Ukrainian-Polish Yearbook OŚWIATOLOGIA/ОСВІТОЛОГІЯ

Key words: education;  freedom;  norm;  personality;  reason;  social constructivism;  thinking.

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To link to this article: https://doi.org/10.28925/2226-3012.2018.7.1521

Kravets Volodymyr,
ORCID iD 0000-0001-7537-6545,
Doctor of sciences in Education, Professor, Full Member (Academician) of National Academy of Pedagogical Sciences of Ukraine, Professor of Department of Pedagogics and Educational Management, Rector’ Adviser, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2, Kryvonosa Str., 46027 Ternopil, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Kikinezhdi Oksana,
ORCID iD 0000-0002-9240-279X,
Doctor of Psychology, professor, Head of the Psychology Department in Ternopil Volodymyr Hnatiuk National Pedagogical University, Director of the Scientific Research Centre of the Problems of Gender Education and Upbringing Pupils and Students of NAPS of Ukraine – TNPU by Volodymyr Hnatiuk, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2, Kryvonosa Str., 46027 Ternopil, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Shulha Iryna,
ORCID iD 0000-0002-0651-047X, 
PhD in Pedagogy, Methodist of the Inclusive Resource Center, Assistant at the Department of Pedagogy and Educational Management, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2, Kryvonosa Str., 46027 Ternopil, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

TO THE PROBLEM OF HUMANIZATION OF EDUCATIONAL SPACE OF MODERN UKRAINIAN SCHOOL

The article deals with the actualityof the problem of humanization of the educational space in the modern Ukrainian school through the forming a gender-equitable environment in the educational institution. The foreign experience, which concern to the research problem (concepts «gender equitable learning environment», «gender-balanced education», «gender equality in education», «gender-equitable education», «gender-fair education», «non-sexist education», «іnclusive education») is analysed. The peculiarities of forming a gender-equitable environment in an educational institution, which is based on personality oriented, competence and gender approaches are revealed.Activity of gender-equitable environment ensures the formation of gender culture and egalitarian outlook of children and youth (gender competence, sensitivity, tolerance) as important factors of personal and professional self-actualization of sexes, democratic outlook and the civic life-realization of girls and boys in the realm of national existence.

The content of the gender approach and peculiarities of its introduction into the educational institution are uncovered. Our own interpretation of the concept «gender-equitable environment» as non-discriminatory, health-preservation, creative and developmental is formulated. It is based on the principles of social justice, gender equality, child-centred, egalitarianism and parity of the sexes; in which the full development of the personality is ensured, taking into account a gender, age, disability, race, culture, religion, ethnicity, etc. The structure of gender-equitable environment incluseds three components (subject-space, psychodidactic, social). The formation of a gender- equitable environment is based on the principles of «partnership pedagogy» and a gender «matrix» of humanistic pedagogical heritage, the integration of competence, personal oriented and gender approaches. The psychological and pedagogical mechanisms of formation of a gender-equitable environment for children and youth are substantiated.

Key words: humanization of educational space;  gender-equitable environment;  gender approach;  educational institution.

References

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Hendernyip edahohichnyi almanakh [Gender pedagogical almanac] (2017). O. Marushchenka, O. Andrusyk, T. Drozhzhynoi (Eds.). Kharkiv, Ukraine: Planeta – Prynt, 68 (ukr).

Kikinezhdi, O. M. (2011). Gendernaidentychnistvontoheneziosobystosti : [monohrafiia] [Gender identity in personality ontogenesis: a monograph]. Ternopil, Ukraine: «Navchalna knyha – Bohdan», 400 (ukr).

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Kravets, V. P. (2005). Istoriia gendernoi pedahohiky : navch. posibnyk [The history of gender pedagogy:a textbook]. Ternopil, Ukraine: Dzhura, 440 (ukr).

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Kostiuk, O. O. Henderne vykhovannia uchniv u serednikh navchalnykh zakladakh Kanady (60-ti roky XX – pochatok XXI stolittia) [Gender education for pupils in secondary schools in Canada (60th years XX - the beginning of the XXI century)]: Extended abstract of  candidate’s thesis. Ternopil, 2016. – 18 (ukr).

Results of the Round Table «Institutionalization of Gender Education: Prospects and Risks» (Kyiv, December 5, 2016). Retrieved from  https://mon.gov.ua/ua/news/usi-novivni-novini-2016-11-04-mon-ta-«genderna-prosvita»-zaproshuyut

Sysoieva, S. O. (2011). Interaktyvni tekhnolohii navchannia doroslykh: navchal'no-metodychnyj posibnyk [Interactive technologies of adult education: a textbook.]. Kyiv, Ukraine: VD «EKMO», 324 (ukr).

Shulha, I. M. (2013). Stvorennia zdorov’iazberezhuvalnoho seredovyshcha u pochatkovii shkoli: gendernyi dyskurs [Creating a health-preserving environment in elementary school: gender discourse]. Gendernidoslidzhennia: prykladniaspekty : [monohrafiia]. V. P. Kravtsia (Ed.). Ternopil, Ukraine: Navchalna knyha – Bohdan, 241–254 (ukr).

Child friendly school : Manual Table of Contents Introduction References. UNICEF’s Division of Communication (Ed.). Retrieved from https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf (eng)

Equitable and Non-discriminatory Quality Education. Retrieved from https://ei-ie.org/media_gallery/Policybrief_07_equitable_eng.pdf (eng)

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HARMONIC ASPECTS OF KALOKAGATHIA: HISTORICAL AND PHILOSOPHICAL ANALYSIS 

The paper considers to philosophically analyze the harmony and harmonious development of man, their interpretation from Antiquity to our days. Human life on perpetual search for inner and outer harmony. The author of the article analyze the statements of the greatest philosophers about the harmonious development of the person. Тhe idea that the ideal of a developed harmonious person is substantial basis of the ancient ideal of kalokagathia throughout the history of development and transformation іt is discussed.

For many centuries from antiquity to the present day, representatives of philosophy have tried to explain who the person is.  And a harmonious development person, should be in the priority for the development of any state. In the historical dynamics, the accents of these philosophical problems were repeatedly changed, their basic principles and thesis were rethought. Accordingly, the views of people changed, and consequently the ideas of kalokagathia, harmony and harmonious development. But only the main feature ‒ components ‒ did not change. Specificity of harmony and harmonious development is revealed on the basis of an analysis of philosophical and scientific material. These widespread terms are kalokagathia, one of the key concepts and basic methodological principles of ancient Greek philosophy. They make it possible for a person to realize his outer and his inner world as a single whole, and is in certain eternal inner relationships.

The findings of the research show that the harmonious development, as an idea of kalokagathia always aimed at the development of external and internal abilities and instilling a sense of beauty, goodness, justice, truth and their harmonious harmony. The philosophical thought of harmonious development, after going through the ages, acquired new interpretive meanings and national specifics. And in the history of each culture there were periods when accents were drawn on kalokagathia meanings and their reading in the system, ethical and philosophical, aesthetic concepts. The idea of harmonious human development connects the past with our modernity. Moreover, this idea is constantly directed to the future, because it is in a state of continuous development.

Key words: harmony;  the harmonious development;  kalokagathia.

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IDEA OF RELATIONSHIP BETWEEN HUMAN MIND AND FEELINGS IN THE CONTEXT OF UKRAINIAN CORDOCENTRISM: HISTORICAL RETROSPECTIVES 

The article analyzes the evolution of the idea of human mind and feelings correlation in the history of Ukrainian philosophical thought from pre-Christian times till modern times. It is proved that this idea has a long tradition in the history of Ukrainian culture and its components – religion, philosophy, science, art. In historical sequence, the views of the great Ukrainian thinkers of different historical epochs on the problem of mind and feelings correlation in the integral human nature, their role in the cognition of the world are set forth. According to the researchers, from ancient pre-Christian times, the ancestor Ukrainians were interested in the vital issues of their own being, which they associated primarily with the notions of spirit and soul, which for Ukrainians were always «sacred» and identified with the heart as the centre of the spiritual life of a person occupying the world of his feelings, experiences, thoughts and faith. The image of the heart is central in the ancient monuments of oral folk art, which points to their cordocentric problematics, which is manifested in emotionality, sincerity, benevolence, mercy, and the like. The ideological concept for Ukrainians, from the times of KievanRus to our days, is cordocentrism, which represents the Ukrainian spiritual tradition and fulfils the function of a mental dominant. In KievanRus with the birth of philosophical thought (I.Kyivskyi, V. Monomakh, F. Pecherskyi), within the Christian faith there is a tendency that a special role in the cognition of the Divine essence was given to the heart. In Holy Scripture (the Bible), there are 851 references to the heart as one of the central images in the Old Testament texts.The concept of the heart, which takes its origins in the religious worldview of Ukrainian-Rus people from the times of KievanRus, gradually transformed into a «philosophy of the heart», becoming its distinctive feature that expressed the originality and uniqueness of the Ukrainian cultural tradition and its spiritual history.

