Pedagogy and education management review https://public.scnchub.com/perm/index.php/perm <p><strong>e-ISSN 2733-2039</strong></p> <p><strong>print-ISSN 2733-2144</strong></p> <p>&nbsp;</p> <p><span style="font-weight: 400;">The publisher of the&nbsp;</span><strong>«</strong><strong>PEDAGOGY AND EDUCATION MANAGEMENT REVIEW</strong><strong>» </strong>is <strong>Scientific&nbsp;Center&nbsp;of Innovative Researches</strong><span style="font-weight: 400;">&nbsp;</span><strong>OÜ&nbsp;</strong><span style="font-weight: 400;">(Tallinn, Estonia).</span></p> <p><strong>Publication frequency:</strong><span style="font-weight: 400;">&nbsp;quarterly (March, June, September, December)</span></p> <p><strong>Languages of edition:</strong><span style="font-weight: 400;">&nbsp;English</span></p> <p><strong><em>International databases and catalogs&nbsp;that index the publication:</em></strong></p> <p><span style="font-weight: 400;">-&nbsp;</span><a href="https://www.crossref.org/06members/50go-live.html"><span style="font-weight: 400;">CrossRef (DOI: 10.36690)</span></a><span style="font-weight: 400;">;</span></p> <p><span style="font-weight: 400;">-&nbsp;</span><a title="Google Scholar" href="https://scholar.google.com.ua/citations?hl=uk&amp;user=i49vd18AAAAJ&amp;view_op=list_works&amp;authuser=7&amp;gmla=AJsN-F7TQsSJ4VDUjRAAepLiNJmjx9Ii-vaDRQ-kN0FSdob18ErTK_HvlQOsnYBoLXDjVC9ubKq0trkwQ6Q_7uaLen2NJUliDH-4GP1QoH9_oFSqdweYULF9eDTsIOohPVpvSINLsQI6" target="_blank" rel="noopener"><span style="font-weight: 400;">Google Scholar</span><span style="font-weight: 400;">;</span></a></p> <p><span style="font-weight: 400;">-&nbsp;</span><a href="https://nlib-ee-primo.hosted.exlibrisgroup.com/permalink/f/1g6crv2/372NLE_ILS.b53721524" target="_blank" rel="noopener"><span style="font-weight: 400;">National Library of Estonia</span></a></p> <p><span style="font-weight: 400;">- <a href="https://index.pkp.sfu.ca/index.php/browse/index/10453" target="_blank" rel="noopener">PKP-Index</a></span></p> Scientific Center of Innovative Researches OÜ en-US Pedagogy and education management review 2733-2144 DEVELOPMENT OF PRIVATE COMMERCIAL EDUCATION IN YELYSAVETGRADSHCHINA (LATE XIX - EARLY XX CENTURY) https://public.scnchub.com/perm/index.php/perm/article/view/13 <p><em>The study of the past of domestic education provides an opportunity to study the historical experience of private commercial education, to predict the main trends of its development in the future, to study the process of such development in this period will enrich modern science with knowledge about the mechanisms of modernization of commercial education. The article provides a historiographical analysis of research that reveals the issues of private commercial education in Yelisavetgrad region in the late nineteenth - early twentieth century. It is established that at the present stage the interest of scientists both in the system of commercial education and in the peculiarities of the development of some private commercial educational institutions in Yelisavetgrad region has significantly increased. Researchers are trying to more objectively assess the achievements in the field of commercial education in the region, due to the openness of archives and the availability of new sources. It is revealed that dissertation and monographic researches are of great value for understanding the specifics of regional features of commercial education of the studied period. Few scientific studies of modern scientists (V.&nbsp;Postolatiya, O.&nbsp;Guryanova, A.&nbsp;Kava, O.&nbsp;Filonenko, etc.), which revealed the prerequisites, main stages, content and forms of organization of the educational process in private commercial schools in Ukraine , in particular in the Yelisavetgrad region, testify that the history of commercial education was a significant page in the history of the Yelisavetgrad region of the pre-revolutionary period. In private commercial educational institutions, which were one of the best commercial institutions in the Russian Empire, the experience of combining two levels of education was formed - general and vocational, a democratic form of government prevailed, and educational tasks were effectively solved. It is established that the holistic history of the development of commercial education in Yelisavetgrad region in the late XIX - early XX centuries has not yet been properly covered in historiography. Further development of analysis and systematization of research on this issue.</em></p> Olexandr Akimkin Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 4 9 10.36690/2733-2039-2020-2-4 REFORMING OF THE PRIMARY EDUCATION SYSTEM IN UKRAINE (1917-1939) https://public.scnchub.com/perm/index.php/perm/article/view/14 <p><em>The article identifies positive trends of this period: state reform of the content of school education in connection with the stimulation of pedagogical and psychological research of scientific problems (differentiation and individualization of the educational process, stimulating cognitive activity of students, combining developmental and reproductive functions of education with preservation of material component). to increase the efficiency of the educational process, improve the conditions for the intellectual development of students and the quality of their general education); generalization of the system of didactic principles: the principle of the leading role of theoretical knowledge in primary education;&nbsp; the principle of learning at a high level of difficulty; the principle of fast pace of learning; the principle of students' awareness of the learning process. Based on the results of psychological and pedagogical research on the age cognitive abilities of children, the purpose and objectives of propaedeutics of primary education are specified.