Suchergebnisse

Relevance of the problem: The concept of lifelong learning is the leading educational and political strategy of the advanced countries around the world. Attracting adults into training helps to cope with life crises, enhances their well-being and health, contributes to their personal development, social activity, and cultural growth. This eventually determines the economic and social well-being of the entire society. But in Ukraine the implementation of this model is not fully effective, which fact entails a scientific discussion.Aim: to analyze the ways of introducing adult education in Ukraine and in the world; to determine the ways of forming professional and life competencies in the qualified psychological community.Methods: analysis of documentation that governs the implementation of the lifelong learning concept in the European Union and in Ukraine; a written survey of psychologists (131 persons with professional experience of 3 to 35 years) concerning specific ways of expanding and deepening of competencies; content analysis, frequency analysis, phenomenological method.Research results. The main mission of the lifelong learning is the expansion and renewal of life prospects in the framework of the transformational social environment. The leading role in these processes belongs to the individuals themselves: their cognitive activity, responsibility for building their own life paths, the ability to learn. Governmental and public institutions create opportunities for education in various forms that are tailored to individual interests and capabilities. In Ukraine, similarly to other countries, adult learning is actively taking place in formal, informal, and independent education, but the form and content, the theoretical and normative substantiation is considerably lagging behind the experience of the advanced countries.The survey of psychologists has demonstrated a steady need for a lifelong learning, which has a professional specificity according to the field of activity. Further education has a beneficial effect on professional career, as well as on psychological well-being and social processes. However, cognitive activity is occurring in a spontaneous, not in a planned way; it is difficult for professionals to find educational offers meeting their needs.Keywords: lifelong learning, adult education, educational activity, ability to study, competence, professional development of psychologists ; Актуальність проблеми: Концепція livelong learning – провідна освітньо-політична стратегія розвинених країн світу. Залучення дорослих людей в навчання допомагає впоратись із життєвими кризами, покращує добробут та здоров'я, сприяє особистісному розвиткові, громадській активності, культурному росту. В кінцевому рахунку, це визначає економічне та соціальне благополуччя всього суспільства. Але в Україні впровадження цієї моделі відбувається не в повну силу, що зумовлює потребу в науковій дискусії.Мета: проаналізувати шляхи впровадження освіти дорослих в Україні та світі; визначити шляхи формування професійних та життєвих компетенцій у фаховій психологічній спільноті.Методи: аналіз документації, що регулюють впровадження концепції livelong learning в Європейському союзі та в Україні; письмове опитування психологів (131 особа зі стажем професійної діяльності 3-35 років) щодо конкретних способів розширення та поглиблення компетенцій; контент-аналіз, частотний аналіз, феноменологічний метод.Результати дослідження. Головна місія освіти впродовж життя – розширення й оновлення життєвих перспектив в умовах трансформаційного соціального середовища. Провідна роль в цих процесах належить самій людині: її пізнавальній активності, відповідальності за побудову власного життєвого шляху, вмінню навчатися. Державні та громадські інститути створюють можливості для отримання освіти в різних формах, що відповідають індивідуальним інтересам та можливостям. В Україні, як і в інших країнах, навчання дорослих активно відбувається у сферах формальної, неформальної та самостійної освіти, але формою та змістом, теоретичним та нормативним обґрунтуванням сильно відстає від досвіду розвинених країн. Опитування психологів продемонструвало стійку потребу у навчанні протягом всього життя, що має професійну специфіку відповідно до сфери діяльності. Додаткова освіта позитивно впливає на професійну кар'єру, а також на психологічне благополуччя та соціальні процеси. Проте пізнавальна діяльність відбувається спонтанно, не сплановано; фахівцям складно знайти освітні пропозиції, що відповідають їхнім потребам. Ключові слова: навчання протягом всього життя, освіта дорослих, навчальна діяльність, вміння вчитися, компетентність, професійний розвиток психологів.

