Select your language
Select your language
authors: Halyna Mykhailyshyn, Oksana Protas
Urgency of the research. The modern problems of forming competence for work with gifted children are conditioned by the priority direction of the state policy on search, support and development of gifted children and youth. Accordingly, the needs of the society for professional qualities of social workers who work with gifted children increase.
Target setting. Studying and analysis of global experience shows that there are special training programs for experts working with gifted children in a number of countries. This signifies the need of such expert training in our country.
Actual scientific researches and issues analysis. We have analyzed a range of scientific studies that solve the problem, performed systematization of its main aspects, among authors: O. Karpenko, A. Kapska, Н. Kurahina, N. Povyakel, etc.
The research objective. To reveal theoretical aspects of forming the creative competence of future social workers in dealing with gifted children.
The statement of basic material. For effective forming of creative competence in future social work experts, we suggested using the creative approach to organization of educational process in a higher educational establishment, using the potential of different disciplines in the process of professional training. We clarified the main aspects of shaping of creative competence in future social workers in classroom and outside classroom, as well as main forms of the methodology of such training. The use of the mentioned approaches will give an opportunity to shape creative competence in future social workers for work with gifted children.
Conclusions. Following the results of analysis and generalization of scientific works, we have defined the terms: professional competence of social workers, professional competence of social workers for work with gifted children, creative competence of a social worker, creative competence of social workers for work with gifted children. We have characterized types of giftedness, marked out the peculiarities of gifted children and the specific nature of activity of social workers while interacting with them. Having generalized modern approaches to defining creativity, considering the peculiarities of social work in contemporary social and cultural conditions, we identified the components of creative competence of future social workers in work with gifted children: motivational and axiological; cognitive; personal; pragmatist and creative; reflexive.
Keywords: giftedness, gifted children, creativity, competence, creative competence, professional competence of social workers, professional competence of social workers for work with gifted children, creative competence of a social worker, creative competence of social workers for work with gifted children, competence approach, creative approach.
References:
author: Olga Tsybulko
Urgency of the research. At the turn of the XIX - early XX centuries in Europe, educators sought to build a new theoretical-based school for educators who would educate initiative, well-developed people who could become entrepreneurs, active in various fields of public life in the future. Such reform trends were characterized by a negative attitude to the traditional theory and practice of education and upbringing, respect and interest in the personality of the child, new ways of solving pedagogical problems, among which were the search for ways of becoming a person during the childhood period, the development of the child’s creative forces, personal self-awareness, capacity for social adaptation and nurturing of spirituality, spiritual and moral values. Given the current Ukrainian realities, it is necessary to emphasize the importance of forming such personality traits as: desire to work, initiative, creativity, desire for self-realization, awareness of the need for constant self-improvement. Such traits of the modern Ukrainian meet the requirements of the information society, and therefore, pedagogical efforts should be focused their education. For this reason, the period of formation of industrial society, represented in the history of pedagogical thought in Western Europe by various trends and concepts focused on the education of man of industrial society, man of his time.
Target setting. The peculiar features of the educational trends of the period of industrial society formation were the syncretic combination of new theoretical provisions with practical creative activity, which took place in new educational establishments with the possibility of conducting scientific experiments.
Actual scientific researches and issues analysis. General works on the history of pedagogy were used to write the article. At the same time, the ideological basis of the work is special research on certain aspects of this problem, as well as the work of teachers themselves. However, there are no works devoted to the study of the unity of theory and practice as a factor in the education of moral and ethical values in European pedagogical concepts of the period of industrial society’s formation.
The research objective. Analysis of ideas about the unity of theory and practice as a factor in the education of moral and ethical values in European pedagogical concepts of the period of industrial society formation.
The statement of basic material. The article deals with the issues of unity of theory and practice as a factor of education of moral and ethical values in European pedagogical concepts of the period of industrial society formation. Particular attention is paid to the fundamental concepts of education of moral values in pedagogy. Possibilities of using world pedagogical thought by Ukrainian teachers are revealed in the article.
Conclusions. The ideas of the educational currents of the period of industrial society formation provided a significant impetus for the formation and further development of ideas about the role of public education and professional preparation for future activities, as well as educational trends contributed to the development of pedagogical theory and its implementation in Europe of XX century. Therefore, the spiritual upbringing of the disciples is formed and developed within the diligent performance of any work through which the will, the mind, the refinement of the senses develops. Contemporary Ukrainian pedagogy is represented by a wide variety of currents and concepts; however, in the context of the information society, the idea of unity of theory and practice as a factor in the formation of moral and ethical values of the individual does not lose its importance and needs further development.
Keywords: moral and ethical education, industrial society, spiritual values, experimental pedagogy, innovative pedagogy, education.