</em></p> <p><em>The purpose of the study is to study, systematize, generalize and scientific coverage of archival, scientific, literary materials of a historical and pedagogical nature on the development and formation of education and pedagogical thought in Ukraine from 1917 to 1939.</em></p> <p><em>It was found that the reforms of primary education in different historical periods were both an instrument of educational policy of governments and a catalyst for the development of pedagogical science for the modernization of school education.&nbsp; Summarizing the reasons for state reforms, we note that their selection and content were determined primarily by socio-political (change of governments, political regimes, creating conditions for the functioning of social order, interaction of the pedagogical community with government institutions), socio-economic (ensuring economic development educated, skilled workers) and only later pedagogical (state and needs of primary education in accordance with the needs of society, interaction with pedagogical science) determinants. The reform projects were based on advanced pedagogical principles, which outlined their directions, nature, results: equal access to education, compulsory and free education, democratic, national, unified school, connection of school with life, labor, social, educational,&nbsp; humanistic, pedocentric, scientific.</em></p> <p><em>Thus, a significant part of primary education reforms was carried out in the following areas: change of structure (age of entry, terms, forms of education) and organization of the educational process (relationship between school and society, preparedness of teachers for reforms, assessment system);updating the content of education (theoretical aspects, the presence of the national component, the political component), methods and forms of education (verbal, active and creative).</em></p> Dolores Zavitrenko Natalia Berezenko Artem Zavitrenko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 10 16 10.36690/2733-2039-2020-2-10 HISTORICAL AND PEDAGOGICAL ASPECTS AS A SUBJECT OF CONTENT ANALYSIS OF POPULAR SCIENCE PUBLICATIONS https://public.scnchub.com/perm/index.php/perm/article/view/15 <p><em>The purpose of the article is to identify the frequency and nature of the coverage of pedagogical </em><em>problems</em><em> in the publications of the journal </em><em>«</em><em>Science and Society»</em><em> with demonstration of powerful epistemological potential of automated content analysis. </em><em>The research methodology is based on a set of general scientific methods – system-structural, diachronic, statistical, problem-chronological. The study followed the principles of historicism, objectivity and multifactorialism. </em><em>Revealed the basic stages of this method and its purpose. Investigated the pedagogical problems and its various aspects (popularization of scientific knowledge; organization of educational process in high school; self-education of adults; pedagogical education of parents; propaganda of state ideology and communist education; training and upbringing of children of preschool and school age), which was found on the pages of the magazine for years: 1973, 1983, 1987, 1990, 1991. An array of text information from the magazine &nbsp;«Science and Society» is being processed using automated text coding techniques through key tokens. The results of the study are presented as diagrams. The Janis coefficient and validity are calculated using formulas. In the analysis takes into account the historical context as meta-knowledge, which allows to expand the perception of research results. The most popular topics in the journal &nbsp;«Science and Society» were discovered and uncovered in 1973, 1983, 1987, 1990, 1991. The results of the study demonstrate an analytical approach to pedagogical issues and can be used to share pedagogical experience and in the organization of non-formal education, in particular of adults.</em></p> Liudmyla Zelenska Tetyana Bondar Oleksiy Bondar Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 17 26 10.36690/2733-2039-2020-2-17 PREREQUISITES FOR THE ESTABLISHMENT OF EDUCATIONAL SOCIETIES IN YELYSAVETGRADSHCHINA IN THE SECOND HALF OF THE XIX - EARLY XX CENTURY https://public.scnchub.com/perm/index.php/perm/article/view/16 <p><em>The process of formation of cultural and educational activities of public societies of Yelisavetgrad region is a part of the whole history of Ukrainian pedagogy, which has a direct and indirect connection with social, cultural, economic, legal, demographic, state-building and other factors. The article reveals the preconditions for the establishment of educational societies in Yelisavetgrad region in the second half of the XIX - early XX century, namely: educational - led to the expansion of the network of educational institutions; political - caused the emergence and territorial expansion of settlements in central Ukraine, where, among other things, the school was built; economic - led to an increase in the population, the main activity of which was agriculture and manufacturing, whose occupations required appropriate knowledge, and therefore encouraged to obtain quality practice-oriented education; socio-cultural - caused an increase in the level of culture of the inhabitants of the region, contributed to the intensification of the educational movement, which led to the emergence of cultural and public societies in the region.