Suchergebnisse

The article highlights theoretical and practical aspects of the relevant contemporary issue of development of soft skills of pre-service primary school teachers by means of intensification of debate in the classroom. Modern society requires from specialists not only deep knowledge in their fields, but also the ability to effectively communicate and interact with others. Soft skills development through debate technology is a contemporary and innovative approach to enhancing essential interpersonal and communication skills. Debate technologies contribute to the development of argumentation skills, the ability to listen, respond to the arguments of opponents and express one's opinions clearly and convincingly. The approach combines the traditional practice of debate with modern technology to provide a more engaging and effective learning experience. The author analyses the problem from two perspectives: development of students' soft skills, on the one hand, and pedagogical potential of debate in this context, on the other. The definition of the concepts "soft skills" vs "hard skills" is generalized, the factors of efficient application of debate technologies are outlined. The researcher proved that ability to arrange engaging debate in different academic courses at the university is a characteristic feature of professional competence of an innovative educator as it helps develop students' key skills. The formation of the latter takes place both in individual subjects teaching and in the process of subjects' integration.

The article substantiates the relevance of the problem and the consequences of the popularity of modern gadgets (smartphones, laptops, smart TVs, game consoles, health trackers, smart watches, webcams, iPads and tablets, earphones) among primary school students during and beyond the educational process. The author lists the advantages of using innovative digital technologies in the classroom for both the student and the teacher: considerable interest and motivation for learning activities, better opportunities for implementation of the individual learning principle, formation and improvement of necessary life skills and competences, etc. The author presents the results of a survey conducted with HEI academic staff regarding their attitude to the problem and their awareness of the most effective gadgets for the enhancement of educational process. The study also proves the failings of the uncontrolled use of modern technologies among younger students, which has apparently become one of the major reasons for the spread of cyberbullying and aggression in the school environment. The purpose of this paper is to draw attention to this issue and to suggest some ways of addressing it in four stages: family and friends, school, local community and regional-national level, characterized by specific procedures and actions. Among the results of the study, there is an increase in the number of scientific publications, both domestic and foreign, which shows the considerable interest among scientists and the urgent need in the context of searching ways of preventing and combatting cyberbullying among primary school students.

Education system in Ukraine is undergoing large-scale reforms including modernization on different school levels and higher educational institutions. Students' world view is laid out at school, that is why teachers must be ready to promote new content of education. According to the Concept "New School of Ukraine" among the key competencies of a student are the ability of intercultural communication in social and cultural contexts, digital competence, awareness of national identity as the basis of open-mindedness and respect for the diversity of cultural expression of others, and more. With this paper the author intends to initiate modifying demanded competencies and skills for contemporary primary school teachers based on cross-cultural experience. The article explains the necessity of forming a digital competence as a separate component of the professional skills of the modern teacher and shows its influence on the development of the personality of the modern student. Much attention is drawn to the domestic challenges in the implementation of digital devices in classrooms. Some foreign experience is analyzed in this research

The article offers detail analysis of the notion literacy from various perspectives; traces its evolution from the original understanding (the ability to read, write, and use arithmetic) up to the contemporary complex interpretation by numerous sources, encompassing the multiple meanings and scopes of unquestionably vital competencies. Besides, the author emphasizes the relevance of teaching/learning Geocultural scientific literacy as an education discipline in institutions of higher education in general and understanding its components in particular while preparing teachers for New Ukrainian School. The paper stresses that modern pedagogical education of Ukraine, is an integral component of the European educational space, aimed at forming a professional with firm scientific knowledge, ability to transmit it within the subjects of the academic process and is capable of active and effective livelihoods in a multinational and multicultural environment. Thus, solid knowledge of geocultural scientific literacy provides the perfect grounds for international cooperation in education sector, understanding uniqueness of relationships between the cultures, communities' members, natural environments, politics, history and other measurements. This knowledge serves the basis for studying many university disciplines.

The article identifies the problem of formation of socio-cultural and lingual competenceof primary school students at foreign language lessons (namely English). The author analyzed theconcept of "socio-cultural" and "lingual" competence and their theoretical-methodicalcomponents. The essence of the socio-cultural competence is highlighted throughinternationalization of all aspects of social life and its importance for socialization of modernstudents and their preparation for intercultural communication. The researcher consideredelements of verbal and non verbal communicative behavior of students. The paper presented waysand means of attracting students to get acquainted with the culture of the countries whoselanguage they study. The methodological bases of the usage of the country and language skills andknowledge are actualized by using a particular content

The article presented at the conference is the study of the problems of upbringing andeducation of senior pupils from the Carpathian mountain area. Namely the author investigates thestudents' readiness for choosing the teaching profession and willingness to work at rural mountainschools. Despite the big number of teachers in the labor market of Ukraine, now the system ofeducation meets an acute issue dealing with the selection to the pedagogical specialties talentedcreative young people who actually choose teaching profession by nature and strong personal will.Today there are very few teachers whose level of commitment to perform professional duties inUkrainian education is really high, and this is especially true about mountain school teachers. Thisphenomenon can be partially explained by the fact that teaching profession has low prestige in oursociety for the recent decades (Ukrainian teachers are not well-paid, their working conditions inrural Carpathian schools leave much to be desired). Therefore the problem of readiness of highschool students to perform professional-pedagogical duties is of particular relevance. The authoranalyzes the psychological and pedagogical basis of the presented problem, defines the essenceand structure of the notion "readiness for choosing the teaching profession". In the context ofsolving this issue one of the important conditions the author considers the comprehensivedevelopment of senior school students, particularly the development of their creative abilities.

