befor the use of Internet technologies and the introduction of distance learning was studied by Y. Bilyay, L. Breskina, O. Dushchenko, O. Ignatenko, K. Kolos, O. Korotun, G. Stetsenko, G. Tkachuk, V. Franchuk and others. Formation of competences in the future teacher of informatics were developed by O. Krivonos, O. Moiko, G. Monastirna, K. Osadcha, Y. Sikora, V. Shakotko. S. Ovcharov, T. Tikhonov, M. Umryk and G. Shugailo, tracked the professional development of the teacher, his selfdevelopment, individual–differentiated learning.
The research objective. Analyze dissertations for the degree of candidate or doctor of sciences, conducted in Ukraine in the period since 2000 to 2021 and which cover the issues of professional training of computer science teachers. Investigate the contribution of scientific research to the construction of a methodological system of teaching students who obtain the qualification of “teacher of computer science”.
The statement of basic materials. Today's challenges consider computer science teachers as valuable carriers of competencies, information and technological culture. The article analyzes dissertation research of professional training of future teachers of computer science; the directions of improving the quality of this process and the ways of their implementation in the educational process are outlined. The methodological system of education highlights the knowledge, technological and personal components, takes into account of fundamental knowledge of computer science and methods of its study.
Conclusions. The analysis research allowed to single out various issues of teaching students who qualify “teacher of computer science”, in particular, on: methodical activity of a teacher, formation of competencies, development of technological culture, professional development and self-development. Domestic scientists in the system of professional training of computer science teachers distinguish cognitive, technological, personal components. The cognitive component integrates the content of fundamental disciplines with the methods of teaching computer science and computer science as a school discipline. The study of computer science should be combined with psychological and pedagogical awareness and technical skills, with the needs of professional activities and provide training for a competent teacher.
Keywords: dissertation research, computer science teacher, methodical system, professional training.
References:
1. Bilyaj, YuP 2018, Metodichna sistema pidgotovki majbutnih uchiteliv matematiki ta informatiki do vikoristannya tehnologij distancijnogo navchannya (Methodical system of preparation of future teachers of mathematics and computer science for the use of distance learning technologies). Disertaciya kandidata nauk, Nacionalnij pedagogichnij universitet im. M. P. Dragomanova, Kiyiv, 256 s.
2. Vojtovich, IS 2013, Teoretiko-metodichni zasadi profesijno oriyentovanogo navchannya tehnichnih disciplin majbutnih uchiteliv informatiki (Theoretical and methodological principles of professionally oriented teaching of technical disciplines of future teachers of computer science). Avtoreferat disertaciyi doktora nauk, Nacionalnij pedagogichnij universitet im. M. P. Dragomanova, Kiyiv, 48 s.
3. Dushenko, OS 2019, Formuvannya gotovnosti majbutnogo vchitelya informatiki do zastosuvannya Internet-tehnologij u profesijnij diyalnosti (Formation of readiness of the future teacher of computer science to application of Internet technologies in professional activity). Disertaciya kandidata nauk, Izmayilskij derzhavnij gumanitarnij universitet. Derzhavnij zaklad “Pivdennoukrayinskij nacionalnij pedagogichnij universitet im. K.D.Ushinskogo”, Odesa, 305 s.
4. Yefimenko, VV 2015, Metodika navchannya komp’yuternoyi matematiki majbutnih uchiteliv informatiki (Methods of teaching computer mathematics to future teachers of computer science). Avtoreferat disertaciyi kandidata nauk, Nacionalnij pedagogichnij universitet im. M. P. Dragomanova, Kiyiv, 23 s.
5. Zhmud, OV 2015, Formuvannya predmetnoyi kompetentnosti z arhitekturi komp’yutera ta konfiguraciyi komp’yuternih sistem u majbutnih uchiteliv informatiki (Formation of subject competence in computer architecture and configuration of computer systems in future teachers of computer science). Disertaciya kandidata nauk, Umanskij derzhavnij pedagogichnij universitet, Uman, 233 s.
6. Korotun, OV 2018, Vikoristannya hmaro oriyentovanogo seredovisha u navchanni baz danih majbutnih uchiteliv informatiki (The use of cloud-based environment in the training of databases of future teachers of computer science). Avtoreferat disertaciyi kandidata nauk, Institut informacijnih tehnologij i zasobiv navchannya NAPN Ukrayini, Kiyiv, 24 s.