«Philosophy of the heart» as a doctrine in its ontological, theoretical and moral and ethical aspects is most fully expounded in the heritage of the outstanding Ukrainian thinkers G. Skovoroda, P. Yurkevych, T. Shevchenko, N. Gogol. A modern philosophy of human-centrism has been created on the basis of the philosophy of cordocentrism as a strategic direction of the humanization of society, in which one of the central places is child-centric education - the leading direction of the national education reform in Ukraine.

Key words: child-centrism;  history;  cordocentrism;  human-centrism;  cognition;  feelings;  mind;  Ukraine;  philosophy,«philosophy of the heart».

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AKMEPROFESIOGENEZ TEACHER OF THE NEW UKRAINIAN SCHOOL IN THE KNOWLEDGE SOCIETY  

Under the Concept «New Ukrainian School» implementation, the educational community received creative modernization challenges, in which the social and professional mission of the teacher changes in the context of European professionalism, while preserving the best mental Ukrainian characteristics. In the system of the New Ukrainian school, the professional development of a teacher implies his self-development and self-realization throughout his life as actual socio-cultural priorities and meanings. Such a social order highlights the need for training specialists who meet the challenges of a society of knowledge capable of continuous intellectual, cultural and spiritual development throughout their lives through formal and non-formal education, focused on preserving, multiplying and transferring humanistic social values, assimilation of new professional roles and functions.

The article continues the cycle of publications by the author devoted to the development of theoretical and methodical principles for the acmeprofessionogenesis of the teacher of the New Ukrainian School in the system of continuous education. The explication of the basic concepts of acmeprofessionogenesis of the teacher, the «knowledge society», «continuous professional development», «acmeprofessional», «formal education», «informal education», «informational education» is carried out.

Pedagogical acromeprofessionogenesis is defined as continuous prolonged process of professional development of a teacher in the conditions of formal, informal and informal education, comprehensive formation of personality and professional, including the successive periods of its self-realization and self-examination, changes and transformations of the psychological structure of professional activity, motivational sphere, values-ideological landmarks, development of key competencies, assimilation and implementation of innovative professional roles and functions. The basis of acmeprofessionogenesis of the teacher of the New Ukrainian school is the transformation of four aspects into their integrity and interdependence: biological, mental, spiritual and professional. The acmeprofessionogenesis of the teacher is traced through his continuous self-development and self-actualization as actual socio-cultural priorities and meanings. One of the key competencies is life-long learning through formal, informal and informal education.

Alternative models, forms of improvement of qualification of the teacher of the New Ukrainian school are considered.

Key words: andragogical cycle;  New Ukrainian School;  adult education;  postgraduate pedagogical education;  pedagogical acmeprofessionogenesis.

References

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Sydorenko, V. (2016). Akmeolohichni tekhnolohii v osviti doroslykh [Acmeological technologies in adult education]. Naukovyi chasopys NPU imeni M.P. Drahomanova, 26 (36). Ser. 16 «Tvorcha osobystist uchytelia: problemy teorii i praktyky»: zb. nauk. pr. / N. V. Huzii (Ed.). Kyiv, Ukraine: NPU imeni M. P. Drahomanova, 38–42 (ukr).

Sydorenko, V. V. (2017). Nova ukrainska shkola: kontseptualni oriientyry. Materialy  metodolohichnoho seminaru z onlain-transliatsiieiu «Osvitno-filosofski zasady Novoi ukrainskoi shkoly» [New Ukrainian School: Conceptual Guidance. Materials of the methodological seminar with the online broadcast «Educational and philosophical foundations of the New Ukrainian school»], 18 October 2017. Kyiv, Ukraine. Retrieved from http://lib.iitta.gov.ua/708457/ (20.03.2018) (ukr).

Sydorenko, V. V. (2017). Reformuvannia systemy pidvyshchennia kvalifikatsii kerivnykiv navchalnykh zakladiv v umovakh realizatsii Kontseptsii «Nova ukrainska shkola» [Reforming the system of improvement of qualification of heads of educational establishments in the conditions of implementation of the Concept «New Ukrainian School»]. Kerivnyk novoi ukrainskoi shkoly : svitohliadno-profesiini oriientyry : zb. nauk. pr. / V. P. Andrushchenko (Ed.). Kyiv, Ukraine: NPU imeni M. P. Drahomanova, 148–153 (ukr).

Sydorenko, V. V. (2018). Filosofsko-osvitni zasady Novoi ukrainskoi shkoly [Philosophical and Educational Foundations of the New Ukrainian School]. Profesiinyi rozvytok pedahoha Novoi ukrainskoi shkoly v umovakh formalnoi i neformalnoi osvity : zb. spetskursiv: avtorskyi kolektyv / T. M. Sorochan (Ed.). Kyiv, Ukraine: Ahroosvita, 18–62 (ukr).

PROFESSIONAL TRAINING OF PHARMACEUTICAL INDUSTRY EXPERTS IN UKRAINE (XX – BEGINNING OF XXI CENTURY): SYSTEMATIC ANALYSIS OF THE TENDENCIES 

The article analyzes the state of research of the problem of professional training of specialists in the pharmaceutical industry in the pedagogical theory and practice of higher medical (pharmaceutical) educational institutions.

The criteria of comparison of development in different periods of professional training of experts of the pharmaceutical industry in Ukraine, which formed the basis of analysis of each historical period, have been determined. Indicators revealing the content of each criterion have been singled out. In the development of professional training of specialists in the pharmaceutical industry in Ukraine from 1921 to 2017, five periods have been determined on the basis of analysis of archival sources and scientific and methodological literature. The basis of their division is the criterion of changes in the organizational and institutional development of the professional training of specialists in the pharmaceutical industry in the context of socio-political changes, the conditions of economic development of education in general and pharmaceutical education, in particular.

A systematic analysis of the tendencies of the transformation of the professional training of specialists in the pharmaceutical industry in Ukraine during the twentieth century has been carried out, up to the year 2017, among which general, special, specific tendencies have been singled out. The general tendencies of professional training of specialists of the pharmaceutical industry in Ukraine for all historical periods havebeen singled out: gender equality of future specialists; the independence from ethnic origin, religion inobtainingthe education; increasing popularity of the profession of a pharmacist, pharmacist, master of pharmacy; professional training of specialists in the pharmaceutical industry in different types of schools; the increase in the number of different types of schools for the professional training of specialists in the pharmaceutical industry; the improvement of methods and organizational forms of professional training of specialists in the pharmaceutical industry; practical direction of the educational process of professional graduate training of specialists in the pharmaceutical industry.The modern tendencies (2010 – 2017 years) of professional training of specialists of the pharmaceutical industry in Ukraine have been studied.

Key words: professional training;  professional training of pharmaceutical industry experts;  tendencies;  pharmaceutical industry.

References

Sysoieva, S. O., & Ohnev'iuk, V. O. (2016). Teoriia i praktyka vyschoi osvity : navch. posibnyk [Theory and Practice of Higher Education: textbook]. Kyiv–Mariupol', Ukraine, 338 (ukr).

Slipchuk, V. L. (2017). Profesijna pidhotovka fakhivtsiv farmatsevtychnoi haluzi v Ukraini (KhKh – pochatok KhKhI stolittia): monohrafiia [Professional training of specialists in the pharmaceutical industry in Ukraine (XX – early XXI century): monohrafiya]. Ya. V. Tsekhmister (Ed.). Kyiv, Ukraine: Edel'veys (ukr).

Slipchuk, V. L. (2015). Zmist profesijnoi pidhotovky fakhivtsiv farmatsevtychnoi haluzi Ukrainy v umovakh ievrointehratsii [Content of professional training of specialists of the pharmaceutical industry of Ukraine in conditions of European integration]. Naukovi zapysky Vinnyts'koho derzh. ped. uni-versytetu im. M. Kotsyubyns'koho. Seriya: Pedahohika i psykholohiya, 43, 306–312 (ukr).

Kaydalova, L. G. (2011). Teoretychni ta metodychni zasady neperervnoi profesijnoi pidhotovky majbutnikh fakhivtsiv farmatsevtychnoho profiliu [Theoretical and methodical principles of continuous professional training of future specialists of the pharmaceutical profile]: Extended abstract of doctor's thesis. Zaporizhzhia, Ukraine (ukr).

Slipchuk, V. (2015). The concept of research of pharmacists professional training in Ukraine. The advanced science journal, 01, 41–44. DOI: 10.15550/ASJ.2015.01.041 (eng). 

Full Text: PDF (ukr)

DEVELOPMENT OF COMPARATIVE PROFESSIONAL EDUCATION IN UKRAINE: EDUCOLOGICAL CONTEXT

The article presents a quantitative and qualitative analysis of comparative studies on professional education in Ukraine since the years of independence (since 1991); the consideration of the concept of «comparative professional education», the main provisions of its methodology; the analysis of the tasks and specifics of comparative studies in the field of professional education.

