Spirituality of a Personality: Methodology, Theory and Practice

6-16

Authors: V. M. Alfimov, D. O. Perepadia

The article is devoted to the study of specific features of Chinese teachers training for work with gifted children. The specificity of the training of pedagogical personnel in China is explored. The auhtors focus on the professional characteristics and competencies of Chinese teachers, who work with gifted children, activities for raising the level and develop their pedagogical skills, as well as the requirements for their professional qualities. The education of gifted children in China does not have a separate status in the education system of the PRC, but it is a part of special education, in particular the education of children with special educational needs. The authors of the article determine that a limited number of universities train special teachers, so the lack of special teachers and specialists is an urgent problem of special education in China. It has been found that the vast majority of teachers, who teach gifted children, are graduates of secondary vocational schools. The main way to train teachers for work with gifted children are refresher courses, thematic conferences and seminars. The study showed that the professional and personal competencies of special educators are the main appropriate requirements based on the experience of other countries and classical Chinese treatises. In order to work in special educational programs teachers must meet established characteristics and competencies, and also have professional knowledge and skills. In specialized pedagogical educational institutions, teacher training programs concentrate on pedagogical strategies and methods developed in accordance with the peculiarities of teaching a certain cycle of disciplines.

25-36

Authors: O. B. Borzyk

The article deals with the aspect analysis of the genesis of the category "harmony". It is found out that modern society needs adequate and professional actions to cultivate and establish moral and value orientations, to promote self-awareness that a human is a harmonious part of the universe, nature, society and to restore harmony in the system human-human-nature-society. It is established that according to the specifics of a particular science, various aspects of the phenomenon "harmony" are directly or indirectly revealed through the prism of philosophy, psychology, ethics, aesthetics and pedagogy. After analysing the scientific literature on the research problem, the author reveals that harmony is a philosophical category, understanding of which in each historical period is associated with the problems of cosmology, gnoseology and ethics based on aesthetic ideals and ideas about personality, society and universe. It is proved that Classical antiquity formed rationalist harmony as a paide, reflecting spiritual, moral, ethical and aesthetic implications. It is emphasized that the advent of the New Age provides an aesthetic explanation for the harmony phenomenon as beautiful: the result of changing the individual worldview, merging the inner world into a single harmonious whole through volitional activity. It is revealed that in Contemporary history the understanding of harmony acquires a more differential and structured form, where not only philosophical but also psychological aspects can be traced. It is established that at the end of the twentieth century the idea of harmony is subjected to an ironic, destructive impulse of reduction to change what is called the nineteenth century by restoring the lost spiritual, moral truths. It is proved that modern scientists reveal the concept "harmony" through the prism of the experiencing well-being in life spheres, the phenomena "beauty" and "spirituality".

45-54

Authors: V. I. Harapko

The high level of personal involvement required by the foreign language learning process is even more difficult for our universities, where the demands of the academic environment are so high that not all graduate students acquire the necessary competencies to meet these requirements. The purpose of the article is to explore the background for acquiring foreign language competence in the academic environment and to obtain the necessary information necessary for further research. The research methodology is based mainly on theoretical methods, such as analysis of scientific papers and publications to identify the main problems of the article. The classification method is used to classify the main points of view on the selected problem. The broader goal of language education is independent communication in a foreign language, which is based on the premise that language skills learned in classrooms are easy to transfer to real situations, and that graduate students will gain the necessary experience at the end of the language program. But this is not the case, and the practical results of the acquired skills of communication in a foreign language almost always do not meet the language expectations of the applicants. The current state of educational services indicates a significant increase in the need for high-quality post-graduate education, which will provide the applicant with relevant competencies relevant to the academic environment. Today the aim of post-graduate education is not only the growth of usage of lexical and grammar materials in the training of a competent specialist. In theory, post-graduate education established the imperative of the competence-based approach, while practically communicative competencies aren't directed to the process of inclusion of PhD students in professional culture are underestimated and incomplete extent implemented by them in the academic educational environment.

