Feshchuk, A. М.

Halatsyn, K. О.

Yaroshenko, O. L.

Electronic Archive of Kyiv Polytechnic Institute

 93 Halatsyn K. О., Candidate of Pedagogical Sciences, Associate Professor,  Associate Professor at the Department of English for Engineering № 2  National Technical University of Ukraine  “Igor Sikorsky Kyiv Polytechnic Institute”   Feshchuk A. М., Lecturer at the Department of English for Engineering № 2 National Technical University of Ukraine  “Igor Sikorsky Kyiv Polytechnic Institute”  Yaroshenko O. L., Lecturer at the Department of English for Engineering № 2 National Technical University of Ukraine  “Igor Sikorsky Kyiv Polytechnic Institute”  IMPROVING THE ORGANISATION OF THE LEARNING PROCESS DURING PROFESSIONAL TRAINING  Modern society requires training a competitive, highly qualified specialist, fluent in Ukrainian and foreign languages. Consequently, the urgent problem of today is to find ways, content, forms and methods of intensifying the educational process aimed at learning a foreign language in higher education institutions. Democratic and socio-cultural trends in the development of Ukrainian society have fundamentally changed the value-based criteria approaches to the functioning of the education system. One of the essential tasks of pedagogical science, pedagogy of higher education, and postgraduate education is the training and retraining highly qualified specialists. The criteria of social progress conditioned by a social demand for a high level of education, culture, and professionalism of specialists appear in a new perspective. Postgraduate education contains several activities that contribute to the growth of professionalism: professional retraining, professional development, scientific and methodological work, continuous information support of the holistic pedagogical process, and analysis of its results. The study of the state of professional retraining of teachers in Ukraine has shown that its necessity is objectively conditioned by: – introduction of new programs in general education institutions that meet modern requirements for the level of knowledge, practical skills, and abilities;  94 – insufficient level of teachers’ proficiency in modern educational technologies and an active group methods and forms of work; – a qualitative indicator of the staff (insufficient number of specialists in the humanities, including foreign languages). Adult education aims to realize the individual’s right to lifelong learning, involving them in professional and social life by providing them with the necessary literacy level. The leading types of adult education are a) general (acquiring general literacy or improving it); b) vocational (acquiring new professional competencies or improving them); c) remedial (learning the state language, acquiring civic communication skills). The objective necessity to improve professional retraining of teachers requires taking into account andragogical approach to the organization of training in the system of postgraduate education, namely: motivational, content, and professional readiness of teachers to learn, getting an education, basic principles of adult education, selection of active forms and methods of work to develop professional skills, establishing the role of a teacher in the learning process, developing methods to improve the learning process in postgraduate faculties. Also, psychological and social motives are defined, which, in turn, are divided into content-cognitive, operational-cognitive, self-educational, broad and narrow social, negative, and so on. They motivate adults to obtain a second pedagogical specialty, professional retraining. Thus, B.G. Ananyev proposed directions of psychological and pedagogical development of adult people: adult training at all levels of education; retraining and to training in working conditions, mastering a related profession; advanced training, an improvement from that qualification which the person did not master before taking into account the latest achievements of science and technology in this field of activity.  An adult learner is a person of legal age who combines learning activities in various ways with a part-time job; it is a socially mature, generally formed individual who already has the status of a paid employee and a full-fledged citizen, an active member of society that has heterogeneous social responsibilities.  Vocational education should prepare people capable of learning, that is, who are prepared to learn throughout life. Undoubtedly, this is much more difficult than simply giving people a certain amount of knowledge, skills, and attitudes. Thus, educational institutions are designed to teach students to learn, acquire knowledge, and strive for it.  References: 1. Ананьев Б.Г. Интеллектуальное развитие взрослых как характеристика обучаемости. Советская педагогика. 1969. № 10. С. 162.   95 2. Змеев С.И. Андрагогика: основы теории, истории и технологии обучения взрослых. М.: ПЕР СЭ, 2007. 272 с.  3. Сігаєва, Л. Є. (2003). Використання педагогічних технологій у навчанні дорослих. Педагогіка і психологія професійної освіти: результати досліджень і перспективи. Київ: НТУ «ХПІ».  С. 404–411. 4. Десятов, Т. М. (2014). Тенденції розвитку освіти дорослих: європейський досвід. Освіта дорослих: теорія, досвід, перспективи. Вип. 1. С. 182–190. URL: http://nbuv.gov.ua/UJRN/OD_2014_1_26. 5. Дзюба, Т. М., Коваленко, О. Г. (2013). Психологія дорослості з основами геронтології: навч. посібник. Київ: Видавничий Дім «Слово», 264 с.    Довженко І. В., кандидат педагогічних наук, доцент, доцент кафедри іноземної філології та перекладу Київського національного торговельно-економічного університету  Дячук Л. С., кандидат філологічних наук, доцент, доцент кафедри іноземної філології та перекладу Київського національного торговельно-економічного університету  СИСТЕМА ПРОВЕДЕННЯ ТА ОЦІНЮВАННЯ ЕКЗАМЕНІВ У ЗВО ЄВРОПЕЙСЬКИХ КРАЇН  Вищі навчальні заклади Європи надають якісну освіту класичного зразка відповідно до європейських стандартів. На жаль, неможливо визначити єдиний критерій систем оцінювання у європейських країнах. Але аналіз актуальних питань оцінки знань та умов проведення екзаменів на заході стане у нагоді для розвитку і вдосконалення вітчизняної системи вищої освіти. Метою нашого дослідження є розгляд систем оцінювання у Польщі, Іспанії, Болгарії, Італії. Освіта в Польщі здійснюється за Болонською системою. Польща приєдналася до Болонського процесу в 1999 році, розвиваючи двоступеневу систему освіти та пункти ECTS, ввівши додатки до диплому, заснувавши Державну Акредитаційну Комісію, подовживши мобільність в рамках міжнародних програм обміну тощо. Таким чином, європейська кредитно-трансферна система (ECTS) була вдало впроваджена в польських ЗВО [1]. Більшість навчальних закладів 

Improving the Organisation of the Learning Process during Professional Training

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Improving the Organisation of the Learning Process during Professional Training

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