7. Krivonos, OM 2014, Formuvannya informacijno-komunikacijnih kompetentnostej majbutnih uchiteliv informatiki v procesi navchannya programuvannya (Formation of information and communication competencies of future teachers of computer science in the process of learning programming). Disertaciya kandidata nauk, Institut informacijnih tehnologij i zasobiv navchannya NAPN Ukrayini, Kiyiv, 285 s.
8. Kuhar, LO 2014, Monitoring sformovanosti profesijnih kompetentnostej majbutnih uchiteliv informatiki zasobami testovogo kontrolyu (Monitoring the formation of professional competencies of future teachers of computer science by means of test control). Avtoreferat disertaciyi kandidata nauk, Nacionalnij pedagogichnij universitet im. M. P. Dragomanova, Kiyiv, 24 s.
9. Mojko, OS 2018, Formuvannya profesijnoyi kompetentnosti majbutnogo vchitelya informatiki v procesi fahovoyi pidgotovki (Formation of professional competence of the future teacher of computer science in the process of professional training). Disertaciya kandidata nauk, Nacionalnij pedagogichnij universitet im. M. P. Dragomanova, Kiyiv, 191 s.
10. Monastirna, GV 2009, Formuvannya profesijnoyi kompetentnosti majbutnih uchiteliv informatiki zasobami informacijno-pedagogichnogo modelyuvannya (Formation of professional competence of future teachers of computer science by means of information and pedagogical modeling). Disertaciya kandidata nauk, Luganskij nacionalnij universitet imeni Tarasa Shevchenka, Lugansk, 312 s.
11. Morze, NV 2003, Sistema metodichnoyi pidgotovki majbutnih uchiteliv informatiki v pedagogichnih universitetah (The system of methodical training of future teachers of computer science in pedagogical universities). Avtoreferat disertaciyi doktora nauk, Nacionalnij pedagogichnij universitet im. M. P. Dragomanova, Kiyiv, 43 s.
12. Morkvyan, IV 2017, Formuvannya intelektualnih umin majbutnih uchiteliv informatiki u procesi vivchennya prirodnicho-matematichnih disciplin Formation of intellectual skills of future teachers of computer science in the process of studying natural and mathematical disciplines). Avtoreferat disertaciyi kandidata nauk, Derzhavnij zaklad “Luganskij nacionalnij universitet imeni Tarasa Shevchenka”, Starobilsk, 23 s.
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14. Osadcha, KP 2009, Formuvannya profesijnoyi kompetentnosti majbutnih uchiteliv informatiki u procesi vivchennya fahovih disciplin (Formation of professional competence of future teachers of computer science in the process of studying professional disciplines). Disertaciya kandidata nauk, Melitopolskij derzhavnij pedagogichnij universitet, Melitopol, 423 s.
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Valentyna Kovalenko, Maiia Marienko, Alisa Sukhikh
Urgency of the research. Due to the transfer of the educational process for school education to a distance learning format, the need for professional development of specialists, namely digital skills and the ability to use them in educational activities, is increasing. At the same time, the leading demand in the system of professional development is the development of specialist's flexible skills "Soft skills", which are essentially a set of non-special skills and ensure high productivity and effectiveness of the professional activity.
Target setting. There is a need to expand both the infrastructure of cloudbased systems and the services provided to meet the growing needs for research data not only for scientists but also for teachers. Also, the use of cloud-based open science systems for lessons and new research projects is promising.
Actual scientific researches and issues analysis. The peculiarities of the introduction of the paradigm of open education and science and its tools in scientific and educational practice are described in the works: M. W. Beck, P. Budroni, T. Heck, I. Peters, V. Yu. Bykov, A. Yu. Vasylenko, M. P. Leshchenko, Yu. G. Nosenko, A. V. Yatsishin etc.
The research objective. Analyse the available services and tools of open science that can be used for selfeducation and self-development of teachers.
The statement of basic materials. The study analyses the services and tools of open science, appropriate to use for self-education and self-development of educational workers. Digital technologies, in particular open science and education tools, are an effective tool to meet the need for the selfeducation of educational workers. The use of these tools will contribute to: saving time and money; a quick search of various materials; saving materials in digital format for further work with them and use; access at any time interval; collaborative work (collaboration with colleagues); exchange of experience, etc.