It should be emphasized that the question of the methodology of conducting comparative studies is a weak link in the studies of Ukrainian comparativists. Actual is the study of the experience of European countries and the USA regarding the methodology of conducting comparative education studies.

The article shows that the specificity of comparative professional education requires an interdisciplinary approach to research, taking into account external factors (historical, social, cultural, economic, political, etc.) of influence on the system, tendencies, content, technology, forms and methods of professional education in foreign countries that is possible to carry out on the principles of Educology. In Ukraine, there is a lack of associations or societies on educational comparative studies that would coordinate comparative studies, in particular in the field of professional education, in the country, establish cooperation with other institutions of the research infrastructure of Europe, the USA. Canada, etc., systematically hold scientific and practical conferences, seminars, discussion platforms, etc.

It is worth noting that the conclusions of comparative studies are left only conclusions of the dissertations and are practically not used in the development of political decisions in the field of education, the development of the principles of reforming and modernizing education in the country. We consider it is necessary to create a system for familiarization of the competent authorities responsible for the formation of educational policy in Ukraine, with important conclusions of comparative studies, in particular, of doctoral level.

Key words: comparative professional education;  comparative study;  comparison criteria;  Educology;  interdisciplinary approach;  monographic research.

References

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Elbrekht, O. M. (2010). Training for Managers in Higher Education Institutions in the UK, Canada, USA: dissertation Dr.Ed.Sc: 13.00.04. Kyiv, Ukraine (ukr).

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Comparative Studies in Education: Teaching. program for specialties 8.18010021 «Pedagogics of higher education», 8.18010020 «Management of educational institution» (educational and qualification level «Master» (2014). Borys Grinchenko Kyiv University, by Sysoieva S. O. Kyiv, Ukraine: LLC Publishing Edelweiss Company (ukr).

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Christopchuk, T. E. (2014). Trends in the development of pedagogical education in EU member-states: dissertation: speciality: 13.00.04. Kyiv, Ukraine (ukr).

Kuchay, O. V. (2016). Theoretical and methodological principles of future primary school teachers training in higher educational institutions of Poland by means of multimedia technologies: dissertation Dr.Ed.Sc: 13.00.04. Cherkasy, Ukraine (ukr).

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Lokshina, O. I. (2011). Trends in the development of the content of school education in the countries of the European Union: author’s abstract. dissertation Dr.Ed.Sc: 13.00.01 «General pedagogics and history of pedagogy». Kyiv, Ukraine (ukr).

Moritz, J. (2004). The system of teacher training and ways of its optimization in the conditions of development of modern education in Poland: dissertation Dr.Ed.Sc: speciality: 13.00.04. Kyiv, Ukraine (ukr).

Mospan, N. V. (2018). Higher Education and the Labour Market in the European Union: Trends in Interaction. Monograph,Kyiv, Ukraine: Edelweiss publishing house LLC (ukr).

Mukan, N. V. (2011). Professional Development of Secondary School Teachers in Continuing Teaching Education Systems of the United Kingdom, Canada, USA: dissertation Dr.Ed.Sc: 13.00.04. Kyiv, Ukraine (ukr).

Musketa, R. (2007). Training of Physical Education Teachers in Poland to Assess Student Learning Achievements: dissertation Dr.Ed.Sc: 13.00.04. Ternopil, Ukraine (ukr).

Ogienko, O. I. (2009). Trends in the development of adult education in Scandinavian countries (second half of the twentieth century): author’s abstract.dissertation: 13.00.01 «General pedagogics and history of pedagogy». Kyiv, Ukraine (ukr).

Ognevyuk, V. O., & Sysoeva, S. O. (2012). Education is a scientific direction of the integrated study of education. Ridna shkola Journal, 4/5, 44–51.

Palchuk, M. I. (2016). Trends in the development of vocational training systems for production personnel in the services sector in EU member states: dissertation: speciality: 13.00.04. Kyiv, Ukraine (ukr).

Ponomarenko, N. G. (2017). Training of Education Experts in German-speaking Countries of the European Union: dissertation: speciality 13.00.04. Kyiv, Ukraine (ukr).

Pukhovskaya, L. P. (1998). Professional training of teachers in the countries of Western Europe in the second half of the twentieth century: dissertation Dr.Ed.Sc: 13.00.04. Kyiv, Ukraine (ukr).

Work program of the educational discipline «Methodology of comparative studies in the field of education» for applicants of higher education (Ph.D. degree) (2018). Borys Grinchenko Kyiv University; by Sysoieva S.O., Hryschuk Y.V. Kyiv, Ukraine: Edelweiss Publishing Company LLC (ukr).

Sbrueva, A. A. (2005). Trends in the reform of secondary education in developed English-speaking countries in the context of globalization (90s. XX-early XXI): author’s abstract. dissertation Dr.Ed.Sc: 13.00.01 «General pedagogics and history of pedagogy». Kyiv, Ukraine (ukr).

Sysoieva, S. O. (2015). Comparative pedagogy in the context of the development of education: Comparative pedagogy: methodological benchmarks of Ukrainian comparativists: textbook / author's collective. Kyiv, Ukraine: Pedagogical thought,132–141 (ukr).

Tryhub, I. I. (2017). Professional training of experts in education in the countries of Eastern Europe: dissertation: speciality: 13.00.04. Kyiv, Ukraine (ukr).

Chulkova, L. O. (2010). Theory and practice of teacher training for pedagogical communication in higher educational institutions in Germany: author’s abstract.dissertation Dr.Ed.Sc: speciality: 13.00.04 «Theory and Methods of Professional Education». Kyiv, Ukraine (ukr).

Shandruk, S. I. (2013). High School Teacher Training System in the United States: dissertation Dr.Ed.Sc: 13.00.04. Zaporozhye, Ukraine (ukr).

Shempukh, I. (2001). Trends in Teacher Education in Poland (1918-1999): dissertation Dr.Ed.Sc: 13.00.04. Ivano-Frankivsk, Ukraine (ukr).

DEVELOPMENT OF TOURISM EDUCATION IN GERMAN-SPEAKING COUNTRIES OF WESTERN EUROPE: PROCESS COMPONENTS AND THEIR CHARACTERISTICS

The process of tourism education development in German-speaking countries of Western Europe, in particular Germany, Austria and Switzerland is exemined in the article. It is noted that the scientific novelty of the study deals with the analyzes of the process of tourism education development in general economic contex of the development of tourism industry in the countries classified in the lingvo-ethnographic category «German-speaking countries». The object of the study is to outline the aspects of scientific and pedagogical research, to study and analyze the socio-economic processes of the tourism education development in Germany, Austria and Switzerland, to describe the historical preconditions for the development of current tourism education in German-speaking countries of Western Europe as a categorical integrity. The main components of the process of tourism education development in German-speaking countries, in particular: economic, institutional, disciplinary and normative, are defined and characterized. It was stated that the components of the process of tourism education development are closely interconnected and interdependent, that makes it impossible to study as a separate phenomenon. The development of one component provokes changes in other one, creating a chain reaction that builds a coherent picture of the process of tourism education development in German-speaking countries of Western Europe.

It is defined that the inception of tourism education at university level took place in the middle of the 20th century evidenced by the establishment of higher education institutions with the programms in tourism. The intensity of popularizing the tourism education in Germany, Austria and Switzerland took place at the end of the 20th and early 21st centuries, starting a new period in the developing process of tourism education, that is marked by globalization of innovation and information.

Key words: tourism education;  tourism;  tourism industry;  future skilled workers;  education development;  component of development process;  German-speaking countries;  institutions of tourist education.

References

Airey, D., Tribe, J., Benckendorff, P. & Xiao, H. (2015). The Managerial Gaze : the long tail of tourism education and research. Journalof Travel Research, 54(2), 139–151. doi: 10.1177/0047287514522877 (eng).

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Tschurtschenthaler, P. (1998). Humankapitalentwicklung als tourismuspolitisches Instrument zur Bewältigung der Tourismuskrise. (Human Resource Development as instrument to accomplish the crisis in tourism). In Weiermair K., Fuchs M. (Eds.). Rettourism III : Strategiekonferenz : Zukunftsstrategien für eine optimale Humankapitalentwicklung/-verwertung in der Tourismuswirtschaft. Innsbruck : ITD Eigenverlag, 16–39 (ger).

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To link to this article: 
https://doi.org/10.28925/2226-3012.2018.7.6571

Kharchenko Tetiana,
ORCID iD 0000-0002-4480-1585, 
Doctor of Sciences in Education, Associate Professor, Professor of Roman Philology and Comparative-and-Typological Philology Department, Borys Grinchenko Kyiv University, 13-b Tymoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Zvereva Maryna,
ORCID iD 0000-0002-5967-6924,
PhD in Pedagogy, Associate Professor, Associate Professor of Romance Philology and Comparative-and-Typological Philology Department, Borys Grinchenko Kyiv University, 13-b Tymoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.  