67-75

Authors: N. V. Diachok

The article presents the role of using multimedia tools in foreign language classes. The purpose of the article is to substantiate the expediency of using multimedia tools in foreign language classes in higher education institutions. The use of multimedia tools in foreign language teaching provides an opportunity to find new approaches to the development of educational materials. The research methodology involves the analysis of the use of multimedia tools in foreign language classes through the main scientific approaches, such as: competence, interdisciplinary, communicative-activity and personality-oriented. Peculiarities of using multimedia tools in foreign language classes are considered: enrichment of the content of the educational process and increase of motivation to study a foreign language; becoming a student the subject of communicative communication with the teacher. It is proved that the features of the studied phenomenon provide flexibility and integration of different types of multimedia educational information. The system of multimedia means for effective mastering of a foreign language is singled out, which consists of four components, such as: automated educational systems, expert educational systems; training databases and training knowledge bases; educational computer and telecommunication networks. It is concluded that the use of multimedia tools in foreign language classes expands and diversifies the educational process of learning foreign languages. Multimedia tools in foreign language classes can increase the speed of perception, understanding and depth of learning huge amounts of knowledge. The use of multimedia tools in foreign language classes allows you to create an effective technical aid to visual and auditory means of educational and cognitive activities of students; increase students' motivation and desire to learn a foreign language more intensively.

86-95

Authors: O. L. Zamiatna

The article is devoted to the problem of professional adaptation of the future primary school teacher, namely the aspects concerning the monitoring and assessment of the state of professional adaptation during pedagogical practice are considered. The essence of monitoring the professional adaptation of future primary school teachers during pedagogical practice is specified and the main monitoring tools are indicated. It is determined that the establishment of a unified system of diagnostics of professional adaptation of the future primary school teacher is necessary for the timely detection and prevention of difficulties and psychological barriers for students in the process of pedagogical practice. The need for such diagnostics has been established on the basis of the results of a survey of future primary school teachers. Monitoring of professional adaptation in the process of practice is considered as a necessary condition for the success of this process. The stages of professional adaptation of students in the process of passing various types of pedagogical practice, namely: introductory, initial, basic, final, are distinguished on the example of experience of practical training of students in specialty "Primary education" of bachelor's degree at Borys Hrinchenko Kyiv University. The peculiarities of these stages are determined. The criteria of professional adaptation of the future primary school teacher during the pedagogical practice by motivational-value, cognitive, activity-procedural and emotional-reflexive components are revealed. We have identified three levels at which there is a different expression of the established indicators of professional adaptation of students in the process of pedagogical practice (initial, sufficient, high) and characterized each of them.

110-118

Authors: O. V. Kovalova, O. H. Havrysh, V. V. Kudryavtseva

In the article the problem of ineffective communication culture of the future teachers, barriers to communication and ways to overcome them are pointed out. The authors emphasize that future teachers should master the skills of communication so that information for students would be clear and qualitative. There are verbal and nonverbal means of communication. Among non-verbal means, gestures, gait, voice, as well as facial expressions, micromimics, posture, pantomime and distance are important. The authors of the article also state that the lack of communication culture creates a lot of defects in communication, which violates all the rules and regulations of speech etiquette. It is noted that the moral culture of communication, in particular, includes knowledge of cultural patterns of behavior and the ability to adequately use them in each situation of communication. The lack of the communication culture indicates a person’s spirituality. The authors distinguish several types of defective levels of communication: moral vacuum, lack of moral initiative, moral camouflage, moral primitivism, and moral intolerance. It is also pointed out that the barriers of communication are broadly divided into internal and external, but some scholars provide a more detailed classification. They distinguish the following types of barriers: communicative, psychological, intellectual, cultural barriers, aesthetic, motivational, emotional, etc. In addition, the authors provide recommendations on overcoming barriers and defects in communication, for example, learn how to apply humor in certain situations, constantly improve, learn to avoid conflicts, increase the level of stress resistance, learn to correctly make comments, monitor your speech, and the like.

