An examination of the state of development of future teachers' communicative competence as a prerequisite for providing high-quality general secondary education

The article's scientific novelty lies in the authors' disclosure of the third-year students' average degree of communicative competence (CC) development. Of all the CC components, the cognitive and emotional components are the most prevalent (it can be observed among students of the Faculty of Natural Sciences, Faculty of Arts). The students of the Faculty of Foreign Philology and the Faculty of Arts and Graphics are more prepared for the behavioral component of the CC. Both students at the Faculty of Arts and Graphics and the Faculty of Physical Education exhibit a high degree of communicative tolerance. Additionally, the two factors that affect CC were identified: the external factors (organization of students' subject-related leisure; professional-oriented educational work with students; content of education at institutions of higher pedagogical education: specialty of the chosen profession; increased cycle of humanities; active pedagogical practice of students; age of students to work with; different categories of children and adults to work with); and the internal factors (students’ attitude towards self-development, self-education, students’ life and social experience, motivation for acquiring a specialty and CC, humanistic orientation of future teacher’s personality, persona's orientation to “person to person” profession).The article's scientific novelty lies in the authors' disclosure of the third-year students' average degree of communicative competence (CC) development. Of all the CC components, the cognitive and emotional components are the most prevalent (it can be observed among students of the Faculty of Natural Sciences, Faculty of Arts). The students of the Faculty of Foreign Philology and the Faculty of Arts and Graphics are more prepared for the behavioral component of the CC. Both students at the Faculty of Arts and Graphics and the Faculty of Physical Education exhibit a high degree of communicative tolerance. Additionally, the two factors that affect CC were identified: the external factors (organization of students' subject-related leisure; professional-oriented educational work with students; content of education at institutions of higher pedagogical education: specialty of the chosen profession; increased cycle of humanities; active pedagogical practice of students; age of students to work with; different categories of children and adults to work with); and the internal factors (students’ attitude towards self-development, self-education, students’ life and social experience, motivation for acquiring a specialty and CC, humanistic orientation of future teacher’s personality, persona's orientation to “person to person” profession)

Theoretical foundations of the regional training program "Education in conflict" for teachers' professional development

The article is focused on the problem of helping instructors improve their professional abilities when dealing with conflict. The research's objectives are to support the theoretical underpinnings of the course and to create the content of a new training program for the professional advancement of Ukrainian teachers. The content of the professional development training program for teachers is based on a variety of scientific methods at many levels, including philosophic, general scientific, specifically scientific, and pedagogical approaches. This is where the scientific novelty of the research lies. We pay particular attention to the need of guaranteeing children's safety and their access to an education in times of war. The following modules make up the program's content: "Children's problems caused by armed conflict"; "Education in conflict: the essence, standards (on the information from UNISEF and UNESCO)"; and "Ways of implementation education in war in Ukraine." The study's recommendations for teaching strategies and the multidisciplinary nature of the regional training program "Education in Conflict" are what give it its practical value

FORMING THE READINESS OF UNIVERSITY TEACHERS TO WORK IN POSTGRADUATE PEDAGOGICAL EDUCATION

The problem of teaching adult students in the system of postgraduate pedagogical education should be considered not only from the point of view of the students, but also from the point of teachers’ view. Training is a two-way process. In this article national studies on this problem are initially summarized. The methodology of research of postgraduate pedagogical education is singled out. These are such scientific approaches as synergetics and andragogics. The author proves the need for universities to train teachers specially for interaction with adult students who already work as teachers in schools, have very much motivation for study, their own personal and professional experience, may be older than their university teachers, require subject-subject communication. This all affects the specifics of teaching and requires a different willingness to work with such students and correspondent courses at universities. The article is devoted to forming modern university teachers’ readiness to work in postgraduate pedagogical education. The features of such readiness content are first determined by the author as the content, value and operational components of teacher readiness for work. This gives the article practical significance. The results can be extended to the training of all teachers of higher pedagogical educational institutions, that indicate the social significance of the article. The originality of the article is determining the specific content of the components of the teachers’ readiness to work in postgraduate pedagogical education. Forming the teacher’s readiness for training adult students in the system of postgraduate teacher education should include knowledge, skills and values of work. The prospects for research are building and implementing a model of forming the university teachers’ readiness for such work on the basis of andragogy and synergetics, taking into account the specified content of the components of teacher readiness for such work