Conclusions. Open science tools are an important element for use in the educational process; self-educational activity of the pedagogical worker with the application of tools of open science provides: open access to actual results of scientific researches; assists in the implementation of student research projects; promotes communication, international cooperation, and exchange of experience; advanced training and development of digital competence, etc.
Keywords: open science, cloud services, digital technologies, selfeducation, professional development of teachers, teachers.
References:
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7. Kashyna, HS 2020, Teoretyko-metodychni zasady informatsiyno-tekhnolohichnoho zabezpechennya pryrodnycho-humanitarnoyi pidhotovky pedahohiv u systemi pislyadyplomnoyi osvity (Theoretical and methodological principles of information and technological support of natural and humanitarian training of teachers in the system of postgraduate education). Avtoreferat doktora nauk, Natsionalʹnyy pedahohichnyy universytet imeni M. P. Drahomanova, Kyyiv.
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Tamara Rudenko, Olha Potishchuk, Hanna Kostromina
Urency of the research. The peculiarity of modern social production is that the scope of mental labor in comparison with previous periods has increased significantly, which requires an increase in the number of specialists in production. The development of information technologies positively affects the expansion of knowledge and its use in the process of production.
Accordingly, a modern specialist must have a high level of education and quality that would increase its professional qualifications. Intelligence of man, its knowledge, the ability to strategically correctly use information is an integral condition for effective production. Strengthening the role of intellectual capital of a person among factors of production will increase in the future.
Target setting. Analysis of modern scientific researches and consideration of generalized interpretations regarding the essence of human capital, intellectual capital, knowledge indicates insufficient illumination of the defining features of these concepts, their interconnection. Consequently, the study of intellectual and human capital today is quite natural, taking into account those changes that are related to socio-economic processes and the development of philosophical thought.
Actual scientific researches and issues analysis. Research on the issues of formation and development of intellectual capital devoted to the works of V. Bazylevich, M. Bratnitsky, O. Butnic-Siverskiy, V. Geets, N. Gavkalovoy, O. Grishnovoy, G. Zavoronkova, N. Kilchevskoy, B. Leontieva, N. Markovoy, N. Ushenko, L. Fedulovoy, Yu. Fiyalkovskoy, A. Chuhno, A. Yarugovoy.
The research objective. The purpose of the study is to determine the role of knowledge as the main element of human capital in the development of modern social production, the logic of interconnections of such concepts as human capital, knowledge, intellectual capital, social production.
The statement of basic materials. Formation and application of intellectual, professional abilities and knowledge, determining their role in the production process has always been the focus of the research of domestic and foreign scholars. Accelerated development of information technologies, globalization of public life has created conditions for collecting, accumulation, dissemination and preservation of various information and knowledge. As a result of professional activity, self-expression and self-realization of personality occurs, it not only realizes itself as a specialist, but also as a creative personality. The result of human creative activity is new material and spiritual values, acquired experience and assimilation of new knowledge. Individual capital form personal qualities, individual and social skills, experience, abilities, knowledge, obtained in the process of training and advanced training. Changes that occur in various production spheres indicate that for the development of individual intellectual capital, a prerequisite is a general capital of knowledge that forms not only human theoretical and practical knowledge of man, but also spiritual knowledge. The person who is guided by spiritual values uses intellectual, professional knowledge and skills, for the implementation of socially significant tasks. In our opinion, the main component of intellectual capital is human capital. During his life, a person develops creative abilities, talent, gradually occurs their intellectualization. Thus, it can be assumed that individual intellectual capital is a well-developed person of knowledge and capital of professional competencies.
Conclusions. It is determined that knowledge form human capital and is a special productive resource, this social product is the result of collective, mental labor. A larger share of modern production is mental labor, activity that has signs of a creative nature. The assertion is substantiated, according to which individual intellectual capital is a developed capital of human knowledge and obtained in the process of social activity of competencies that form such qualitative characteristics of the person as creativity, communicative and creativity. Human capital is a set of knowledge, skills, skills, practical achievements, professional experience, creative abilities, it can not be assigned. The human capital belongs to knowledge, level of education of workers, their qualifications, professional training, which includes skills and skills, practical experience, creative potential, as well as motivation. The difference between human capital is that its value does not decrease over time, but, on the contrary, increases, special value acquires professional and professional experience. Personal knowledge, experience, developed abilities can be used effectively in the future.
Key words: human capital, knowledge, skills and skills, intellectual capital, production, professional experience, creative activity, society.
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