Western European Researchers on the Conditions of Effective Transformation of a Teacher’s Professional Habitus during the Seminars Analyzing Practices 

The article deals with the notion of «habitus». It means a combination of codes and abilities obtained in an early age, the way an individual applies them under different conditions. It dwells upon the studies of Western European researchers of education theory and practice on the conditions of effective transformation of a teacher’s professional habitus. One of the conditions is the implementation of a global clinic approach understood as a permanent alteration of theory and practice in the teacher training process. They argue that theoretical knowledge accumulated beyond the context of actions is not possible to mobilize and is not mobilized to solve professional problems.

There are five important issues of organizing the teacher clinic training suggested by the Western European researchers of theory and practice of education in the late 20^th century. One of them is the organization of collective analysis seminars on practices within the professional educational training. According to the above mentioned researchers, participating in a group analyzing practices serves as an introduction to the personal reflective practice and stimulatesthe development and transformation of the personality of reflexive teacher-practitioner (in other words, the development and transformation of the teacher, possessing developed reflexive skills, directed onto self-analysis of his or her own professional actions, behavior style, internal state; this is the teacher who is able to make professional decisions and to act by himself or herself; this is the one who takes responsibility for his or her decisions and actions.)

The article reveals the conditions when the collective analysis of practices can enhance changes in educational practices and behavior of a teacher. In their opinion, the teacher’s personality changes can be possible provided the analysis of the practices is relevant, accepted by a teacher and integrated by him or her into the professional activity.

Key words: education training;  practices analysis;  teacher’s habitus;  teacher’s personality transformation;  Western Europe.

References

Pro osvitu (2017). Zakon Ukrajiny from 05.09.2017. № 38-38 [Law of Ukraine «About Education» 05.09.2017. № 38-38]. Retrieved from http://zakon2.rada.gov.ua/laws/show/2145-19/page (ukr).

Kharchenko, T. H. (2011). Rozvytok osobystosti vchytelia-refleksyvnoho praktyka iak priorytetna skladova protsesu humanizatsii pedahohichnoi osvity u Frantsii v druhij polovyni XX stolittia [The Development of the teacher’s individuality of reflexive practitioner as a prioritized component of humanization process of pedagogical education in France in the second part of the 20^th century]. Visnyk Luhans'koho natsional'noho universytetu imeni Tarasa Shevchenka : Pedahohichni nauky, 5(216), 138–152 (ukr).

Kharchenko, T. H. (2011). Klinichnyj pidkhid do formuvannia osobystosti vchytelia-refleksyvnoho praktyka u Frantsii [Clinical аapproach toward the formation of teacher’s individuality of the reflexive practitioner in France]. Porivnial'no-pedahohichni studii, 1(7), 145–152 (ukr).

Kharchenko, T. H. (2017). Seminary analizu praktyk u profesiinii pidhotovtsi vchyteliv u krainakh Zakhidnoi Yevropy [Seminars for the analysis of teachers' professional training in Western European countries]. Oświatologia, 6, 169–175 (ukr).

Altet, M. (1992). Une formation professionnelle par l’analyse des pratiques et l’utilisation d’outils conceptuels issus de la recherche: modes cognitifs et modes d’ajustement [Professional education on the basis of practice analysis and the usage of conceptual instruments of the scientific research]. Les Siences de l’Éducation pour l’ère nouvelle, 1/2, 27–58 (fr).

Altet, M. (1996). Les compétences de l’enseignant professionnel. Entre savoirs, schèmes d’action et adaptation : le savoir-analyser [Competences of the professional educator. Between knowledge, action schemes and adaptation: the ability to analyze]. In L. Paquay, M. Altet, E. Charlier, & Ph. Perrenoud,  Former des enseignants professionnels. Paris, Bruxelles: De Bœck Université, (рр. 27–40) (fr).

Altet, M. (2000). L’analyse de pratiques : Une démarche de formation professionnalisante? [Practice analysis : Professional academic process ?]. Recherche et formation : Formes et dispositifs de la professionnalisation, 35, 25–39 (fr).

Blanchard-Laville,  C., & Fablet, D. (1996). L’analyse des pratiques professionnelles[The analysis of the professional pratice]. Paris, France: L’Harmattan (fr).

Bourdieu, P. (1994). Raisons pratiques. Paris, France: Seuil (fr).

Bussienne, É., & Tozzi, M. (1996). Analysons nos pratiques professionnelles [We analyse our professional practice]. Cahiers pédagogiques (septembre), 346, 10–63 (fr).

Champy-Remoussenard, P., & Rothan, M. (1999). De la mise en mots du travail à l’analyse des pratiques professionnelles : La formation d’étudiants de licence de Sciences de l’éducation [From theory to analysis of the professional activity :  Training of licentiate students in pedagogic]. Recherche et formation: Formation continue des enseignants: les MAFPEN et Après, 32, 163–184 (fr).

Dias-Chiaruttini, A. (2011). Former les enseignants au débat interprétatif : places et enjeux des styles enseignants [Teachers’ training to professional activity : different styles of teachers’ work]. Repères : recherches en didactique du français langue maternelle, 44. Retrieved from http://reperes.revues.org/170 (fr).

Lamy, M. et al. (1996). L’analyse des pratiques en vue du transfert des réussites [Practice analysis with the purpose of sharing experience]. Paris, France: Ministère de l’Éducation nationale, de l’Enseignement supérieur et de la recherche (fr).

Maillebouis, M., & Vascencellos, M-D. (1997). Un nouveau regard sur l’action éducative : l’analyse des pratiques professionnelles [New approach to educational action: the analysis of professional practice]. Perspectives documentaires en éducation, 41, 35–67 (fr).

Perrenoud, Ph. (1998). De l’alternance à l’articulation entre théories et pratiques dans la formation des enseignants [From alternation to theory connection with practice in the field of pedagogical education]. In M. Tardif, C. Lessard & C. Gauthier, Formation des maîtres et contextes sociaux. Perspectives internationales. Paris, France: PUF, (рр. 153–199) (fr).

Perrenoud, Ph. (1998). De l’analyse de l’expérience au travail par situations-problèmes en formation des enseignants [From experience analysis to work over problematic situations]. In E. Triquet, & C. Fabre-Col, Recherche (s) et formation des enseignants, (рр. 89–105) (fr).

Perrenoud, Ph. (2001). Développer la pratique réflexive dans le métier d’enseignant [The development of reflexive practice in teacher’s profession]. Paris, France: ESF éditeur (fr).

Perrenoud, Ph. (2011). Le travail sur l’habitus dans la formation des enseignants. Analyse des pratiques et prise de conscience [Work over habitus in teachers’ training. Practice analysis and understanding].  In L. Paquay, M. Altet, & E. Charlier, Former des enseignants professionnels: Quelles stratégies? Quelles compétences? Bruxelles : De Bœck, (рр. 181–208) (fr).

THE POSITION OF HOMESCHOOLING IN THE POLISH EDUCATION SYSTEM 

The article is aimed at familiarizing with the so called home education, an alternative form to public education in Poland. Home education offers a chance and creates conditions for natural and independent learning, with regard to individual potentialities, needs and the pace in which children and youth develop. This takes place in contrast to schools, in which children are treated as one, similar (to one another) group – not as a unique team of individuals. What has been presented in this study are the historical and legal threads of home education in Poland, the description of the functioning of schools which are to support homeschooling.

Key words: home education;  homeschooling;  education;  education system.

References

Budajczak, M. (2004). Edukacja domowa. Gdańsk, Rzeczpospolita Polska (pol).

Budajczak, M. (2011). Edukacja domowa jako zadanie wychowawcze. [w]: Szkoła domowa. Między wolnością a obowiązkiem. J. Piskorski (red.). Warszawa, Rzeczpospolita Polska (pol).

Budajczak, M. (2017). Polska edukacja domowa jako mise en abyme między kondycją ludzką a społecznymi konstrukcjami oświatowymi. [w]: Studia Paedagogica Ignatiana. Edukacja domowa. Stan i perspektywy, 3 (pol).

Ustawa o systemie oświaty.

Jakubiak, K. (2017). Polskie tradycje edukacji domowej. [w]: Studia Paedagogica Ignatiana. Edukacja domowa. Stan i perspektywy, 3 (pol).

Konstytucja Rzeczypospolitej Polskiej.

Lewandowski, St. (2009). Potrzeba odbudowy edukacji domowej w rodzinach polskich w XXI wieku. [w]: Edukacja domowa w Polsce. Teoria i praktyka. M. P. Zakrzewscy (red.). Warszawa, Rzeczpospolita Polska (pol).