</em></p> <p><em>It was found that among the greatest achievements of Yelisavetgrad charity in providing various segments of the population with both basic and special knowledge - rich and diverse activities of Yelisavetgrad Society for Literacy and Crafts, which was founded in 1873 on the initiative of public and cultural figure, teacher MFedorovsky and united around him a large part of the city's intelligentsia and was one of the most successful in the Russian Empire in terms of its activities. The society carried out large-scale educational, pedagogical and educational work on a charitable basis: it promoted the establishment of educational institutions, organized Sunday readings of progressive literature, conducted significant educational and organizational and propaganda work among the population and students, organized theater performances, concerts and art.</em></p> Olena Olizko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 27 33 10.36690/2733-2039-2020-2-27 THE FEATURES OF THE DEVELOPMENT OF EDUCATION IN ELISAVETGRAD REGION IN THE SECOND HALF OF THE XIX – THE BEGINNING OF THE XX CENTURY https://public.scnchub.com/perm/index.php/perm/article/view/17 <p><em>In approaches of assessing the development of Ukrainian science, it is extremely important to take into account the regional component, because there is a unique self-portrait, historical and cultural traditions, a specific cultural environment and cultural and educational space in each region of Ukraine. Elisavetgrad region is known for distinctive and original cultural and educational traditions, seminal pedagogical ideas, peculiar innovative methods and forms of their practical implementation. The purpose of the article is to study the features of the development of education in Elisavetgrad region in the second half of XIX - early XX century. The historical-structural method gave an opportunity to arrange historical and pedagogical works on various aspects of educational development, the functions of educational institutions, distinguished persons in Elisavetgrad region in the second half of the XIX – the beginning of the XX century.</em></p> <p><em>The article reveals the socio-cultural conditions of development of the region and the genesis of education in Elisavetgrad region in the second half of the XIX</em><em>&nbsp;</em><em>–</em><em>&nbsp;</em><em>the beginning of the XX</em><em>&nbsp;</em><em>century. It is established that there were a number of educational institutions from this period in the region that differed from other educational institutions in the Russian Empire by innovative approaches to the organization of the educational process: Elisavetgrad Women's Gymnasium (1860), Elisavetgrad Cavalry Junker School (1865), Elisavetgrad free craft and literacy school (1867), Elisavetgrad military grammar school (1869), Elisavetgrad high real state school (1870), Voznesensk women's grammar school (1876), Voznesensk men's grammar school (1876), Elisavetgrad men's grammar school (1879), Bobrynetsk women's grammar school (1876), Commercial school (1908), Dobrovelychkivka Women's Teacher's Seminary (1912), Novomyrhorod Women's Gymnasium (1914), etc .; a private initiative was developed in school affairs. It was found that in the second half of the XIX – the beginning of the XX century education was enriched by the achievements and creative work of public figures, educators in the Elisavetgrad region. Significant educational work was carried out by the Elisavetgrad Charitable Society for the Propagation of Literacy and Crafts (1873–1914), which was one of the most successful in the Russian Empire.</em></p> <p><em>It is determined that the development of educational processes in the region was significantly influenced by socio-historical features of the country: changes in political and state system, the rise of socio-pedagogical movement, the establishment of Soviet power, the implementation of the policy of Ukrainization.</em></p> Oksana Filonenko Olena Vasiutynska Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 34 41 10.36690/2733-2039-2020-2-34 FORMATION OF NATIONAL SELF-CONSCIOUSNESS - THE LEADING DIRECTION OF PEDAGOGICAL INNOVATION OF THE END OF THE XX CENTURY https://public.scnchub.com/perm/index.php/perm/article/view/18 <p><em>The Ukrainian school in the past had a significant experience in organizing a school based on a national idea. However, after the entry of Ukraine into the Soviet state, Ukrainian national priorities were largely eliminated, and therefore, in the Soviet era, innovative searches aimed at strengthening the national identity of education and the national aspect of education could not be fully realized, although Ukrainian teachers tried to promote the consolidation of national consciousness. The purpose of the study is to analyze the peculiarities of the implementation of national education in the system of innovative pedagogical movement in Ukraine at the end of the twentieth century. After gaining independence by Ukraine, the formation of national values along with humanity became one of the priorities of the state policy in the development of education in Ukraine and, accordingly, one of the leading directions of the innovative pedagogical movement. Questions of national education were actively developed by scientists and implemented in the practice of school teachers. Innovative searches had various forms of expression. Ukrainian teachers developed author concepts of national education. On the basis of this, the organization of the whole school activity took place, there was the confirmation of Ukrainocentrism as a philosophy of teaching subjects, filling the curriculum of the Ukrainian studies, introducing the interactive course of Ukrainian studies, implementing author educational systems, creating schools of various centers that studied Ukrainian customs and traditions, the activities of the Small Academy. Under the leadership of the innovators founded children's organizations, the