The historical aspect and the essence of the term of readiness for work as a special mental state; a necessary and extremely important component of a successful professional life of a person is studied in the article. Readiness for a certain phenomenon helps person to adapt more quickly and to fulfill his duties more successfully. It contributes to the development of personality. The author points out that an analysis of the problem of readiness shows that the genesis of this concept is related to the development and understanding of the concept of "psychological

readiness for work". It can be defined as permanent (as a result of labor education) or temporary (as a result of psychological training or psychological mobilization during this period) mental condition, which is caused due to the need for work.

The question of the readiness of a specialist for professional activity is studied within such sciences as: psychology, pedagogy, philosophy. The author's determination of readiness is formulated during the conduction of the research. The author proposes to understand the readiness as a complex integrative formation, characterizing a particular mental state. It is a necessary and essential component of a successful professional life of the individual. It helps a person to adapt more quickly, to fulfill his professional duties more successfully; it promotes professional development of a specialist. Readiness includes not only professional characteristics and skills, but either personal trait.

The conclusion is made that since readiness is a dynamic value, it means that its course is determined by age, by learning experience, individual abilities of the person and so on. The author summarizes the importance of the development of psychological readiness for work during the formation of the personality of a modern specialist. It is emphasized that professional readiness cannot be the same as a subjective professional readiness.

According to the modern scientific researches the author distinguishes particular levels of professional readiness, such as: high (autonomy in setting and solving new tasks, adequacy of assessment and self-assessment of professionally important qualities, ability to effectively solve problems during time deficit, etc.); average (average level of expression of the mentioned qualities); and low (inability to set and solve complex problems independently, inadequate assessment and self-assessment of professionally important features, etc.

The article deals with the problem of improving the content of professional training of military personnel in the context of key ideas and directions of development of the system of lifelong learning in Ukraine. It is revealed that the key requirement of systematic updating of the training of military personnel is to ensure the lifelong learning. It is shown that the introduction of the concept of lifelong learning in training of military personnel is organically combined with the implementation of humanitarian policy in military activity. It is established that an important component of the development of modern military education in the context of the concept of lifelong learning is the socio-humanitarian component. The problem of socio-humanitarian context of education and vocational training at several levels is considered: philosophical, general scientific and concrete scientific. At the level of philosophical analysis, education is regarded as a socio-cultural phenomenon, a particular socio-humanitarian sphere of human life. At the level of scientific analysis, education is regarded as a complex social system that provides for the implementation of educational activities. At the level of specific scientific analysis of the educational process, the socio-humanitarian component is considered as one of the components of the content of education, represented by a set of disciplines of socio-humanitarian direction. It is shown that the content of socio-humanitarian training of military education can vary significantly depending on its level and direction. The features of socio-humanitarian training of military specialists are considered at the levels of initial military training of youth, professional military training, higher education of military specialists, advanced training and retraining of officers. ; овки військових кадрів у контексті ключових ідей і напрямків розвитку системи безперервної освіти в Україні. Виявлено, що ключовою вимогою системного оновлення процесу підготовки військових кадрів визначається забезпечення безперервності підготовки. Показано, що запровадження концепції безперервної освіти у підготовку військових кадрів органічно поєднано із реалізацією гуманітарної політики у військовій діяльності. Установлено, що важливим компонентом розвитку сучасної військової освіти у контексті концепції безперервної освіти є соціогуманітарний компонент. Розглянуто проблему соціогуманітарного контексту освіти та професійної підготовки на кількох рівнях: філософському, загальнонауковому та конкретнонауковому. На рівні філософського аналізу освіта розглядається як соціокультурний феномен, особлива соціогуманітарна сфера людського життя. На рівні загальнонаукового аналізу освіта розглядається як складна соціальна система, що забезпечує реалізацію освітньої діяльності. На рівні конкретнонаукового аналізу освітнього процесу соціогуманітарний компонент розглядається як один з складників змісту освіти, що представлений набором дисциплін соціогуманітарного спрямування. Показано, що зміст соціогуманітарної підготовки військової освіти може суттєво відрізнятися в залежності від її рівня та напрямку. Розглянуто особливості соціогуманітарної підготовки військових фахівців на рівні початкової військової підготовки молоді, професійної військової підготовки, вищої освіти військових фахівців, підвищення кваліфікації та перепідготовки офіцерських кадрів.