Stebnicki, W. (2014). Edukacja domowa. Warszawa, Rzeczpospolita Polska (pol).

Suchecka, J. (2018). Szkoła w domu ma coraz więcej uczniów. [w]: Gazeta Wyborcza. 10 stycznia 2018. URL: http://wyborcza.pl/7,75398,22877687,szkola-w-domu-ma-coraz-wiecej-uczniow.html (dostęp: 29.07.2018).

Full Text: PDF (pol)

LABOR PEDAGOGY: POLISH LABOR MARKET UNDER THE INFLUENCE OF EUROPEAN INTEGRATION 

Experts determine the changes in the labor market and employment as one of the peculiarities of the European integration process of the Republic of Poland. The article indicates trends that led to changes in the labor market and employment, focusing on a concise analysis of the threats and challenges that Polish society faced.It is indicated that trends, challenges and threats, their extensive diagnostics and theoretical understanding became the subject of studies of labor pedagogy. This is a branch of pedagogical knowledge that studies issues of education in conjunction with human professional work, develops qualification frameworks, modular programs of professional learning, professional education programs, practical projects for the further development of professional training, retraining, and improvement of specialists for the free labor market.

The new forms of employment, including outsourcing, freelance, competition for the place of work (as the basis for the development of new competencies) relate to positive phenomena in the labor market during the investigated period.

The threats that arise in the field of employment have also been reconsidered. In particular, such forms of the functioning of the individual in the work environment as workaholism, mobbing, professional stress, high unemployment level.Studying of the Polish experience of applied approaches in the research of these phenomena has a direct impact on: the formation of the goals of professional education of specialists in the context of Ukraine's Eurointegration course; the development of flexible content in order to adapt to the needs of the modern economy, to the various forms of population's engagement (especially unemployed one) to different types of education and social inclusion.

Key words: employment;  labor market;  pedagogy of labor;  research.

References

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Full Text: PDF (ukr.)

Trotsko, A., & Boyarskaya-Khomenko A. (2018). Trends and prospects for educational development of adults in Germany. Osvitolohiya, 7, 84-89. DOI: 10.28925/2226-3012.2018.7.8489

To link to this article: 
https://doi.org/10.28925/2226-3012.2018.7.8489

Trotsko Anna,
ORCID iD 0000-0002-8093-9610
Doctor of Sciences in Education, Professor, Corresponding Member of the National Academy of Educational Sciences of Ukraine, 52-А Sichovykh Striltsiv Str., 04053 Kyiv, Ukraine 

Boyarskaya-Khomenko Anna,
ORCID iD 0000-0002-1818-3074
PhD in Pedagogy, Doctoral Student of the Department of Elementary, Pre-school and Vocational education, H.S. Skovoroda Kharkiv National Pedagogical University, 29 Alchevskikh Str., 61002 Kharkiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

TRENDS AND PROSPECTS FOR EDUCATIONAL DEVELOPMENT OF ADULTS IN GERMANY 

In the article, the authors have analyzed the modern adult education system in Germany. The authors have provided several definitions of the following notions: «adult education», «further education», «lifelong education». German pedagogy and the legal system have posted these definitions. The concept of adult education covers all organizational forms of adult education. The adult education system in Germany has a complex and branched structure. The structure of adult education is generalized: formal adult education (vocational education and general education); non-formal adult education (seminars, individual or group courses, lectures and meetings); informal education (self-education and self-development). Regional adult learning centers, private and commercial adult education institutions, adult education institutes and associations operate in Germany. The tasks of adult education institutions in Germany are the following: expanding the network of adult education institutions; extension of the idea of continuing education; development of innovative concepts of education; use of educational programs for adults in different educational institutions; integration of adult education into the training of modern specialists from different fields; control over the quality and effectiveness of adult education. The trends and prospects for adult education in Germany are: increasing participation in European adult education programs; training of appropriate skilled personnel; recognition of different types of education; compatibility of adult education at the national and European levels; participation of large organizations and enterprises in the development of adult education; involving people in lifelong learning; fight against social exclusion; popularization of «Network Education», sub-institutional and transnational cooperation; recognition of all types of educational activities.

Key words: adult education;  formal education;  non-formal education;  informal education;  Germany;  lifelong education.

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TEACHER TOWARDS CHILD WITH ASPARGERʹS SYNDROME

The article presents the characteristics of the specific features which occur in children with diagnosed Asperger's syndrome. Within each of these features guidance for teachers is provided to enable understanding of the needs of these children and to facilitate working with them in the classroom. Tips for teachers were developed based on the literature and personal author's years of experience while working with such students.

Key words: Asperger's disorder;  social behavior;  stereotypes;  fixation; sensory sensitivity.

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SOCIAL SUPPORT FOR STUDENTS IN DIFFICULT SITUATIONS 

The article refers to ways of supporting students in difficult situations. This paper presents the definition of support and difficult situations, taking into account their types and the characteristics of these issues. Surveys were conducted at primary school in Rzeszów among students of grades VI and VII, which indicated the most frequent forms of help for students and the frequency of difficult situations experienced by young people. The survey was carried out by means of a questionnaire.

Key words: support;  difficult situations;  school.

References

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ON THE ISSUE OF TEACHER’S PREPAREDNESS TO INCLUSIVE EDUCATION

The article reviews one of actual and debatable problems in modern education – inclusive education of children with special educational needs. Timeliness and relevance of the study at the moment of writing the scientific article has been justified.

The purpose of the study is to reveal the separate issues of potential readiness of teachers of institutions of general secondary education of Chernihiv region for the introduction of inclusive education.

Analysis was conducted for achievements of scientists, who studied different aspects of teachers’ readiness for professional activity and forming the professional competence within the inclusive education.

Potential professional readiness of teachers at general secondary educational institutions was demonstrated via two main indicators: professional readiness and psychological readiness. It was found that level of emotional perception is higher than level of theoretical readiness to include children with special needs in educational process – not to mention the practical experience of work with such categories of students.

The emphasis is on avoiding the risks during introduction of inclusive education in Ukraine (formal inclusion, «strong-willed inclination», «spontaneous», uncontrolled inclusion).

Analysis was conducted for results of studying the teachers at general secondary educational institutions of Chernihiv region. Recommendations were provided on training and retraining of teachers at general secondary educational institutions – for their adequate preparation within realities of Ukrainian school. This is development and implementation of training discipline for students of higher pedagogical education, as part of their work with children having special educational needs. It also includes advanced training courses for teachers, regarding the peculiarities of work with children having special educational needs – within the framework of inclusive education.

Key words: inclusive education;  individual possibilities;  professional readiness;  psychological readiness;  risks of developing the inclusion.

References

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Alyohina, S. V. (2015). Sovremennyie tendentsii razvitiya inklyuzivnogo obrazovaniya v Rossii [Current trends in the development of inclusive education in Russia]. Proceedings from: V Mizhnarodna naukovo-praktychna konferentsiia «Razvitie sovremennogo obrazovaniya: teoriya, metodika i praktika» – The Fifth International Scientific and Practical Conference «Development of modern education: theory, methods and praxis». (pp. 109-111). Cheboksaryi, Russian Federation: TsNS «Interaktiv plyus» (rus).

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Ostrianko, T. S. (2017). Stan hotovnosti naukovo-pedahohichnykh pratsivnykiv do roboty v umovakh inkliuzyvnoi osvity [The state of readiness of scientific and pedagogical workers to work in conditions of inclusive education] Pedahohichni nauky – Pedagogical sciences, LXXV, Vol. 3, 129–133 (ukr). 

Pyvovarova, H. S. (2016). Problema psykholohichnoi hotovnosti vchyteliv do roboty z inkliuzyvnymy ditmy [The problem of psychological readiness of teachers to work with inclusive children.]. Proceedings from: Vseukrainskoi naukovo-praktychnoi konferentsii «Systema nadannia osvity ditiam z osoblyvymy potrebamy v umovakh suchasnoho navchalnoho zakladu» – All-Ukrainian Scientific and Practical Conference «The system of education for children with specific needs in a modern educational institution» (pp. 103–104). Lysychansk, Ukrayina : FOP Pronkina K. V. (ukr). 

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HONOURABLE SELF-DEFENCE AS THE BASIS OF DEFENCE EDUCATION AND THE OPTIMAL MODEL FOR COUNTERACTING AGGRESSION 

The article is an attempt to synthetically explain the theoretical, legal, ethical and methodological basis of a socially optimal model of general principles of teaching and conducting defense struggles. Competently carried out self-defense training can not generate violence and reprehensible, unlawful behaviors, can not ignore the contemporary criteria of physical, moral, psychological and social education of people.

Training of combat sports and martial arts, which simultaneously fulfills the utilitarian and axiological-ethical criteria of defensive human education is called training (teaching) honourable self-defense. The author determines the main elements of an optimal and holistic model of training and formulates important conclusions regarding the need to humanize the didactic work carried out by sports and martial arts teachers.