The content of training program for the teaching staff working with children of the labour migrants (in the context of sustainable futures)

The article deals with the ways of overcoming extreme poverty, poorness, starvation by providing quality education and well-being for labour migrants’ children. These problems can be solved via teaching staff’s work. The purpose of the article is to substantiate the content of the educational program for professional development of teaching staff to work with labour migrants’ children and their social environment. Methods of research: theoretical analysis, synthesis, modeling, systematization, generalization. The results of the study: a set of approaches to the content of the program development; the content of the program; recommendations for its teaching. The conclusions of the study prove: labour migrants’ children have problems that can be solved by interaction of teachers, social workers with the children’s social environment; a new program for teachers is required; a set of scientific approaches is the basis for updating the content of the program; the educational program of pedagogical staff consists of the modules: “Problems of labour migrants’ children”; “The system of GSEE work with labour migrants’ children”; “Methods of GSEE work with labour migrants’ children”. The criterion of the effectiveness of the program and its purpose is the professional readiness of pedagogical staff to work with labor migrants’ children

Education of Parents in Modern Kindergartens of Ukraine

Стаття уточнює сутність сучасної батьківської просвіти в дитячих дошкільних навчальних закладах, показує її актуальність. Методологією дослідження є родиноцентричний, проблемно-орієнтований, діяльнісний, аксіологічний, особистісно-орієнтований підходи. Результатами дослідження є визначення батьківської просвіти в сучасному ДДНЗ, розкриття її змісту, рівнів здійснення, етапів роботи, технології і форм реалізації, суб’єктів роботи і форм організації їх взаємодії між собою. Практичним значенням статті є зміст і технології просвіти. Висновками є необхідність оновлення її змісту та реалізації на основі комплексно-цільової програми. Перспективами дослідження є підготовка фахівців ДДНЗ до роботи в нових змістових, організаційних умовах.The article clarifies the essence of the modern parent education in pre-school education, shows its relevance in the new socio-political conditions. Methodology of the study are family-centered, problem-oriented, activity, axiological, personality-centered approaches. In the article the following research methods are used: theoretical analysis, synthesis, generalization, allocation of principal. The results of the study allowed to determine the nature of parental education in the modern kindergartens. The author also revealed the content of parents education, taking into account the primary social experience of the child, rights of the child, rights of the parents, child-rearing responsibilities. The first level of the grounded parental education – primary, secondary, tertiary, which take into account the age, the typical problems of children and the problem of different categories of children and their special needs. The article reveals the stages of work on parental education in kindergartens (approximately diagnostic, motivational and behavioral, socіal-oriented). Modern technologies and forms of realization of parental education are characterized. The author identified the subjects of work on parental education in kindergarten (doctors, psychologists, educators, social workers and others). Also the author summarized the forms of interaction between the subjects themselves. For the first time the necessity of interaction between parental education entities through complex target program is proved. The practical value of the article is justified on the basis of theoretical analysis of the works of scientists, content and parental education technology in the modern kindergarten. In conclusion the need to update the content of parental education in kindergarten and implementing it on the basis of complex target program is substantiated. Implementation of the quality parent education is possible through the interaction of a multidisciplinary team of kindergarten professionals (doctors, psychologists, social workers, teachers). The perspective of the study is to train professionals to work in the kindergartens in new conditions

The Problems of the Internally Displaced Persons in Ukraine as a Basis of Social and Pedagogical Work with Them