The article is devoted to the problem of motivation development to achieve success in the professional training of future specialists. The market relations development takes place in conditions of economic and political instability, so the activities of employees of industrial enterprises are filled with a significant number of stressful, non-standard situations that require high professionalism and flexibility. It is revealed the concept of motivation and motivation to succeed future professionals in a particular type of professional activity based on the analysis of psychological and pedagogical literature. It is also determined that the motivation to succeed in future professionals training, scientists define as a set of psychological processes and states that guide human behavior, underline human activity and mental functioning, determine a particular direction of human behavior, its trajectory, the result of which is life satisfaction and impetus for further action that contributes to the goal of self-realization in the formation of professional self-awareness, which includes self-knowledge, self-esteem, self-control, self-programming for success. They are motivated to succeed and have a high willingness to take risks, less likely to get into awkward situations than other professionals who have a high willingness to take risks, but the high motivation to avoid failures (protection) and vice versa. One of the aspects of training is the formation of their motivation to succeed in a particular type of professional activity. Individual characteristics of a person are the need for achievement, propensity for creativity, the ability to take reasonable risks, the need for independence. Based on the above material, we can conclude that the development of the motivational sphere is an important factor in training economic professionals for management, as it determines their higher level of activity and positive attitude to learning, the need to create pedagogical conditions to motivate success in professional training of future specialists. ; Розглянуто проблему формування мотивації досягнення успіху у професійній підготовці майбутніх фахівців. На основі аналізу психолого-педагогічної літератури розкрито поняття мотивації та мотивації досягнення успіху майбутніх фахівців у певному виді професійної діяльності та встановлено, що мотивацію досягнення успіху в професійній підготовці майбутніх фахівців учені визначають як сукупність психологічних процесів і станів, які спрямовують поведінку людини, лежать в основі активності людини та її психічного функціонування, визначають той чи інший напрям людської поведінки, її траєкторію, результатом якого є задоволеність життям і поштовх для подальших дій, що сприяють меті самореалізації. Одним із аспектів підготовки фахівців є формування у них мотивації успіху в певному виді професійної діяльності. Зроблено висновок про необхідність створення педагогічних умов для мотивації досягнення успіху у професійній підготовці майбутніх фахівців.

The article is devoted to the problem of motivation development to achieve success in the professional training of future specialists. The market relations development takes place in conditions of economic and political instability, so the activities of employees of industrial enterprises are filled with a significant number of stressful, non-standard situations that require high professionalism and flexibility. It is revealed the concept of motivation and motivation to succeed future professionals in a particular type of professional activity based on the analysis of psychological and pedagogical literature. It is also determined that the motivation to succeed in future professionals training, scientists define as a set of psychological processes and states that guide human behavior, underline human activity and mental functioning, determine a particular direction of human behavior, its trajectory, the result of which is life satisfaction and impetus for further action that contributes to the goal of self-realization in the formation of professional self-awareness, which includes self-knowledge, self-esteem, self-control, self-programming for success. They are motivated to succeed and have a high willingness to take risks, less likely to get into awkward situations than other professionals who have a high willingness to take risks, but the high motivation to avoid failures (protection) and vice versa. One of the aspects of training is the formation of their motivation to succeed in a particular type of professional activity. Individual characteristics of a person are the need for achievement, propensity for creativity, the ability to take reasonable risks, the need for independence. Based on the above material, we can conclude that the development of the motivational sphere is an important factor in training economic professionals for management, as it determines their higher level of activity and positive attitude to learning, the need to create pedagogical conditions to motivate success in professional training of future specialists. ; Розглянуто проблему формування мотивації досягнення успіху у професійній підготовці майбутніх фахівців. На основі аналізу психолого-педагогічної літератури розкрито поняття мотивації та мотивації досягнення успіху майбутніх фахівців у певному виді професійної діяльності та встановлено, що мотивацію досягнення успіху в професійній підготовці майбутніх фахівців учені визначають як сукупність психологічних процесів і станів, які спрямовують поведінку людини, лежать в основі активності людини та її психічного функціонування, визначають той чи інший напрям людської поведінки, її траєкторію, результатом якого є задоволеність життям і поштовх для подальших дій, що сприяють меті самореалізації. Одним із аспектів підготовки фахівців є формування у них мотивації успіху в певному виді професійної діяльності. Зроблено висновок про необхідність створення педагогічних умов для мотивації досягнення успіху у професійній підготовці майбутніх фахівців.

