Spirituality of a Personality: Methodology, Theory and Practice

16-28

Authors: T. L. Antonenko

The article is devoted to the methodology of the formation of the value and sense sphere of the personality. The methodological foundations of the formation of the value and sense sphere of the personality are determined by the provisions of the post-non-classical methodology of scientific knowledge, the philosophy of existentialism, humanistic psychology, psychology of activity, anthropological and axiological psychology, and interval epistemology. A specific feature of post-non-classical psychology is the ontological appeal to the value and sense dimensions of a person, his soulfulness. It is noted that the formation of the value and sense sphere of the personality is a consequence not only of the self-construction of the personality, the result of his/her own efforts, as well as of specially organized activities, such as education and upbringing. Both the one and the other methods of comprehending the world are actually methods of understanding, cognition of objective reality as the reality of a social, constructive combination in the consciousness of these concepts. The methodology of the study of the value and sense sphere of the personality is based on the leading ideas of the post-non-classical methodology of scientific knowledge with special emphasis on the value and semantic aspects of the world of human life, the formation and development of the personality, the methodology of constructivism, which determines the consideration of the personality as a subject-creator and in the context of his own life, the provisions of such methodological approaches, such as systemic, active, subjective, synergetic, phenomenological, and hermeneutic, which are considered as complementary (complementary).

39-50

Authors: L. E. Bielovetska

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

60-73

Authors: Ye. V. Gromov

The article highlights the peculiarities of usage of different types of e-learning products in the future teachers training process. The author gives the results of a comparative analysis investigating readiness of students of higher pedagogical institutions in Poland and the Czech Republic to use modern ICT, in particular, the Internet and e-learning tools (ELE), in the process of obtaining education. The aim of the study was to obtain relevant information on the reasons why students use (or do not use) certain ELE tools and to find out the needs, difficulties and expectations of students to work in an e-learning environment. Based on the comparative analysis results, it was concluded that: Polish students do not use the Internet as a source of educational information as actively as their Czech counterparts; the use of ICT by Polish students in educational activities is the result of encouragement from the teachers’ side rather than on their own initiative, but Czech students are more conscious in this respect; for Polish students the main factor in the use of ICT in educational activities is the ability to perform tasks at their own pace, at a convenient time, in a comfortable environment, for Czech students this factors are less decisive; the Polish students emphasize the importance of access to wireless communications much more often than their Czech coevals; future Polish teachers emphasize the importance of an individual approach, the teacher’s attentive attitude to the students’ personal needs and interests much more often than their Czech colleagues; as additional opportunities that could be provided by e-learning environments, both Polish and Czech students prefer the opportunity to learn another foreign language; the Polish students have a stronger hope that the use of ICT will significantly help them in organizing educational and extracurricular activities, the expectations of Czech students in this aspect are not so obvious.

89-101

Authors: N. D. Karapuzova, Yu. H. Pavlenko

The article analyzes the features of the educational environment in a pedagogical institution of higher education, which is aesthetized with the help of museum funds and at the same time is part of its educational process. It has been established that aesthetization provides for spatial-objective filling (design of classrooms, the use of museum objects, independent museums, etc.) and generates a harmonization of the social environment. It is noted that the methodological basis of the educational process in the museum environment is a dialogue in three areas, namely: the student’s direct dialogue with the museum teacher (teacher), the interpersonal dialogue of all participants in the educational process and the "invisible" dialogue of the future teacher with the museum subject. The organizational and pedagogical conditions for the aestheticization of the educational environment of pedagogical IHE by museum funds are defined as an effective external factor in increasing the efficiency of future teachers' professional training: the formation of an aesthetically colored museum and pedagogical environment, which provides for the targeted use of subject-spatial reserves of museums of various profiles, especially pedagogical; the introduction of the museum-pedagogical component (with pronounced aesthetic content) in the content of all types of students' activities (educational, scientific, educational, actually museum and special preparation for the use of museums in schools); taking into account the aestheticization of the educational environment of mental processes, relationships and human experiences that ensure the effectiveness of the impact of museum funds on personal development. It has been established that museum-pedagogical measures organized and directed in a certain way are capable of changing the qualitative parameters of the process of professional training of future teachers, the entire educational space of a pedagogical institution of higher education and, more broadly, the life of students and future teachers. At the same time, the educational museum environment is revealed to the participants in the educational process as a spiritualized space filled with images. An important condition for such a dialogue is the development of museum culture, as the individual’s ability to perceive museum (subject) information.