Метою статті є визначення проблемвнутрішньо переміщених осіб. Розкрито причини переміщення українців, потреби людей, їх проблеми. Узагальнено загальні та регіональні проблеми сімей, статистику з проблеми, що дало змогу автору зробити висновки про необхідність поєднання адміністративних і соціальних послуг з пріоритетом на соціально-педагогічних та психологічних. Розроблено класифікацію проблем переміщених осіб, пріоритет їх розв’язання на основі проблемно-орієнтованого та родиноцентричного підходів, розкрито методи оцінки потреб сімей, методи подолання проблем. Практичним значенням статті є виявлення змісту й переліку соціальних послуг для подолання складних життєвих обставин внутрішньо переміщених осіб. Перспективами майбутніх досліджень є обгрунтування алгоритму ведення випадку з мігрантами.The aim of the article is to define the problems of the internally displaced persons that have become a new mass social services clients in Ukraine. The author reveals the reasons why Ukrainian people move to other places, their needs and problems. General and regional characteristics of family problems and statistics on the problem are generalized, that enabled the author to draw conclusions about the need to combine administrative and social services with focus on social-pedagogical and psychological services. The classification of the problems of displaced persons is worked out, the priority of their solution on the bases of problem-oriented and family-centered approaches is proved, the methods for assessing the needs of families, methods of overcoming problems are disclosed. Problems of new clients of social services are divided into the problems that meet the basic needs of the family and settled administrative services, and the problems that meet the spiritual and social needs of people and the need for complex social services with the focus on social-pedagogical and psychological support for successful socialization, adaptation, reconciliation of the family in new conditions of life. In general, the problems of migrants are common and can be differentiated into age and sex, regional, social, economic, psychological, legal, social, medical and demanding the comlex of social services in the form of case management. Package for migrants should consider the stages of social inclusion, problems reconciliation in community and family focus on maintaining the integrity of families, children’s rights in order to ensure human rights conditions for successful social adaptation of the family in the new environment of life. The social services should be based on the assessment of the needs of migrants, the analysis of which allows to decide carefully on the degree of vulnerability of migrants and help them, the complexity of the case and apply the method of case management (social support), or other methods. The practical significance of the article lies in the identifing problems and migrants list and order of social services for solving the problems of displaced persons. The prospects for future researches are justification for case management algorithm with migrants

Analysis of the state of formation of future teacher’s communicative competence as a condition of providing the quality of general secondary education

The scientific novelty of the article is that the authors have revealed the average level of the state of formation of communicative competence (CC) of the third-year students. The cognitive and emotional components dominate among all CC components (it can be observed among students of the Faculty of Natural Sciences, Faculty of Arts). The behavioral component of the CC is better formed among students of the Faculty of Foreign Philology and the Faculty of Arts and Graphics. The communicative tolerance prevails among students of the Faculty of Physical Education as well as the Faculty of Arts and Graphics. Moreover, the two factors influencing CC were revealed: the external factors (organization of students’ subject leisure; professional-oriented educational work with students; content of education at institutions of higher pedagogical education: specialty of the chosen profession, increased cycle of humanities and psychological and pedagogical disciplines, active pedagogical practice of students; age of students to work with, different categories of children and adults to communicate with, pedagogical skills and CC of teachers); the internal factors (students’ attitude towards self-development, self-education, students’ life and social experience, motivation for acquiring a specialty and CC, humanistic orientation of future teacher’s personality, persona’s orientation to “person to person” profession

Justification of the Educators’ New Professional Functions under the Conditions of Martial Law