Key words: combat sports and martial arts;  physical aggression;  honourable self-defence;  integral training model.

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Harasymowicz, J. (2003 b). Godziwa samoobrona: etyczno-pragmatyczny model efektywnego przeciwdziałania agresji. W: Rakowski A., Chodała A., Kalina R.M. (red). Sporty ekstremalne w przygotowaniu żołnierzy i formacji antyterrorystycznych. PTNKF Sekcja Kultury Fizycznej w Wojsku, 19–26 (pol).

Harasymowicz, J., & Kalina, R. M. (2007). Godziwa samoobrona – teoretyczne i metodyczne podstawy treningu. Podręcznik dla nauczycieli, studentów, dydaktyków sportów i sztuk walki. Płock, Rzeczpospolita Polska: Wydawnictwo Naukowe NOVUM, Fundacja PMP (pol).

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Jaskólski, E. (2000). Rozwój osobowości i dyspozycyjności ciała w procesie pedagogicznego wykorzystania zasad budo. W: R. M. Kalina, W. Jagiełło (red). Wychowawcze i utylitarne aspekty sportów walki. Warszawa, Rzeczpospolita Polska: AWF, 9–13 (pol).

Kalina, R. M. (1991). Przeciwdziałanie Agresji. Wykorzystanie sportu do zmniejszania agresywności. Warszawa, Rzeczpospolita Polska: PTHP (pol).

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Kalina, R. M. (2000). Teoria sportów walki. Warszawa, Rzeczpospolita Polska: Centralny Ośrodek Sportu (pol).

Kępiński, A. (1992). Lęk. Sagittarius. Kraków, Rzeczpospolita Polska (pol).

Korłowicz, J., Kryński, A., & Niedzwiedzki, W. (1952). Słownik języka polskiego. Warszawa, Rzeczpospolita Polska: PIW (pol).

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Rejman, G. (red.) (1999). Kodeks karny. Część ogólna. Komentarz. Warszawa, Rzeczpospolita Polska: Wydawnictwo C. H. Beck (pol).

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PREJUDICES AND STEREOTYPES IN INTERPERSONAL RELATIONS OF MEMBERS OF INFORMAL GROUPS

Prejudices and stereotypes are present in the lives of each of us. Some of people are not even aware that they have fallen into a trap of stereotypical thinking. This article aims to present theoretical issues related to prejudices and stereotypes, what was done in the first part. There definitions of prejudices and stereotypes were explained. There were shown sources of prejudices and stereotypes, also their functions.

In the second part were shown methodological issues of own researches. For the purpose of article, the goal of research was defined and this goal was getting to know opinions of members of informal groups about prejudices and stereotypes in their relationships with other people. In the following research problems were formulated and research hypotheses were set up. Then research sample was specified. Next step was verification of previously made hypotheses and making a summary of the obtained results of researches.

Key words: stereotypes;  prejudices;  interpersonal relations;  informal groups.

References

Aronson, E. (2008). Człowiek istota społeczna. Warszawa, Rzeczpospolita Polska: Wydawnictwo Naukowe PWN (pol).

Aronson, E., Wilson, T. D., & Alert, R. M. (1997). Psychologia społeczna. Serce i umysł. Poznań, Rzeczpospolita Polska: Wydawnictwo Zysk i S–ka (pol).

Białopiotrowicz, E., & Kojkoł, J. (2010). Stereotypy i uprzedzenia w środowisku studentów Akademii Marynarki Wojennej. Zeszyty naukowe Akademii Marynarki Wojennej, 4, 183 (pol).

Chlewiński, Z. (1992). Stereotypy: struktura, funkcje, geneza. Analiza interdyscyplinarna. W: Stereotypy i uprzedzenia. Z. Chlewiński, & I. Kurcz (red.). Warszawa, Rzeczpospolita Polska: Instytut Psychologii PAM (pol).

Doroszewicz, K. (2004). Czy można osłabić uprzedzenia? W: Wybrane problemy psychologii społecznej. E. Stanisławiak (red.). Warszawa, Rzeczpospolita Polska: Wydawnictwo Wyższej Szkoły Pedagogicznej TWP (pol).

Macrae, C. N., Stangor, Ch., & Hewstone, M. (1999). Stereotypy i uprzedzenia. Najnowsze ujęcie. Gdańsk, Rzeczpospolita Polska: Gdańskie Wydawnictwo Psychologiczne (pol).

Marshall, G. (red.). (2004). Słownik socjologii i nauk społecznych. Warszawa, Rzeczpospolita Polska: Wydawnictwo Naukowe PWN (pol).

Nelson, T. (2003). Psychologia uprzedzeń. Gdańsk, Rzeczpospolita Polska: GWP (pol).

Uprzedzenie. Retrieved from https://pl.wikipedia.org/wiki/Uprzedzenie (pol).

WalterLippmann. Retrieved from https://pl.wikipedia.org/wiki/Walter_Lippmann (pol).

Weigl, B. (2008). Stereotypy i uprzedzenia. W: Psychologia. Podręcznik akademicki. Tom 3. J. Strelau (red.). Gdańsk, Rzeczpospolita Polska: Gdańskie Wydawnictwo Psychologiczne (pol).

Wosińska, W. (2004). Psychologia życia społecznego. Gdańsk, Rzeczpospolita Polska: GWP (pol).

Zimbardo, P. G., & Leippe, M. R. (2004). Psychologia zmiany postaw i wpływu społecznego. Poznań, Rzeczpospolita Polska: Wydawnictwo Zysk i S-ka (pol).

PEDAGOGICAL DIAGNOSIS IN THE ACTIVITIES OF NON-GOVERNMENTAL ORGANIZATIONS

Diagnosis is a difficult process, requiring reliable preparation, knowledge, application skills, understanding and experience. Pedagogical diagnostics is most often connected with such entities as school or psychological and pedagogical counseling centers. Non-governmental organizations are implementing tasks in the field of education, upbringing and social assistance. The diagnosis created by their employees or external entities is also used. In this article, the author pose questions about the functioning of a child at risk of social exclusion in the area of street education. The research involved streetworkers working with the use of a mobile school tool. The information from interviews made it possible to identify the activity of children at risk of social exclusion in specific didactic and psychological areas, as well as the characteristics of the tools used: supervision and the application of «Street S.M.A.R.T».

Key words: pedagogical diagnosis;  school;  non-governmental organization;  mobile school.

References

Bronfenbrenner, U. (1979). The Ecology of Human Development. Expermiments by nature and design. Cambridge, Anglia (eng).

Erikson, E. H. (1997). Dzieciństwo i społeczeństwo. Poznań, Polska (pol).

Górniewicz, E. (2000). Trudności w czytaniu i pisaniu u dzieci. Olsztyn, Polska (pol).

Jarosz, E., & Wysocka, E. (2006). Diagnoza psychopedagogiczna. Podstawowe problemy i rozwiązania. Warszawa, Polska (pol).

Jacyno, M. (1997). Iluzje codzienności: o teorii socjologicznej Pierre’a Bourdieu. Warszawa, Polska (pol).

Korczak, J. (1957). Wybór pism pedagogicznych. Warszawa, Polska (pol).

Lisowska, E. (2003). Wprowadzenie do diagnozowania pedagogicznego. Kielce, Polska (pol).

Mazur, J. (2004). Szkoła i jej otoczenie jako siedlisko i obszar działań profilaktycznych. [w:] Edukacja dla bezpieczeństwa – w rodzinie, pracy i szkole. A. Zduniak, & M. Kryłowicz (red.). Warszawa-Poznań, Polska (pol).

Olczak, A. (2017). Współczesny nauczyciel – wybrane problemy i wyzwania zawodowego funkcjonowania. Rocznik Lubuski. T. 43, cz. I. Polska (pol).

Michel, M. (2014). «Kariera młodych dewiantów», czyli fenomen wykluczania dzieci przedszkolnych, zagrożonych niedostosowaniem społecznym, na wczesnych etapach edukacji. Resocjalizacja Polska, 7 (pol).

Rękosiewicz, M., & Jankowski, P. (2014). Rozwój dziecka. Środkowy wiek szkolny. [w:] Niezbędnik Dobrego Nauczyciela. A. Brzezińska (red.). Warszawa, Polska (pol).

Robinson, K., & Aronica, L. (2015). Kreatywne szkoły. Oddolna rewolucja, która zmienia edukację. Kraków, Polska (pol).

Skałbania, B. (2011). Diagnostyka pedagogiczna. Kraków, Polska: Oficyna Wydawnicza «Impuls» (pol).

Szatkowski, B. (2013). Instrumenty wsparcia rodziny – ujęcie porównawcze rozwiązań przyjętych w Polsce i USA. Państwo i Społeczeństwo, 3 (pol).