In the current difficult socio-political situation of challenges, threats and at the same time great prospects for development, cardinal changes in politics, economy, social sphere, priority tasks of social progress, along with ensuring their sovereignty and territorial integrity, search for ways to integrate into the European and Euro-Atlantic communities that there is need to define a new education strategy as a multi-component and multi-vector system, which to a large extent shapes the future development of the Ukrainian state. Today, among the educational directions, spiritual and moral education is one of the most relevant, as a pivotal and fundamental, which meets both modern requirements and challenges, and lays the ground for the formation of the consciousness of the present and future generations. The article focuses on the value orientations necessary for the successful professional activities of a teacher in the field of preschool education. The fundamental, in the author's opinion, is the spiritual and moral component of the value potential of the teacher, the foundation of which is the Christian virtues. An analysis of the latest research in this area is presented

The article substantiates the content of the organizational and methodical system of forming the professional and personal experience of a specialist in the art of music in the process of continuous professional training. It was emphasized that the developed organizational and methodical system accumulates: motivational-purposeful, methodological-conceptual, procedural-content, operational-activity and evaluation and productive components. It is proved that the effectiveness of forming the professional and personal experience of the future teacher-musician provides pedagogical conditions that reflect the set of possibilities of the influence of the innovative information and creative educational environment, the prevalence of technologies of problem learning, interdisciplinary integration in the content of the process of formation of professional and personal experience of music art specialists, and It also provides for the introduction of pedagogical technologies for self-actualization of experience in the process of professional practice. The formation of professional and personal experience of the future professionals is considered as a scientifically founded system of subject-object interaction based on the principle of a personal approach; it is informationally saturated by content, individualized by form, intensive in times, aims at formation of a notional paradigm of the personality of the teacher of music. The purpose of education is to improve the scope and development of continuous system of pedagogic education, which will provide the formation of the teaching staff able to carry out its professional activities according to the democratic and humanistic principles, and implement the education policy as a priority function of the state, aimed at development and self-actualization of the individual, to meet its educational, spiritual and cultural needs, and the need to be competitive in the job market based on the national heritage of global importance and established European traditions. For development ...

In the article the role and place of modern posadovh of local governments in the development of rural communities. The necessity of creating a system of training and professional development of rural councils. Directions to this problem.

The article is devoted to the analysis of the subjects and legal consequences of professional pathology. The article deals with the legal consequences of recognition of professional pathology. The rights of subjects of professional pathology have been listed. They are identified as the principal participant in the occupational pathology relationship of an employee who, as a result of his or her professional activity, has suffered a deterioration in health or illness. The main subjects of occupational pathology, the author refers to a sick employee and employer. The author includes the following subjects of occupational pathology: specialized professional pathological treatment-and-prophylactic institution; medical expert commission; state sanitary and epidemiological service; commission to investigate the causes of occupational disease; Occupational Accident and Occupational Disease Insurance Fund; the primary organization of the trade union or an employee authorized by the employees; representatives of other bodies as needed. It is stated that the main duty of the employer in the field of pathology is to ensure that the harmful effect of the work process on the health of the employee is reduced and the level of probability of his / her occupational disease. The procedure for the establishment and functioning of the commission for the investigation of the causes of occupational disease is disclosed. The scientific article states that in addition to the employee, legal consequences also arise for the employer. First of all, they will manifest themselves in the need to eliminate the reasons that led to the pathology. If this is not possible, the employer should make every effort to reduce the likelihood of occupational disease in other workers. If it is proven that an occupational disease has occurred due to a breach of production and labor standards or standards, the employer may be subject to administrative or criminal liability. The legislation of Ukraine stipulates that a person who has received a professional ...