The article throws the light on the problem of developing students' critical thinking skills through interactive learning. The latter offers numerous benefits for students'soft skills improvement. It requires students to actively participate in the education process, promoting engagement with the material to be gained. Interactive learning often involves problem-solving activities, which foster students to apply critical thinking skills to analyze information, evaluate results, and solve educational problems. Through hands-on experiences and real-world scenarios, students develop the ability to think critically and make informed decisions. Such active engagement encourages students to process information deeper, leading to better understanding and retention of concepts. Interaction in the learning process frequently involves collaborative activities that encourage students to work together and share ideas. Thus, collaborative learning enhances communication skills and exposes students to different perspectives, fostering critical thinking through discussions and debates. Innovative platforms aimed at interactive learning often provide immediate feedback, allowing students to assess their understanding and correct misconceptions promptly. Instant feedback facilitates a continuous learning cycle, enabling students to refine their critical thinking skills by addressing gaps in their knowledge. Interactive learning also emphasizes the application of knowledge in practical contexts. When students apply theoretical concepts to real-world situations, they simultaneously develop critical thinking skills by considering the relevance and implications of their knowledge. The authors focus on the importance on creating interactive learning environments which can be adaptable to different learning styles and paces. This adaptability encourages independent thinking and allows students to explore topics in-depth, contributing to the development of critical thinking skills. Interactive learning often incorporates multimedia resources such as videos, simulations, and interactive exercises. They provide diverse stimuli for learners, motivating critical thinking by requiring them to analyze information presented in various formats. Interactive learning can make the learning process more enjoyable and engaging for students. Considering all these aspects of arranging favorable environment for interactive learning, the authors prove the increase students' motivation in acquiring knowledge. This leads to greater effort and persistence in students' learning, contributing to the development and application of critical thinking skills. Thus, interactive learning activities include opportunities for reflection, where students focus on their thinking processes. Reflective practices encourage learners to evaluate their own understanding, identify areas for improvement, and refine their critical thinking strategies.

The article highlights the peculiarities of the development of communicative competence of future teachers of special education in the context of their professional training. It is noted that communicative competence is a mandatory component of a teacher's professional skills, a clue to efficient interaction with students, and effective educational activities. Its structure includes language, speech and communicative competence. It has been proven that the key to the active and effective development of the communicative competence of future special education teachers, including speech therapists and correctional teachers, is the active use of effective methods and techniques aimed at forming knowledge of language norms and rules, rhetorical culture, speech and communication skills in various situations. Such knowledge, abilities and skills are formed in the process of studying the courses "Academic Rhetoric" and "Foreign language for professional purposes" while listening to and analyzing speeches, conversations, discussions and interviews with specialists; performing role-playing games and analysis of communicative situations; practicing the storytelling method; expressive reading and recitation of works; analysis and texts editing; preparation and delivery of speeches; development of methodological models, selection and creation of exercises and tasks for the formation of students' coherent, correct, logical, expedient, expressive, figurative speech skills.
As a result of the empirical study, it was confirmed that the method based on the step-by-step development of communicative competence of future teachers is effective. In particular, it is about studying language material and enriching the active dictionary with professional vocabulary; improvement of monologic and dialogic speech, oral and written comprehension skills; mastering the norms of speech culture; active communicative activity and interaction in different situations with different target groups - students, parents of students, and colleagues.

The article highlights the problem of realization of interdisciplinary connections in the process of preparation of future primary school teachers and educators of preschool educational institutions. The emphasis is placed on the need to apply a competency-based approach to ensure the mobility and adaptability of graduates of pedagogical institutions of higher education in compliance with international educational standards. The semantic characteristics of the concept of "interdisciplinary coordination" are analyzed in order to linguistically substantiate the choice of terminological tokens from a number of synonyms and to build a hierarchy of the studied concepts. Interdisciplinarity is inherent in the holistic process of forming the components of the competency paradigm in the training of specialists in the pedagogical field. From the standpoint of the competence approach, interdisciplinary coordination involves creating conditions for the synthesis of knowledge and experience of behavior in a professional context. The classification distribution of interdisciplinary coordination in accordance with the methods and directions of its implementation in the system of training future primary school teachers and educators is carried out. The signs of regressive and progressive interdisciplinary coordination and the practical aspect of their implementation within the educational and professional programs "Primary Education" and "Preschool Education" are determined. The system-synergetic connections between the blocks of academic courses by types of interdisciplinary coordination within the studied specialties are visualized. The emphasis is placed on the dynamics of quantitative and qualitative indicators not only within one type of interdisciplinary coordination, but also between them within the axis in response to public demands. The advantage of progressive horizontal interdisciplinary coordination in the training of preschool education specialists has been established. Implementation of an interdisciplinary approach in the methodological system of education is a determining condition for the effectiveness of the formation of competencies of future specialists in the pedagogical field.