112-121

Authors: O. І. Kozmenko

The problem of determining the characteristics of modern American students is considered in this article. The demographic changes of the United States in the 1970s led to the emergence of a new student population. For a long time, the most students in universities were those who entered postsecondary education in the same calendar year that he or she finished high school, just studied (did not work) and had no financial difficulties. Now such students are only a quarter of the higher education students. So, lecturers work mainly with students who have certain differences in comparison to traditional students. This category is called «non-traditional students». At the beginning of the XXI century, a number of studies appeared about this category of students to prove the benefits of using their experience. The article analyzes the scientific researches of American pedagogues regarding the definition of the category «non-traditional students». Initially, such students were those who were more than 24 years old at the time of entering the university, who did not live in a campus and did not study full-time. Gradually, this definition changed and scientists at the beginning of the 21st century expanded the definition with various characteristics. Three categories of non-traditional students appeared according to the number of characteristics they have. But not all researchers recognized this problem and the article discusses Donaldson and Townsend’s (2007) four classifications that illustrate how researchers in higher education perceive nontraditional student characteristics and experience. Recently, the definition of non-traditional students has expanded significantly, and now, it also considered such characteristics as «first-generation students», people with low socio-economic status, representatives of ethnic minorities, immigrants, etc. So, in modern higher education, students which certain number of non-traditional characteristics prevail, so American universities need to pay appropriate attention to these students and create the conditions for their success.

134-148

Authors: M. I. Levrints (Lőrincz)

The paper focuses on the features of the practical component of the US foreign language teacher education programmes based on the analysis of student teaching handbooks, student teaching syllabi and curricula of respective programmes. To this end methods of thematic analysis, content analysis and comparison were applied in the study. The growing importance of the practical component in the US system of language teacher education has brought about the application of numerous didactic measures aimed at the development of teaching competence, such as shifting of the practical component to earlier stages of educational programmes; raising the expectations for student teachers’ professional skills, as reflected in external accountability measures; updating didactic approaches in the organization of practicum; emphasizing teaching candidates’ practical knowledge and skills in the world languages teacher preparation standards. The findings of the study suggest that the main didactic approaches used during practicum at the US universities are observation (100%), lesson development, planning of the instructional process (100%), keeping reflective journals (86%), accompanying seminars (64%), portfolio (57%), reading of the relevant academic literature (57%), self-assessment (57%), teacher work sample (43%), conferences for feedback or professional development sessions between student teachers and university supervisors (43%), attendance of and participation in professional events (36%), videotaping lessons given by prospective teachers (36%), case study (14%) and others.

161-170

Authors: D. A. Liuta

The article raises the question of the model of formation of readiness of future specialists in tourism to professional activity in the field of social tourism. The following scientists have devoted their scientific works and research to the problem of forming the readiness of future specialists for professional activity: V. V. Kraevsky, V. K. Lukashevich, I. A. Konovalova, S. М. Vyshnyakova, V. S. Bezrukova, S. U. Goncharenko and others. The essence of the concepts: "formation", "model", "modeling", which are the basic ones in the study of the formation of the readiness of future specialists in tourism to professional activity in the field of social tourism. The model of specialist preparation for professional activity is described on the example of O. Karpenko’s model. An example of the author’s structural model of formation of readiness of future specialists in tourism for professional activity in the field of social tourism is given and its essence is revealed. The author gives definition to the modules of the model of formation of readiness of future specialists in tourism for professional activity in the field of social tourism. They include target module, methodological module, technological module, and effective module. The essence of each of the selected modules is substantiated, and also the purpose of the model is defined. Besides, the tasks of the model are allocated according to its purpose. Particular attention is paid to the characteristics of methodological approaches, which have been identified on the basis of the objectives of the model. These methodological approaches have made it possible to determine the methodological principles. The conclusions are drawn based on all of the above.