The article is devoted to the study of the problem of professional development in foreign countries and is aimed at determining the factors ensuring the effectiveness of professional development of teachers on the basis of analysis of a number of research projects. The research methods of analysis and generalization of the data of psychological-pedagogical and information sources as well as the comparative method and method of systematization of ideas, conclusions and recommendations on the problem of research were applied in the course of the study. The terms used for the analysis of the problem of professional development in foreign research, the purposes of professional development of teachers, typical types of professional development of teachers are highlighted. The research projects and surveys on teacher professional development issues carried out within the European Union and covering other countries are characterized. The study has proved that research projects and surveys are conducted in order to ensure education quality and develop common policy in the sphere of teachers' professional development. On the basis of the analysis and generalization of the research and survey data the factors influencing the effectiveness of continuing teacher professional learning and development have been determined: teachers' attitudes to training (depending on their age, gender, term of service, level of qualification, type of school, country), their viewpoints on the aspects, training in which they need; issues that teachers identify as most important to them in terms of professional development ("shortage" of skills caused by the changes in the educational process due to ICT, teaching students with special needs, learning in a multilingual / multicultural environment); aspects that provide for the significance of the proposed types of professional development programmes (combination of theoretical and practical training, opportunities for cooperation and interaction with colleagues, compliance with the needs of teachers); motivational factors that encourage teachers to participate in a variety of in-service training types (financial incentives, promotion) and those that hinder or complicate teachers' participation in such activities (workload, busy schedule, lack of support from the administration). ; Статтю присвячено вивченню проблеми підвищення кваліфікації учительських кадрів у зарубіжних країнах і визначенню актуальних чинників забезпечення ефективності підвищення кваліфікації педагогічних працівників на основі аналізу даних низки дослідницьких проєктів. У ході дослідження використовувались методи аналізу й узагальнення даних психолого-педагогічних, інформаційних джерел; порівняння й систематизації ідей, висновків, рекомендацій із окресленої проблеми. Представлено термінологічний апарат, що використовується при аналізі проблеми підвищення кваліфікації у зарубіжних дослідженнях, цілі професійного розвитку вчителів, типові види підвищення кваліфікації вчителів. Схарактеризовано дослідницькі проєкти, проведені у рамках Європейського Союзу і за його межами щодо забезпечення ефективного підвищення кваліфікації вчителів. Встановлено, що дослідження проводяться з метою забезпечення якісної освіти і відпрацювання спільної політики у цій сфері. На основі вивчення даних міжнародних досліджень визначено чинники, що впливають на ефективність організації підвищення кваліфікації вчителів, а саме: ставлення вчителів до підвищення кваліфікації (в залежності від віку, статі, стажу роботи, рівня кваліфікації, типу школи, країни), визначення ними аспектів професійної підготовки, яких вони потребують; питання, які вчителі визначають як найбільш важливі для них з точки зору професійного розвитку («дефіцит» умінь і навичок, що відображають зміни в освітньому процесі, пов'язані з ІКТ, навчання учнів з особливими потребами, навчання в умовах багатомовності/ полікультурності); чинники, що характеризують значущість пропонованих видів та програм підвищення кваліфікації (поєднання теоретичної і практичної підготовки, можливості співпраці та взаємодії з колегами, відповідність потребам вчителів); мотиваційні фактори, що заохочують учителів брати участь у розмаїтті видів підвищення кваліфікації (матеріальне стимулювання, посадове просування) і ті, що перешкоджають чи ускладнюють участь учителів у таких заходах (навчальне навантаження, насичений розклад занять, відсутність підтримки з боку адміністрації).