References:
authors: Valentyna Bobrytska, Yevhen Sulim
Urgency of the research. The rapid globalization of the educational services market has stimulated the reforms of national education systems in many countries. For Ukraine, the most important factor in reforming higher education has been the launch of the Bologna Process, whose priority is academic mobility.
Target setting. The Bologna reforms were aimed at resolving the urgent tasks of training the mobile workforce, expanding its employment prospects, and forming a sense of socio-cultural partnership in the modern academic and student community.
Actual scientific researches and issues analysis. The study of information sources found that V. Andrushchenko, O. Bilyk, O. Blinova, O. Gusak N. Kovalisko, O. Lisak, D. Sviridenko, P. Sorokin, V. Trindyuk and others significantly contributed to the scientific investigation of the problem of academic mobility in the theoretical and applied settings of philosophy, economics, public administration, sociology, psychology and pedagogy.
The research objective. The purpose of this research is to analyse whether extending the academic mobility of teachers and students as a key principle for the formation of the European Higher Education Area (EHEA) is still relevant from the perspective of the Bologna reforms.
The statement of basic material. An analysis of the Bologna Process documents and the legal framework to ensure academic mobility to academic staff and students in Ukraine shows that understanding of the need for further implementation of the below listed: the European Credit Transfer and Accumulation System (ECTS) has been achieved at the level of European and national higher education systems; national qualifications frameworks to be compatible with the EHEA Qualifications Framework (2005); the transcript of academic record as well as European and national higher education quality assurance systems. Significant achievements now include: expanding the international academic and student community; appearance of new perspectives of human resources development; improving career chances of graduates; adaptation of educational programs that are not offered by national higher education institutions; harmonization of national and international education quality assurance processes; practical success in creating an open, attractive and competitive EHEA. According to the Paris Communiqué (2018), the priorities in 2018-2020 for evaluating the quality of cooperation in the EHEA, in particular for ensuring academic mobility, are to implement: 1) a three-tier system compatible with the EHEA qualifications framework and the first and second ECTS cycles; 2) adherence to the Lisbon Convention on the Recognition of Qualifications; 3) ensuring the quality of education in accordance with the standards and guidelines of the EHEA.
Conclusion. The prospects for academic mobility at the EHEA provide ample opportunity for the adaptation of fundamental European values in Ukraine, including freedom of movement, equal access to education at any level, and free employment. In the educational higher education policy of Ukraine, a wellbalanced strategy and tactics of expanding the academic mobility of teachers and students should play a special role, which will facilitate further integration of the educational space of Ukraine into the EHEA.
Keywords: academic mobility, Bologna process, Bologna reforms, European Higher Education Area.
References:
Valentyna Bobrytska, Doctor of Pedagogical Sciences, Professor (e-mail :
Yevhen Sulima, Doctor of Philosophical Sciences, Corresponding Member of NAPS Ukraine, (e-mail:
ACADEMIC MOBILITY PROVISION: ACHIEVEMENTS AND NEW CHALLENGES FOR THE EUROPEAN HIGHER EDUCATION SPACE
DOI 10.33930/ed.2019.5007.17(10)-1
Olga Tsybulko, PhD in History, Associate Professor (e-mail :
UNITY OF THEORY AND PRACTICE AS A FACTOR OF THE EDUCATION OF MORAL-ETHICAL VALUES IN EUROPEAN PEDAGOGICAL CONCEPTS OF THE INDUSTRY INSTITUTIONAL
DOI 10.33930/ed.2019.5007.17(10)-2
Halyna Mykhailyshyn, Doctor of Philosophical Sciences, Professor (e-mail :
Oksana Protas, PhD in Pedagogy, Associate Professor (e-mail :
THEORETICAL BASIS OF PROBLEM OF SHAPING CREATIVE COMPETENCE IN FUTURE SOCIAL WORKERS FOR WORK WITH GIFTED CHILDREN
DOI 10.33930/ed.2019.5007.17(10)-3
Taras Olefirenko, PhD in Pedagogy, Associate Professor (e-mail :
TRAINING USE IN PREPARING FUTURE TEACHERS TO BUILD A PROFESSIONAL CAREER
DOI 10.33930/ed.2019.5007.17(10)-4
Tetiana Skyrda, Senior Lecturer (e-mail :
FORMATION OF ACADEMIC MOBILITY FOR FUTURE BACHELORS IN INTERNATIONAL RELATIONS: THE CONTEXT OF BOLOGNA'S REFORMS
DOI 10.33930/ed.2019.5007.17(10)-5
Inna Bykhovets, Ph.D. student (e-mail :
COMPARATIVE ANALYSIS OF PEDAGOGICAL TECHNOLOGIES OF PROFESSIONAL TRAINING OF GRAPHIC DESIGNERS IN UNIVERSITIES OF LEADING COUNTRIES OF THE WORLD
DOI 10.33930/ed.2019.5007.16(10)-6