182-191

Authors: N. M. Mohyliova, S. V. Sarnatskyi

The Retrospective-historical approach with simultaneous vision of perspectives makes it possible to more clearly highlight not only the mistakes and individual achievements of the past experience, but also to better understand those that are taking place now. Thoughtfully looking at modern pedagogical problems, we should give ourselves advice that the questions that are overdue are not born of the present, but are made and motivated by the past. Without this understanding, historical untruths can be allowed. In the article, the authors attempt to study and analyze the main systems of special education on the part of pedagogy and psychology. Separately, we analyze the phenomenon of infanticide, which was typical for the European "dark" mass space, and, at the same time, we bring the opposite facts, which indicate the historical formation of a tolerant attitude of society to people with various phenomena of deviation in development during the XIV – XIX centuries. The article analyzes the contribution of outstanding teachers-philosophers, doctors, psychologists and therapists, such as Vittorino da Filtre, I. Pestalozzi, and J. Reil, I. Weise, K. Kern, E. Seguin et al.), provides and compares the experience of various outstanding scientists in the field of working with children and adults with pathologies. The authors note that at the beginning of the twenty-FIRST century, society puts forward various requirements for the education of "special" children. Already in Ukraine, parents and children have the right to choose a training institution. Therefore, the main idea of the article is the choice between differentiation and improvement of the structure of the parallel educational system, and full integration and inclusion, as well as the recognition of the human right to be "not like everyone else".

202-214

Authors: M. V. Roganova

The article considers theoretical aspects of organization of educational process in higher pedagogical educational institutions on the basis of the value approach, which involves continuous cultural, social and moral and professional development of professional identity based on public needs and personal requests. The main task is to prepare a specialist, who can improve his professional skills, to reproduce and expand his life experience, to transform the material conditions of society, its culture, accumulate and create new values. The concept of studentcentrism as an element of the new pedagogical thinking is defined. Its essential features include recognition of the strategic focus in a comprehensive and harmonious development of the individual; changing attitudes on the nature and type of professional training of future specialist, who acts in it as a subject of pedagogical interaction, which is associated with the formation of creative individuality. The author of the article accentuates the importance of the connection of value, personal and activity, and individually creative approaches in the organization of educational process in higher pedagogical educational institutions. This connection of approaches involves modelling the process of professional training and education of students of the given structure of pedagogical activity. It is noted that the most promising forms of implementation of this approach is scientific and educational complex, which provides the possibility of continuous "immersion" of students in the sphere of their future professional activity, allows to study, generalize, and accumulate experiences of the author’s schools, quickly learn and use the achievements of world science on the basis of life values. Educational technologies of individually-creative learning are revealed on the basis of flexible construction of the educational process, integration of related disciplines, isolation of the subjects of prolonged and local character, ensuring a relatively long time "immersion" of students in the subject, systematic study of the selected subjects on the basis of diagnostic, communicative and organizational tasks, allowing to study the real psycho-physiological capacities and professional readiness of students to educational activity, development on this basis of individual plans of their training programs, and installation of pedagogically humane relationships.