Мета статті – аналіз постійного підвищення кваліфікації представників актуарної професії в Канаді з огляду на міжнародний стандарт, розроблений МАА. За допомогою методу компаративного аналізу в ході дослідження було встановлено, що, на відміну від представників більшості професій, діяльність актуаріїв з професійного розвитку є чітко структурованою та розглядається як необхідна умова здійснення професійної діяльності, реалізується відповідно до принципів практичної значущості, індивідуального підходу, гласності та системності. Практичне значення розвідки полягає в можливості використання прогресивних ідей міжнародного, зарубіжного досвіду для підтримання належного рівня професіоналізму вітчизняних актуаріїв. ; The aim of the research is to analyze continuing education requirements for Canadian actuaries in terms of the standards elaborated and set by The International Actuarial Association. The research methods are the analysis and synthesis of pedagogical knowledge and comparative approach. The research results consist in the following. Having analyzed the CIA qualification standard, we may conclude that it complies with the IAA Guidelines on Continuing Professional Development to a great extent. Lifelong learning addresses a wide range of skills that are necessary for actuaries to ensure competency in the areas where they perform professional services such as technical, management, business and communication skills. The main aim is to stay abreast of all developments in rapidly changing actuarial science and business environment. However, it is a personal obligation of an actuary to develop and adhere to a CPD program as each practitioner is free to choose what activity to devote time to depending on an area of expertise. The Qualification standard also prescribes how much CPD should be undertaken at a minimum for the period of two years, all activities are divided into structured and unstructured. Considering the role of the CIA as a CPD provider, we may reach a conclusion that apart from setting requirements for continuing professional development the functions of the professional body can be summarized as follows. It is focused on facilitating continuing education of actuaries by organizing and offering seminars, webcasts and meetings, suggesting resources that are useful for gauging knowledge and skills for requirements of job tasks and its core responsibility is also monitoring whether its members conform to the existing CPD norms. The practical value of our research consists in the possibility to apply the best practices of CPD investigated and described in the paper to continuing learning of Ukrainian actuaries. Nowadays, Ukrainian specialists who major in actuarial science don't have any legislative framework or qualification standards covering CPD yet. However, taking into account the fact that the actuarial education is currently being established in Ukraine and the first specialists graduated from the corresponding master`s degree program in 2012, the need for elaborating guidelines on continuing professional development for actuaries will definitely arise, it's just a matter of time. Therefore, research regarding elaboration of Ukrainian qualification standards of CPD is a very topical issue and might be of interest for further investigation.

The article is devoted to the coverage and analysis of the views of foreign and domestic scholars and the main provisions of competence as a structural component of foreign language communicative competence. The essence of communicative concepts in the context of mastering foreign languages is revealed. The analysis and comparison of the structure and definition of communicative competence between researches is carried out. The article describes the concept of "communicative competence", as well as its structure. The species proposed by both foreign and domestic researchers are highlighted. An analysis of the concept of "communication strategy". The structure and concept of foreign language communicative competence as a set of knowledge, skills and abilities used during professional activity are analyzed. This aspect is also taken into account for self-education and development in this case of future professionals. The main purpose of learning foreign languages is to master foreign speech activity. In the process of learning foreign languages, it is important to be aware of the difference between such concepts as language (sign system), speech (the process of communication through language) and speech activity (unity of language and speech). Components of communicative competence include the ability to understand and overcome communication barriers. These barriers can arise, for example, in the absence of understanding of the communication situation due to different views, visions (social, political, religious, professional). In addition, there is still a great need for the study of professionally-oriented foreign language communication, because it is the basis in the process of interaction with future professionals. The relevance of the research topic is determined by the fact that the development of modern society, networking and cross-border cooperation is increasingly dependent on knowledge of foreign languages. As a result, foreign language communication and cooperation between different countries of the world requires updating and significant changes in methods and approaches to learning foreign languages.Keywords: communicative competence, components, structure, functions, strategies, foreign language communication.