The article outlines the problem of relevance of multiculturalism in Ukrainian society and educational practice of the modern Ukrainian school. The authors analyze the artistic works by Oksana Lushchevska, addressed to young readers, representing the coexistence of various forms of cultural life, highlighting the problem of preserving one's own and perceiving another cultural identity, tolerant interaction of representatives of various ethnic groups. Simultaneously, the novel by American writer Rainbow Rowell focused on negative phenomena of interethnic interaction, but offered readers an interesting and multifunctional artistic text in terms of receptive poetics and aesthetics. Considered in the paper works can be an effective means of multicultural education and upbringing of schoolchildren

In today's multicultural space we can feel reassessment of existing paradigms of education in view of globalization changes, interstate cooperation in cultural and educational spheres. The article highlights the problem of human adaptation to foreign cultural environment, the contents of ethnographic knowledge, the needs of modern European and global integration. So the paper analyzes and interprets the urgent the idea of using ethnographic materials, including folk art, in teaching humanities and arts subjects in primary school, particularly in native and foreign languages, reading, science, music, manual work, etc

The article highlights brief theoretical aspects of the origin of distance learning tracing the experience of foreign counties as well as Ukraine's practice in this regard. The paper outlines practical and social aspects of distance education; definition of what successful distance learning should look like; effective solution to the problem of implementing distance or blended learning by the academic staff of the Precarpathian national University. The necessity of engaging both teachers and students in integrating innovative digital technologies in academic process of education institutions to ensure a quality level of practical classes, creating favorable conditions for self-realization and professional development of future primary school teachers is substantiated. Major accent is placed on the efficiency of the use of particular digital tools like Kahoot, Mentimeter, Pear Deck and Flipgrid for innovative organization of education environment, creative presentation of theoretical information, consolidating students' knowledge, practical skills and abilities, formative and summative assessment of learning outcomes, development of students' competences within certain courses, as well as systematic professional self-improvement. It was found out that among the difficulties most often faced by the education institutions in working with students was identified as follows: providing equal access to online or blended education under the condition of Coronavirus pandemic in rural, mountain and low-income communities, etc. The authors proved the quality of introduction and application of distance learning at the Pedagogy Faculty of the PNU in the process of teaching/studying the academic courses of the language and literature cycle can be assessed by means of the mentioned in the research digital instruments. This will contribute to the practical orientation of the educational process, active participation of each student in the learning process, increasing motivation and engagement in all forms of cooperation in the education environment.

The article substantiates the relevance of practice-oriented learning and highlights the importance of practice in school in the process of training future teachers. The authors define progressive ideas of teachers' practical professional training in Ukraine and the Republic of Cyprus. A comparative analysis of the Field Placement Program of student teachers of the two countries was performed. The stages of practice-oriented training of future primary school teachers, the content and results of pedagogical practice are highlighted. The paper describes the experience of the University of Cyprus (UCY) on the activities of clubs in teacher education, where students create conditions to discuss positive and negative situations, share ideas with students at school, carry out collaborative analysis of their teaching during field placement in video clubs. It was found out that in Vasyl Stefanyk Precarpathian National University (PNU) the discussion of the results of students' work during pedagogical practice at school is carried out mostly at the university with a group of teachers and learners where future teachers publicly report on their work. The graduate students' feedback on Teacher Education (results of pedagogical practice in school) is analyzed: the presence of clear instructions on the organization of teacher activities in primary school; ability to set goals and objectives of the lesson; ability to plan professional activities to achieve these goals; skills of organizing educational dialogue in the classroom; ability to create comfortable psychological comfort in the classroom; establishing partnerships with students' parents and teachers at school; skills of communicative culture in teaching children; use of means to stimulate students' motivation, etc.

Education in Poland and Ukraine are deeply-rooted in multiculturalism, regionalism and patriotic tradition. In the past, these notions were associated with nobility and great national matters. In the era of democratization, modernization and globalization, these notions acquire a new meaning. They influence diverse aspects of everyday life. Therefore, they ought to be updated and based on didactic theory. It is essential for schools which realize regional, cultural and European educational paths. Formation of educational space of modern educational institutions on the basis of regionalism and multiculturalism is effective for obtaining the following pedagogical principles: nature accordance, culture compliance, humanism, nationalism, multiculturalism, tolerance, harmony between family and school education and others. The authors focus on theoretical reflection