223-231

Authors: O. Yu. Stupak

The article substantiates the characteristics of youth as a socio-demographic group, defines its age, educational, social characteristics, which serves as a theoretical basis for building social work with youth. According to the legislation of Ukraine, young people are citizens aged 14 to 35 years. In terms of social work, young people are considered as a population category, characterized not only by age, but also a special place in the structure of society: from passive observer, to active. It goes through a difficult path of obtaining a profession, finding a job, having specific requests and requirements, including the need for leadership, education and more. Due to changes in such social institutions as the family, educational institution and taking into account external factors (industrialization, urbanization and environmental factors), young people face final and periodic social problems, including: health, unemployment, living and working conditions, quality of advice, professional and creative self-realization, etc. Understanding the social problems of young people, their demand for state and public institutions is not only a solid foundation, but also a necessary condition for building constructive cooperation between young people as clients of social work and social workers as leaders in the socialization of the individual. The social status of young people is determined based on the results of sociological research in the areas of health, education, employment, participation in public life. The analysis of statistical data showed a high self-assessment of waltz health, with an increase in the prevalence of bad habits among young people; despite the high level of education, a third of young people are dissatisfied with the quality of education; the number of young people who do not work for various reasons increases every year; situational civic social activity of youth is demonstrated.

245-254

Authors: N. B. Khamska, A. Yu. Kynal

The article substantiates the problem of information competence of future teachers’ of philological specialties formation in the process of their professional training. The possibilities of pedagogical disciplines in the information competence of future specialists’ formation are analyzed. Practical forms of work with students during classes in the disciplines: "Pedagogy," "Fundamentals of pedagogical skills," "Methods of educational work" are described. Ways to increase motivation to learning, the organization of students’ independent work, the use of practice-oriented and integrated learning in the training of future teachers are highlighted. The interrelation of theoretical and practical training of the future teacher in the formation of his information competence is illustrated. The possibilities of use of information and communication technologies, digital and electronic teaching aids are demonstrated on specific examples: interactive practice-oriented tasks, discussions, modelling of demo-lessons, completing creative tasks. The list of abilities and skills necessary a future teacher’s professional activities in the information space which students can get in the course of studying of pedagogical disciplines is defined: search, analysis, information processing; creating your own information product; possibilities of digital and electronic equipment use for processing photo, video and audio training materials; access to authentic materials for the purpose of sociocultural and foreign language communicative competences formation (encyclopedias, textbooks, online databases); activities of the future teacher in various information environments and operating systems; use of information and communication technologies for the organization of the educational process

265-276

Authors: O. D. Churikova-Kushnir, Z. V. Sofronii

Key determinants of formation of students’ will characteristics during choral activity and the most educationally perspective directions have been considered in the article. Formation of students’ individual qualities, skills, attainments is one of such optimal directions of studying in educational institutions of art that stipulates realization of creative achievements in the educational-brining-up process and simultaneously permits disclosing opportunities of personal search of students. Key determinants for formation of future choir conductors’ will characteristics have been determined, which affect quality of students’ professional education in choral activity. The problem of will characteristics formation is of vital importance in the conducting-and-choir practice, because it requires stamina in learning choral pieces and their performance before audience. Choral activity efficiency is significantly determined by stability of concert performances. Choir singing is a special type of collective musical and creative activity forming strong-willed state of singers and choir conductor, their ability for transformation, self-control and correction of vocal and choral actions. As the leading component of choral activity, choir conductor’s will characteristics determine the level of vocal, acoustic, physical, psychological, emotional preparedness permitting choir signers to sing the pieces on the appropriate level, in spite of stressful situation during public performances. In the article the main will characteristics of the choir conductor are considered: purposefulness (subordination of his/her actions to the stated purposes, determination of optimal methods and techniques for achieving the purpose); leadership role (vigour for new creative ideas); independence (reasoning of willful actions and independent making of musical and artistic decisions); resoluteness (fast and confident grounding of his/her creative idea); persistence (overcoming difficulties in work with the choir, achievement of the stated purpose with long—term straining creative energy); time management skills (ability to plan his/her actions and follow these plans in learning activity); disciplined approach (ability to coordinate his/her behavior in accordance with the teaching and learning process).