Szlendak, T. (2003). Zaniedbana piaskownica. Style wychowania małych dzieci a problem nierówności szans edukacyjnych. Warszawa, Polska (pol).

Stróżyński, K. Wykorzystanie diagnozy edukacyjnej. Retrieved from http://www.ptde.org/pluginfile.php/12/mod_page/content/5/Archiwum/XII/Wykorzystanie_diagnozy_edukacyjnej.pdf (pol).

Fakty o NGO. Sektor pozarzadowy w 2018. Retrieved from http://fakty.ngo.pl/wiadomosc/2174099.html (pol).

Fakty o NGO. Retrieved from https://fakty.ngo.pl  (pol).

CODIFICATION OF MEDICAL LEGISLATION FROM THE POSITION OF DOCTORS’ LEGAL CULTURE IMPROVEMENT IN UKRAINE

The article, being offered, emphasizes the modern conditions of legislation in Ukraine on issues of health care. Presents the doctors survey results about level of their knowledge in the sphere of medical law. 610 respondents from 9 regions of Ukraine took part in the survey. The survey results indicate insufficient of doctors knowledge’s in the sphere of medical law at all stages of vocational training. Were identified difficulties in working with normative legal acts regulating medical practice, in particular due to their number and lack of systematization. Also, it was found that 100% of respondents would like to attend a medical law course, and examine the rights and responsibilities of health professionals, the legal protection of doctors, the legal aspects of the interaction between physicians and patients, health legislation, patients' rights and responsibilities. Was made the analysis of legal relations between entities in the sphere of health care as to issues, related to indemnification of harm, caused by handicap, other health injury or death of natural person in terms of Civil Code of Ukraine and practice of civil law proceeding. Article justifies the expediency of creating the Medical Code of Ukraine, that will systematize of national legislation in the sphere of health care through its codification and establishment of basic document – Medical Code of Ukraine – will assist to improvement in level of legal culture at doctors, improvement in their positive responsibility, consolidation of moral ethical values and high professional landmarks among medical men that will assist to improvement in quality of rendering the medical aid to population for reinforcement and preservation of the highest social value – human life and health.

Key words: codification of medical legislation; medical law;legal culture of doctors.

References

Bolotina, N. B. (1999). Medychne pravo u systemi prava Ukrayiny [Medical law in the system of law of Ukraine]. Pravo Ukrayiny, 7, 116–121 (ukr).

Boulevets, S. B. (2016). Cyvilni pravovidnosyny, shho vynykayut u sferi zdijsnennya medychnoyi diyalnosti: teoretychni ta praktychni problemy [Civillegalrelatins, whichariseinthefieldofmedicalactivity: theoreticalandpracticalproblems]. Doctor’s thesis(ukr).

Gladun, Z. S. (2007). Administratyvno-pravove regulyuvannya okhorony zdorov'ya naselennya v Ukrayini: monografia [Administrative and legal regulation of public health in Ukraine: monograph].Kyiv, Ukraine: Yurinkom Inter (ukr).

Zakon Ukrayiny «Osnovy zakonodavstva Ukrayiny pro okhorony zdorov'ya» [Law of Ukraine «Fundamentals of Ukrainian Health Law»] dated 19.11.1992 № 2801-XII. Retrieved from http://zakon5.rada.gov.ua/laws/show/2801-12 (ukr).

Zakon Ukrayiny «Pro zagalnoobov'yazkove derzhavne socialne strakhuvannya» [Law of Ukraine «On Compulsory State Social Insurance»] dated September 23, 1999, No. 1105-XIV. Retrieved from http://zakon3.rada.gov.ua/laws/show/1105-14 (ukr).

Zakon Ukrayiny «Pro zapobigannya zakhvoryuvannyu na syndrom nabutogo imunodeficytu (SNID) ta socialnyj zakhyst naselennya» [Law of Ukraine «On Prevention of Acquired Immune Deficiency Syndrome (AIDS) and Social Protection of the Population»] dated 23.12.2010 № 2861-VI. Retrieved from http://zakon0.rada.gov.ua/laws/show/2861-17 (ukr).

Zakon Ukrayiny «Pro zakhyst naselennya vid infekcijnykh khvorob» [Law of Ukraine «On Protection of the Population against Infectious Diseases»] dated 06.04.2000 No. 1645-III Retrieved from http://zakon2.rada.gov.ua/laws/show/1645-14 (ukr).

Zakon Ukrayiny «Pro zakhyst prav spozhyvachiv» [Law of Ukraine «On Protection of Consumer Rights»] dated May 12, 1991 No. 1023-XII. Retrieved from http://zakon5.rada.gov.ua/laws/show/1023-12 (ukr).

Zakon Ukrayiny «Pro likarski zasoby» [Law of Ukraine «On Medicines»] dated 04.04.1996 № 123/96-ВР. Retrieved from http://zakon3.rada.gov.ua/laws/show/123/96-%D0%B2%D1%80 (ukr).

Zakon Ukrayiny «Pro obig v Ukrayini narkotychnykh zasobiv, psykhоtropnykh rechovyn i prekursoriv» [Law of Ukraine «On the circulation of narcotic drugs, psychotropic substances and precursors in Ukraine»] dated 08.07.1999 No. 863-XIV. Retrieved from  http://zakon2.rada.gov.ua/laws/show/863-14 (ukr).

Zakon Ukrayiny «Pro okhoronu dytynstva» [Law of Ukraine «On the Protection of Childhood»] dated 26.04. 2001 No. 2402-III. Retrieved from http://zakon0.rada.gov.ua/laws/show/2402-14 (ukr).

Zakon Ukrayiny «Pro protydiiu zakhvoriuvannia na tuberkul'oz» [Law of Ukraine «On the Counteraction of TB»] dated 25.07.2001 No. 2586-III. Retrieved from http://zakon5.rada.gov.ua/laws/show/2586-14  (ukr).

Zakon Ukrayiny «Pro protydiyu poshyrennyu khvorob, zumovlenykh virusom imunodeficyty lyudyny (VIL), ta pravovyj i socialnyj zakhyst lyudej, yaki zhyvut z VIL» [Law of Ukraine «On the response to the spread of human-induced human immunodeficiency virus (HIV) diseases and legal and social protection of people living with HIV»] dated 12.12.1991, No. 1972-XII. Retrieved from  http://zakon2.rada.gov.ua/laws/show/1972-12 (ukr).

Zakon Ukrayiny «Pro psykhiatrychnu dopomogu» [Law of Ukraine «On Psychiatric Aid»] dated 22.02.2000 No. 1489-III. Retrieved from http://zakon0.rada.gov.ua/laws/show/1489-14  (ukr).

Zakon Ukrayiny «Pro strakhuvannya» [Law of Ukraine «On Insurance»] dated March 7, 1996 No. 85/96-ВР. Retrieved from http://zakon5.rada.gov.ua/laws/show/85/96-%D0%B2%D1%80 (ukr).

Code of Ukraine on Administrative Offenses dated 18.12.1984 Retrieved from http://zakon2.rada.gov.ua/laws/show/80731-10 (ukr).

The Constitution of Ukraine dated 28.06.1996 No. 254k / 96-ВР. Retrieved from http://zakon5.rada.gov.ua/laws/show/254%D0%BA/96-%D0%B2%D1%80 (ukr).

The Criminal Code of Ukraine dated 05.04.2001 № 2341-III. Retrieved from http://zakon2.rada.gov.ua/laws/show/2341-14 (ukr).

Maidanek, R. A. (2013). Zakonodavstvo Ukrainy v sferi okhorony zdorov'ia: systema i systematyzatsiia [Ukrainian Health Legislation: System and Systematization]. Medical law, 2 (12), 63–74 (ukr).

Sysoieva, S. O. (2006). Osnovy pedagohichnoyi tvorchosti: pidruchnyk [Grounds of pedagogical creativity: a textbook]. Kyiv, Ukraine. Millenium Publ. (ukr).

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Stetsenko, C. G. (2008). Medychne pravo Ukrainy [Medical Law of Ukraine]. Kyiv, Ukraine: All-Ukrainian Association of Publishers «Legal Unity» (ukr).

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THEORY-METHODOLOGICAL BASES OF GENERAL SECONDARY EDUCATION DEVELOPMENT PROGNOSTICATION

In the article, based on the analysis of the system of means of scientific cognition and critical understanding of the features of pedagogical prognostication as a specific type of scientific research and form of concretization of scientific prognostication, the results of pedagogical knowledge systematization prognostication highlighted. In the research format the ideas, theories, positions, patterns and principles that reflect the features of the object and subject of research scientifically interpreted.

