Suchergebnisse

The article analyzes the concept of mathematical literacy. The formation of mathematical literacy among members of modern society is a fundamental basis for the formation of functional literacy. Currently, there is no single approach to the interpretation of the concept of "mathematical literacy", the article provides several different approaches to the definition. Based on the analysis of the points of view of different scientists, the authors of the article highlight the main components of the concept of "mathematical literacy". These include: literacy of mathematical speech; possession of mathematical concepts; the ability to correctly formulate definitions and statements; the ability to apply mathematics to research. The paper provides a characteristic of the listed components of mathematical literacy. In addition, in this work, for the first time, an attempt was made to formulate the levels of mathematical literacy – speech, terminological, critical and operational. The article presents the results of testing students in pedagogic areas of training of two universities – Kostroma State University and Yaroslavl State Pedagogic University. The test was aimed at assessing the level of mathematical literacy of future teachers, for whom teaching mathematics will be a part of their professional activities. The test tested not only the knowledge of terms and the ability to give definitions, but also the ability to correctly apply mathematics to solve practical problems with subsequent interpretation, as well as the ability to see errors and inaccuracies in the texts of students' works, Internet sources and teaching aids. The authors identified criteria for assessing the test results and for each criterion; a quantitative indicator was determined equal to the number of correctly completed tasks. The low results of even third-year students show topicality of specific activities that could help improve the mathematical literacy of pedagogues.

The problem covered in the article is important for ensuring the effectiveness of the process of development of social intelligence in students mastering the profession of a teacher at the University. The article analyzes the concepts of "social intelligence", "self-development", "the need for self-development" and substantiates the pedagogical conditions that ensure the effectiveness of the process of development of social intelligence in high school.
The following methods were used: the test of social intelligence j. Gilford and M. Sullivan (Russian adaptation of the test by E. S. Mikhailova), the method of paired comparisons by V. V. Skvortsov. The actual needs of future teachers with different levels of development of social intelligence are revealed. The study allows us to conclude that the effectiveness of the development of social intelligence in the future teacher at the University is achieved through the implementation of pedagogical technology, pedagogical support, means of classroom and extracurricular activities.

The article analyzes the results of a free associative experiment to determine the associative image of the teacher in the language consciousness of students of pedagogical specialty. The experiment was conducted to determine the degree of influence of extralingual factors on the status of teachers in the modern world, strengthened by the reform processes in education, reorientation to a competency-based approach to training students within the project "New Ukrainian School". In the associative field of the token "teacher" there are four thematic areas: "Nomination of a person on a professional basis" "Teacher's characteristics". "Learning process".

Received: 6 July 2022 / Accepted: 5 December 2022 / Published: 5 January 2023

The purpose of the article is to consider the specifics of the formation of the professional and aesthetic readiness of future teachers of fine arts. The empirical study involved 94 students of 1-4 years studying in the specialties "Technology and Fine Arts" and "Fine Arts and Drawing" in universities in Russia and Kazakhstan. Empirical research has revealed the predominance of algorithmic and stimulating-productive levels that are not characterized by an independent creative nature of activity, as well as the successful conscious and systematic application of analysis and assessment in new situations.

Received: 11 September 2022 / Accepted: 17 February 2022 / Published: 5 March 2023

У статті розглядаються поняття «духовність», «дух», «духовна культура», піднімаються питання щодо становлення особистості майбутнього вчителя музичного мистецтва, культури його спілкування; визначається вплив вокального мистецтва на професійне становлення й формування морально-естетичних цінностей педагога. Приділено увагу духовній музиці як джерелу позитивної енергетики, яка збагачує людину та вдосконалює її духовно. ; The article is devoted to the concept of «spirituality», «spirit», «spiritual culture». The author raises issues of formation of future music teachers, its culture of communication; influence of vocal art on professional formation and the formation of moral and aesthetic values of the teacher. It is paid attention to sacred music as a source of positive energy that enriches the person and improves her spiritually. The aim of the article is the definition of spiritual culture as an important factor in the development of personality of the future teacher-musician. Recently «spirituality» in the public lexicon has become one of the most used concepts. We understand spirituality as a specific human quality that characterizes the motivation and meaning of a person's behaviour, position, as value consciousness inherent in all forms – moral, political, religious, aesthetic, art. But the main role of spirituality is in the sphere of moral relations. The students of the musical-pedagogical faculty are the creative people, and, of course, talented. They need to realize all the opportunities allotted to them by God. The task of the teacher to voice training is to help the future teacher of music. The teachers should consider the different aspects of communication and its features in the educational process. But is you want to become a master of communication, you must have the qualities that are important for interpersonal relationships. This list of qualities were established by Polish psychologist Jerzy Malbrough. These are the main qualities: empathy; goodwill; authenticity; specificity; initiative; spontaneity; openness; adoption of the senses; the confrontation. Spirituality is the indivisible unity of the conscious and the unconscious, the sensual and the rational, social and personal, actual and possible, cash that is expected, static and dynamic. The spiritual world operates on three levels: the level of prudent reflection, the emotional and subconscious experience of the individual. For the shaping of the spiritual world our students need to rely on all the levels on all the experiences and to remember the special significance and the importance of using spiritual traditions of Orthodoxy in the classroom for voice training as an important factor in the development of personality of the future teacher-musician.