The article is devoted to the coverage and analysis of the views of foreign and domestic scholars and the main provisions of competence as a structural component of foreign language communicative competence. The essence of communicative concepts in the context of mastering foreign languages is revealed. The analysis and comparison of the structure and definition of communicative competence between researches is carried out. The article describes the concept of "communicative competence", as well as its structure. The species proposed by both foreign and domestic researchers are highlighted. An analysis of the concept of "communication strategy". The structure and concept of foreign language communicative competence as a set of knowledge, skills and abilities used during professional activity are analyzed. This aspect is also taken into account for self-education and development in this case of future professionals. The main purpose of learning foreign languages is to master foreign speech activity. In the process of learning foreign languages, it is important to be aware of the difference between such concepts as language (sign system), speech (the process of communication through language) and speech activity (unity of language and speech). Components of communicative competence include the ability to understand and overcome communication barriers. These barriers can arise, for example, in the absence of understanding of the communication situation due to different views, visions (social, political, religious, professional). In addition, there is still a great need for the study of professionally-oriented foreign language communication, because it is the basis in the process of interaction with future professionals. The relevance of the research topic is determined by the fact that the development of modern society, networking and cross-border cooperation is increasingly dependent on knowledge of foreign languages. As a result, foreign language communication and cooperation between different countries of the world requires updating and significant changes in methods and approaches to learning foreign languages.Keywords: communicative competence, components, structure, functions, strategies, foreign language communication.

The article discusses the concept of integrated territorial communities as an object of public audit. The methods of organization of the audit of territorial communities are considered, the key points that should be considered during the public audit are analyzed. The legal framework for conducting public audits of territorial communities has been investigated.

У статті йде мова про те, що динамічний розвиток інформаційного соціуму та нових технологій перетворення інформації зумовлює необхідність створення сприятливих умов для застосування наративного навчання як нового методологічного підходу в педагогічній практиці та комунікації. Наративний підхід створює можливість для пошуку й розуміння смислів у різних формах і проявах життя. За допомогою наративу людина може осмислити ширші, складніші й більш диференційованіші контексти власного досвіду. Охарактеризовано й дано визначення поняттям наративного навчання, мультимедійного наративу, медіа компетентності, обґрунтовано необхідність використання мультимедійних технологій учителями у процесі впровадження наративних методик у професійну діяльність. ; The article refers to the fact that the dynamic development of the information society and new transforming information technologies necessitates the creation of favorable conditions for the use of narrative learning as a new methodological approach in teaching practice and communication. Narrative approach provides an opportunity to find meaning and understanding in various forms and manifestations of life. Using narrative approach person can comprehend the broader, more complex and more dyferent context of personal experience. The concept of narrative learning, multimedia narrative, media competence, the necessity of using multimedia technology by teachers in implementing narrative methods in their professional activities is characterized and defined. The multimedia narrative increases the values space using information and communication technologies that impact the strategies of design, understanding and learning of reality and identify it as part of human reality. It extends the information channels of influence, creating favorable conditions for cognitive activity, provides a new development of interactive learning in practice allows for the implementation of an individual approach. Effective factor of multimedia narrative is its interactivity, adaptability, based on the use of networked information technologies, including cloud technology resources, flexible learning modules, distance learning, providing interactivity, continuity, democracy, and personal orientation training. Narrative multimedia training is defined as a teacher interactions with students in which the rational and logical, emotional and sensory characteristics of information transferred to and absorbed not only through verbal, but also other information channels using information and communication technologies, making it possible to extend, enlarge, update a number of meanings and nuances that arise in the course of new knowledge. Narrative multimedia learning is characterized by a certain level of creativity that makes possible different ways of structuring, transmission and presentation of information. Therefore, a characteristic feature of teacher training to a multimedia narrative learning is fostering the skills of critical perception of information in the media space and enriching the experience of creative activity, formating of creating imaginative world skills using information and communication technologies. This approach is based on the magnitude of attracting students to the creation of information products as a necessarily step in the process of development of information and communication competency and media competency, which is of particular importance in the modern media space – an integral environment used for storage, transmission and presentation of information or data.