133-147

Authors: O. M. Mykytiv

Rapid changes in the development of the Ukrainian labor market have expanded the range of specialists’ responsibilities in the fields of media, publishing and polygraphy. The profession of an editor combines his relevant knowledges, skills, abilities and competencies as a literary worker, manager, developer of electronic resources, so it is the subject of more detailed and systematic study in the context of education and the training of professional competence. It is pointed out that specialists must have a high level of skills of working with special software installed on a personal computer, which is aimed to carry out editorial and publishing processes in publishing houses and printing companies. It is justified that the integrated application of information and computer technologies is a necessary condition for the training of the readiness of future specialists of the publishing and polygraphy industry for the creation of information and media space by means of infographics. The levels of components of the future specialists in the publishing and polygraphy industry readiness for the creation of information and media space by means of infographics are described, namely: reproductive (low), constructive (medium) and creative (high). Indicators of readiness of the future specialists in the publishing and polygraphy industry for the creation of information and media space by means of infographics are determined. It is proved that it is defined as a multidimensional phenomenon, the holistic formation of personality, which includes such components as motivational-value, professional-cognitive, operational-activity and personal-effective. Experimental verification of the developed and implemented system of experimental methodology showed statistically significant qualitative and quantitative changes in the levels of professional competence of future specialists in the publishing and polygraphy industry, both in individual components and as a whole.

160-171

Authors: K. P. Osadcha

The author of the article analyses educational technologies and makes generalizations about their application in the professional training of future teachers for the implementation of tutoring in institutions professional (vocational) and higher education, as well as in non-formal education. Considering that humanism as a progressive philosophy of life is the basis of the tutoring position of teachers, and based on the analysis of scientific and pedagogical works, specific educational technologies of professional training for future teachers to implement tutoring support are identified. They include: tutor support, mapping, designing an individual educational program, question-and-answer and training technologies, technologies of moderation, visualization, reflection and interaction. The tutor support is aimed at tracking the dynamics of educational achievements and personal development of students in the learning process. Mapping involves working with areas of individual educational movement of the student, the space of his self-determination and goals and educational resources of the environment. Designing an individual educational program involves students focusing on their current and future educational or professional goals. Question-relevant technologies are aimed at developing students' communication skills, and training – social and psychological competence. Moderation technologies allow students to develop the ability to manage communicative interactions in a group during a discussion. Visualization technologies are used to visualize information and knowledge using a variety of verbal, visual and multimedia codes (subject, word, abbreviation, drawing, sketch, graphics, etc.). Reflective technologies allow future teachers to learn to predict the results of their professional activities, analyze them, make independent decisions and find a way out of problematic situations. Interaction technologies, in particular networks, allow students to acquire skills in organizing the tutor support of wards with the help of modern information and communication technologies.

184-193

Authors: I. I. Protsenko

The article substantiates the problem of ways of managing the professional adaptation of young teachers of secondary schools. It was found that the presented research is relevant for the current young generation, who begin their activities in teaching the next generation. Particular attention is paid to socio-psychological factors related to taking into account the individual psychological characteristics of people and patterns of communication in social groups. It was found that postgraduate education is the result of complex socio-psychological processes and transformations that occur in the professional activity of a specialist as a bearer of this profession. The program of preparation of heads of schools for management of professional adaptation of teachers is developed. The program includes the implementation of the following conditions: a) determining the content of psychological training of school principals to manage professional adaptation; b) organization of active interaction of leaders-students in the process of solving simulated management situations. The first condition was realized as a result of development by the author of a special course "Psychological bases of management of professional adaptation of teachers". This program included five sections aimed at the psychological preparation of young professionals for pedagogical work with students of professional institutions. The implementation of the second condition is achieved by introducing in the process of training managers of problem-solving methods and active forms of learning (problem lectures, psychological workshops, "brainstorming", group discussions, analysis of management situations, role-playing games, individual creative tasks, etc.). In the course of the research it was revealed that it is necessary to train practical psychologists of secondary education institutions to provide psychological assistance to managers and teachers on the problem of professional adaptation management.