The article gives proof of the thesis that the competence approach to education
is the factor of development of the communicative tolerance of the future teacher of a
foreign language provided the subject-subject relations are maintained in the pedagogical process. Students' valuation attitude to competences is brought to life on the
empirical level. The article traces the degree of the influence of competences on the
communicative tolerance of the personality of a graduating student of the basic educational programme of the bachelor.

The influence of social and political factors onto the formation of the essence and functional abilities of historiosophic preparation of the future teacher at different stages of Ukrainian society's development in the XXth century has been examined in the article. The attention is concentrated on the necessity of taking into account experience of the previous decades that is essential condition of realization of tasks of historiosophic preparation of the teacher of modern national school. The topicality for the modern conditions of person-oriented approach in teaching historic material, which were reflected in educational programs, textbooks and methodological approaches during the times of national-democratic revolution, has been determined. The conclusion about the necessity of methodological reorientation of historiosophic component in the content of pedagogical education, which must favor formation of the teacher of new world outlook and moral culture, has been done. ; У статті розглянуто вплив соціально-політичних факторів на формування сутності та функціональних можливостей історіософської підготовки майбутнього учителя на різних етапах розвитку українського суспільства у ХХ ст. Акцентовано увагу на необхідності врахування досвіду попередніх десятиріч, що є необхідною умовою реалізації завдань історіософської підготовки вчителя сучасної національної школи. Визначено актуальність для сучасних умов особистісно-ціннісного підходу у викладанні історичного матеріалу, який знайшов відображення у навчальних програмах, підручниках та методичних підходах за часи національно-демократичної революції. Зроблено висновок про необхідність методологічної переорієнтації історіософської компоненти у змісті педагогічної освіти, що сприятиме формуванню вчителя новітньої світоглядної та моральної культури.

Democratization of consciousness in the future teacher is manifested in aspirations to take into account his individual characteristics, national traditions, today's social needs, to ensure student development and upbringing, to contribute to the renewal of society and education. Legal bases for this process refer first of all to the teacher's legal competence. Therefore, the purpose of the article is to determine content lines and substantiate pedagogical possibilities of the legal competence in the future teacher of English in order to ensure the democratization of his consciousness. The following research methods have been used for this purpose: general scientific, empirical, functional-structural, holistic-integrative and prognostic. The content lines in the development of legal competence in the future teacher of English are as follows: positive motivation for democratization of this process, basic teacher training on legal aspects, meeting the needs for self-fulfilment and performing professional activity in accordance with the rule of law, broadening the experience of public behaviour which exposes pedagogical possibilities of the teacher legal competence. The identified content lines and factors of ensuring positive motivation for democratization of pedagogical education (personality orientation of this process, taking into account individual characteristics and stimulation of the corresponding behaviour) help to define the important result of teacher training – teacher's democratic consciousness, which presupposes the use of principles of legality and respect for the rights of others in various situations. In practical life, it is embodied while doing teaching practice, learning regulatory documents, establishing partnership relations between the participants of the educational process. Legal competence of a teacher helps to qualitatively organize one's own professional activity according to the norms of law, to gain more civic experience, to maintain connection with the European direction of professional improvement. ; Демократизація свідомості майбутнього вчителя проявляється в намаганнях педагога врахувати індивідуальні особливості, традиції народу, потреби сьогодення, забезпечити розвиток і виховання студента, сприяти оновленню суспільства й освіти. Правові засади цього процесу стосуються передусім його правової компетентності. Метою статті є визначення змістових напрямів та обґрунтування педагогічних можливостей правової компетентності майбутнього вчителя англійської мови у забезпеченні демократизації його свідомості. Методами дослідження є загальнонаукові, емпіричні, функціонально-структурний, цілісно-інтегративний та прогностичний. Змістовими напрямами формування правової компетентності майбутнього вчителя англійської мови є забезпечення позитивної мотивації цього процесу, базова правова підготовка майбутнього вчителя, задоволення його потреб у самореалізації та виконання професійних дій за нормами права й розширення досвіду громадської поведінки, що розкриває також педагогічні можливості правової компетентності вчителя. Визначені змістові напрями та чинники мотивації процесу демократизації педагогічної освіти (особистісна зорієнтованість цього процесу, врахування індивідуальних особливостей й стимулювання відповідної поведінки) допомагають окреслити важливий результативний елемент правової підготовки вчителя – його демократичну свідомість, яка передбачає використання принципів законності й поваги до прав інших в різних правових ситуаціях. У практичному житті вона втілюється у визначенні оптимального співвідношення правових і професійних дисциплін, проходженні педагогічної практики, ознайомленні студентів-практикантів з нормативно-правовими документами, налагодженні партнерської взаємодії між її учасниками тощо.