The article is devoted to actual problem of today's pedagogical theory: the new functions of educators in the conditions of martial law. Based on a reviewof foreign and native sources, the generalization of experience in Ukraine and beyond, the authors achieve the purpose. The purpose is to define the new functions of educators in the conditions of martial law and to fill in the existing ones with new content. The research is based on competence, activity, environmental, socio-pedagogical, safety approaches. Methodology. The research is based on competence, activity, environmental, socio-pedagogical, safety scientific approaches. Research methods are: theoretical analysis of sources, generalization, observation, conversations, establishment of cause and effect relationships. The materials of the research were domestic and foreign works on education methodology, safety in education, our experience of teaching at teacher training programs. Results. We observe an increase in the functions of educators under martial law. It is logical to add to the traditional functions of the school principal: security function, organization of social support and assistance; social adaptation; personnel management and implementation of a sustainable personnel policy in institution of general secondary education; preventive function, the function of cohesion an dunity of the school team and the population in the community; national-patriotic; organizational; financial management in institution of general secondary education; informative. Teachers in the conditions of martial law were also faced with the need to perform the following new functions: socio-pedagogical (helping children to solve problems of socialization in conditions of martial law, family distance); social adaptation and integration of families with children in the conditions of the host community; social prevention of negative phenomena in the educational environment; information about resources to help in the community; social support and assistance to families with children in the conditions of an educational institution – a temporary shelter for families; pre-medicalcare; promotion of national security through increased attention to national-patriotic education. Conclusions. Our research shows that all teaching staff of educational institutions and their principals in the conditions of martial law begins to perform additional functions and new tasks due to the peculiarities of the martial law in education and new threats to children and all other participants of the educational process, requirements to ensure national security. It requires updating the list and expanding the content of educators’ functions under martial law. That is why these questions should be included in the professional standards of the principal and the teacher of the institution of general secondary education, in educational programs of various levels, which will be the prospects of our further research

The theoretical foundations of the regional training program for teachers’ professional development “Education in conflict”

The article is devoted to the issue of developing professional skills of teachers working in a situation of a conflict. The purpose of the research is to substantiate the theoretical foundations of the course and to develop the content of a new training program for Ukrainian teachers’ professional development. The scientific novelty of the research lies in the content of the teachers’ professional development training program, which is grounded on a set of scientific approaches of different levels: philosophic, general scientific, specifically scientific, pedagogical approaches. The importance of children’s security assurance and warranty of their right to education in conflict is under our special consideration. The content of the program includes the following modules: 1) “Children’s problems caused by the armed conflict”; 2) “Education in conflict: the essence, standards (on the UNISEF and UNESCO information)”; 3) “Ways of implementation education in conflict in Ukraine”. The practical significance of the research lies in the multidisciplinary character of the regional training program “Education in conflict” and the recommendations to the methods of teaching it

Ukrainian Identity Development in the Education System in the Conditions of Martial Law in Ukraine

The article is devoted to the actual problem of modern Ukrainian pedagogy – the national identity development. The purpose of the article is to identify the peculiarities of the national identity development in education in the conditions of war and to suggest the ways to strengthen this process. The research methodology is systemic, activity, cultural, axiological approaches. Research methods are: theoretical analysis of sources, generalization of experience, synthesis. Results. The Ukrainian identity is the result of national-patriotic education and a component of national security. The peculiarities of the national identity development in the Ukrainian system of education in martial law are revealed: the need for simultaneous development of Ukrainian and European values, attention to the value of life and continuing education in war, respect for human rights. The ways to strengthen the national identity development in the education system include are: official restoration of educational function of teachers in all regulatory documents; emphasis on education which is based on national and European values; teaching educators to perform their new functions – security function, information function, social assistance, social education of parents and the community; official clarification in regulatory documents of the definition of educators’ security function; normalization of the definition of a safe educational environment in martial law; introduction of the Declaration of School Safety into the education system, the Ukrainian Charter of a Free Person into the education system; the participation of students in volunteer activities; compliance of all stages of the educational process with the idea of national identity formation. Conclusion. The peculiarities of the national identity development and the ways to strengthen the national identity development today are very important. The prospects for further research are to identify the effectiveness of new ways of the Ukrainian identity development