207-218

Authors: S. S. Rashуdova, A. K. Radu

In the article the organizational and pedagogical fundamentals of communication culture formation among of junior schoolchildren are characterized. The reasons for the underdevelopment of communication skills in junior school children are highlighted. Pedagogical methods of development of communication culture of junior schoolchildren are described (conversation, story, role and plot-role game, exercises with game elements, social therapy, behavioral training, work with stimulus material, project method). It is highlighted that the system of work also involves the use of role-playing games, discussions, dramatizations, modeling, playing, analysis of the situation of communication, collective works of fairy tales, drawing. In conclusion, we emphasize once again that being an essential element of the culture of the people - the bearer of this language and a means of transmitting it to others, the culture of communication contributes to the formation of a holistic picture of the world. Special exercises and techniques that help in self-regulation of mood, emotions, and behavior of junior schoolchildren, which directly affect the process of communication culture formation among junior schoolchildren, are outlined. The level of of communication culture formation among junior school age is determined. Outlined, that being an essential element of the culture of the people - the bearer of this language and a means of transmitting it to others, the culture of communication contributes to the formation of students' holistic picture of the world. It is concluded that the content of teaching the culture of communication in primary school reflects the basic values of modern Ukrainian society and implements the task set in NUS - the means of its subject to ensure the spiritual and moral development and education of students. A quantitative and qualitative analysis of the effectiveness of the implemented measures and their impact on the level of communication culture in primary school children was conducted. The analysis of the results showed that the level of communicative tendencies of children in this group increased significantly. Children are less prone to a number of shortcomings in the ability to listen. They were less critical of the interlocutor's statements, and they still lacked some signs of a good listener: to avoid hasty conclusions, not to pay attention to the manner of speaking. The analysis of the data obtained in the course of this study allows us to conclude that modern children of primary school age have an average level of communication culture.

231-244

Authors: I. O. Safonova

We consider the phenomenological approach as a methodological basis that determines a new vision, deep clarification of the essence and meaning of educational problems, the ontological foundations of human education, and explains the pedagogical need to solve them. The main idea of the phenomenological approach in education is the idea of the "life world" of the individual, his integrity. The assertion of a holistic paradigm of integrity in the methodology of education, in which a Human is seen as the highest embodiment of holism, as the highest integrity, which assumes: "Constantly strive to see, feel, experience and understand the unity of all things" – "live in integrity" (Paul Schafer), will contribute to the convergence of natural sciences and humanities, cognitive knowledge and value-semantic parameters, the formation of a holistic person. Phenomenological approach in pedagogy is the most natural, which corresponds to the inner essence of a man, because the experience of the subject is the only life experience in which the perception of the world, himself, another person, freedom, responsibility, and human dignity coexist. Problems of education are often considered only as problems of external space, but no less a problem is the issue of "self-education", associated with the essence, existence of a human, his meanings, and inner nature. Education is a humanitarian space of self-creation, self-education of a human, his spiritual awakening, which should be provided by such natural and cultural mechanisms as: support, сoordination, pedagogical assistance, spiritual involvement in the educational process by the teacher and the student's desire for self-improvement.

259-267

Authors: T. V. Telychko

The article is devoted to the formation of the necessary skills and abilities to competently solve pedagogical conflicts and the general psychological and pedagogical competence of educators. The content, features and structure of psychological and pedagogical competence are determined and characterized. It has been proved that psychological and pedagogical competence is one of the determining factors in the structure of pedagogical activity of modern teachers of preschool education institutions and a component of their professional competence. Practice shows that it is necessary to expand the psychological and pedagogical training of preschool teachers. A young teacher should be able to creatively collaborate with children, parents and colleagues; competently resolve conflict situations. And for this it is necessary to master a certain level of theoretical knowledge and practical skills of behavior in conflict situations, to develop the necessary recommendations for the prevention and resolution of conflict situations, for the formation of a favorable moral and psychological climate. Psychological and pedagogical competence implies consistency between psychological, pedagogical and methodological knowledge, practical skills and real behavior, which the teacher demonstrates in the process of pedagogical interaction. It has been established that future educators of preschool education institutions often experience a number of difficulties associated with the application of the achievements of psychology in professional practice. It is noted that in the selection of the content of what is presented, it is necessary to take into account its scientific and practical orientation. This gives students an understanding of the practical value of psychological knowledge and the possibilities of using it.