It was clarified that the development of theoretical principles for forecasting the development of general secondary education is connected with solving problems of educational and pedagogical prognostication as a branch of pedagogical science and using an interdisciplinary approach to substantiating the strategy of its development; signs of the scientific process and the result of forecasting the development of general secondary education is the nature of purpose-setting, the distinction of a special object of forecasting, the use of his means of knowledge, the uniqueness of terms and concepts; for the construction of the conceptual image of a certain element of science (in the research format - the conceptual image of the institution of education), in addition to imperative arguments and emotional arguments, it is necessary to reveal and substantiate the main characteristics of pedagogical forecasting.

The links between studied pedagogical phenomena and processes reflected in the points of the Prediction Concept of General Secondary Education Development, program of the cyclical seminar «Theoretical and methodological fundamentals of preparing subjects of educational activity for the development of forecasts». This will facilitate the formation in subjects of government core, system-making views on the prospects for the development of general secondary education.

Key words: prognostication, development, general secondary education. 

References

Gershunskij, B. S. (1986). Pedagogicheskaja prognostika : metodologija, teorija, praktika [Pedagogical prognostic: methodology, theory, practice]. Kiev, USSR: Vishha shkola (rus).

Ghoncharenko, S. U. (2010). Pedaghoghichnidoslidzhennja: metodologhichniporadymolodymnaukovcjam [Pedagogicalresearch: methodologicaladviceforyoungscientists]. Kyiv- Vinnytsia, Ukraine: «Planer» (ukr).

Demchuk, V. S. (2007). Osnovyosvitnjoghomenedzhmentu : posibnyk [Fundamentals of Educational Management: A Guide]. Kyiv, Ukraine: Lenvit (ukr).

Kremenja,V.Gh. (Ed.). (2008). Encyklopedija osvity [Encyclopedia of Education]. Kyiv, Ukraine: Jurinkom Inter (ukr).

Korshunov, A. M., & Mantatov, V. V. (1988). Dialektika social'nogo poznanija : posіbnik [Dialectics of Social Cognition: A Guide]. Moscow, USSR (rus).

Kraevskij, V. V. (2006). Metodologija pedagogiki: novyj etap: ucheb. posobie[Methodology of pedagogy: a new stage]. Moscow, Russian Federation: Akademija (rus).

Lednev, V. S. (1989). Soderzhanie obrazovanija: ucheb. posobie [Educational content]. Moscow, USSR: Vysshaja shkola (rus).

Lisichkin, V. A. (1972). Teorija i praktika prognostiki. Metodologicheskie aspekty : posіbnik [Theory and practice of prognostics. Methodological aspects: a textbook]. Moscow, USSR: Nauka (rus).

Nikitina, L. E. (Ed.). (2009). Pedagogicheskoe prognozirovanie: nauchno-metodicheskoe posobie [Pedagogical forecasting: a scientific and methodological manual]. Moscow, Russian Federation: NOU VPO Moskovskij psihologo-social'nyj institute (rus).

Novyj tlumachnyj slovnyk ukrajinsjkoji movy u trjokh tomakh[New explanatory dictionary of the Ukrainian language in three volumes] (2008). 3-j tom P-Ja. Kyiv, Ukraine: Akont (ukr).

Onyshhuk, L. A. (2016). Koncepcija proghnozuvannja rozvytku zaghaljnoji serednjoji osvity [Concept of forecasting development of general secondary education]. Kyiv, Ukraine (ukr).

Sysoieva, S. O. (2012). Sfera osvity iak ob'iekt doslidzhennia [The field of education as an object of research]. Osvitolohiya, 1. 22–29 (ukr).

Tokovenko, A. S. (1994). Jevoljucionnaja jepistemologija. Stanovlenie novoj filosofskoj paradigmy [Evolutionary epistemology. The formation of a new philosophical paradigm]. Dnepropetrovsk, Ukraine (rus).

Fejerabend, P. (1986). Izbrannye trudy po istorii nauki [Selected Works on the History of Science]. Moscow, USSR (rus).

HIGHER EDUCATION QUALITY MANAGEMENT SYSTEM: A METHODOLOGICAL ASPECT 

The article highlights the methodological basis of the higher education quality management system. The problems of quality management in modern scientific research have been revealed. The analysis of the competitive advantages of priorities in the industry and the provision of services in the field of higher education has been carried out. The comprehensive quality management (TQM) as a methodological basis for the quality of higher education has been analyzed in detail. The main tasks that TQM should solve, a set of methodological tools that should accompany it, and its basic principles have been covered.

The components of the overall quality management have been considered in the context of the synergetic approach. The relevance of the Deming cycle to the functioning of the quality management system of higher education has been proved. The principles of the use of the Deming cycle and the peculiarities of its implementation in the quality management system in the field of higher education have been presented. It has been proved that the application of the basic principles and components of the overall quality management (TCM) to the development of the quality management system of higher education, in particular through the introduction of innovations into the educational process, enables a continuous quality planning, quality management, a continuous quality control and its improvement in the field of higher education.

The higher education quality management system has been highlighted in the context of the concept and main provisions of the systemic and synergistic approaches. It has been proved that the interpretation of the quality management system as an open, non-linear system capable of self-organization, leads to the advantages of TQM over traditional quality management. A comparative analysis of the open system of quality management based on TQM and the traditional quality management system of higher education has been done.

It has been proved that the practical implementation of the quality management system will positively affect the organizational, market and financial strategy for the formation of long-term competitive advantages in the field of higher education.

Key words: quality management system;  general quality management;  system approach;  synergetic approach.

References

Hinzburh, M. D., Kovalenko, S. Ye., & Kliun, A. M. (2016). Standarty na systemy keruvannia: mizhnarodnyj ta ievropejs'kyj dosvid i joho zaprovadzhennia v Ukraini [Standards for control systems: international and European experience and its implementation in Ukraine]. Standartyzatsiia. Sertyfikatsiia. Yakist', 1, 7–16 (ukr).

Chejz, R. B., Ekvylajn, N. D., & Yakobs, R. F. (2001). Proyzvodstvennyj y operatsyonnyj menedzhment [Production and Operations Management]; per. s anhl. 8-e yzd. Moscow, Russian Federation: Yzdatel'skyj dom «Vyl'iams» (rus).

Sysoieva, S. O., & Sokolova, I. V. (2016). Teoriia i praktyka vyschoi osvity: navch. posibnyk [Theory and Practice of Higher Education]. Kyiv– Mariupol (ukr).

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Lisova, S. V. (2015). Problema zabezpechennia iakosti vyschoi osvity z pozytsij systemnoho pidkhodu [The problem of ensuring the quality of higher education from the point of view of the system approach]. Profesijna pedahohichna osvita: systemni doslidzhennia : monohrafiia. Zhytomyr, Ukraine: Vyd-vo ZhDU im. I. Franka, 160–172 (ukr).

INTERNAL QUALITY ASSURANCE SYSTEM OF HIGHER EDUCATION: EXPERIENCE OF THE REPUBLIC OF POLAND 

The article analyzes the higher education institutions activities of the Republic of Poland in order to identify the perspective directions of the use of Polish experience in quality assurance in Ukraine. In particular, the activities of Maria Curie-Skłodowska University, Lublin University of Technology, University of Warmia and Mazury and the University of Rzeszow concerning the quality of education have been analyzed. The main methodological issue of the research is in what extent and in what forms it is possible and appropriate to use in the domestic educational system the achievements of modern Polish experience in creating internal quality assurance system of higher education.

It is concluded, that perspective directions of the use of Polish experience in Ukraine are: conceptual (defining goals and strategies for quality assurance in higher education, taking into account best educational practices, as well as Standards and Guidelines for Quality Assurance in the European Higher Education Area); normative-legal (creation of internal normative-legal documents concerning quality assurance in higher education); organizational (creation of a procedure for quality assurance at the university, the mandatory components of which are: reporting, control and monitoring).

Quality assurance in higher education is a continuous, systematic and multifaceted process. For Ukraine, at this stage, it is fundamentally important that the National Agency for the Quality Assurance in Higher Education commenced its activity, since the formal existence of this Agency makes it impossible to certify the systems of internal quality assurance of higher education institutions, as well as the introduction of institutional accreditation and self-accreditation of programs.

The ultimate goal is to create conditions for building a quality culture, which consists of cultural and psychological aspects, and management structures.

Key words: quality of education;  quality of higher education;  internal quality assurance system of higher education.

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Wewnętrzny System Zapewnienia Jakości Kształcenia / Uniwersytet Rzeszowski. Retrieved from http://www.ur.edu.pl/ksztalcenie/jakosc-ksztalcenia/wewnetrzny-system-ds-zapewnienia-jakosci-ksztalcenia (pol). 

Zakharova Valeriia,
ORCID ID 0000-0002-8863-2373, 
Teacher at Foreign Languages’ Department, Bogomolets National Medical University, 13 T. Shevchenko Blvd., 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.  

THE STRUCTURE OF FUTURE DENTISTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE 

The article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their level.

Key words: communication;  dialogue among cultures; discourse;  grammar;  foreignlanguagecompetence; phonetics;  vocabulary.

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