cells of the society, whose activities are aimed at studying the history, cultural heritage, customs, traditions of the Ukrainian people. Innovative searches have been embodied in the founding of new types of institutions in different regions of Ukraine - the Ukrainian national schools of families. </em></p> Оksana Kravchuk Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 42 51 10.36690/2733-2039-2020-2-42 MODERN PEDAGOGICAL TECHNOLOGIES IN HIGHER EDUCATION https://public.scnchub.com/perm/index.php/perm/article/view/19 <p><em>The article describes the main pedagogical technologies used in higher education. Traditional and innovative pedagogical technologies of higher education are studied. Modern pedagogy is a set of theoretical and applied sciences about teaching, upbringing and education as specially organized and purposeful processes, as well as ways to improve these processes. That is why the learning process in higher education is implemented within a holistic system of organizational forms, methods and technologies of teaching, which makes it possible to form a competent specialist. The purpose of the article is to explore modern higher school pedagogy and pedagogical technologies, principles, methods on which it is based and which is guided in its activities. It is proved that pedagogical technologies include the following components: educational technologies that define the concepts of education, educational systems; learning technologies (education, management) - forms and methods of teaching; technologies in education - technical means of education; pedagogical technique that reflects the level of pedagogical skills of the teacher. Modular and developmental learning contributes to the formation of personality not only through the content, methods, forms of organization, but also through active self-education of students, which leads to greater results. Currently, there are several approaches to creating a modular system depending on the geography and content and structural features of innovation and educational experience: American and German models, Lithuanian model, Ukrainian. The variety of methods and forms of work with modular-rating pedagogical technology makes it possible to better master the theoretical and practical material, and therefore in modern higher school pedagogy, this technique is one of the first places. It is concluded that the modular technology of teaching, analysis and evaluation of students' learning activities is an important step towards the intensification and optimization of the educational process in higher education. The modular system of education requires from scientific and pedagogical workers proper psychological and pedagogical training, restructuring of organizational and methodological aspects of the educational process. Humanities education is designed to enrich the intellectual and spiritual culture of man as an active creator of material and spiritual values.</em></p> Olexander Chernenko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 52 59 10.36690/2733-2039-2020-2-52 ONLINE EDUCATION: CHALLENGES AND PROSPECTS https://public.scnchub.com/perm/index.php/perm/article/view/20 <p><em>Today, online education is a modern and effective tool for increasing the competitiveness of universities, meeting the various needs and interests of consumers of educational services, and implementing the concept of continuing education. This determines the relevance of studying and describing trends and prospects for the development of online education in Ukraine.</em><em> The </em><em>aim </em><em>of the article is to study the features of online education in Ukraine, its problems and perspective directions</em> <em>of development. Methods:</em> <em>L</em><em>ogical method was used </em><em>in order t</em><em>o understand the meaning of online education; methods of system analysis were used to identify trends that accompany the development of online education in Ukraine; comparative analysis - made it possible to compare the phenomena in order to establish similarities or differences between them. </em><em>Results</em><em>:</em> <em>The article highlights the directions of the penetration of Internet technologies into the educational process. The essence of the concept of "online education" is revealed. The model of online education by T. Anderson is considered and the author's interpretation of online education is provided. It is noted that not only students, but also young people who do not have the opportunity to simultaneously combine study with work or who live in areas remote from the regional centers, can get an online education; housewives; military personnel; managers are ready to get a second education. The trends that accompany the development of online education in Ukraine have been identified. Problems of the introduction of online education have been formed (insufficient professional training of teachers and teachers; reluctance of students; limited implementation of information technologies in educational institutions, lack of a single educational standard for online learning, lack of a favorable environment). Promising directions for further development of online education in order to improve its quality were identified.</em> <em>Therefore, there is an intensive development of online education, both throughout the world and in Ukraine. Online courses contain significant pedagogical potential associated with informatization and intensification of the educational process. Online courses in the near future will form a real foundation for continuing learning.</em></p> Larysa Oleksiienko Liubov Sheptytska Olena Fonariuk Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 60 69 10.36690/2733-2039-2020-2-60 MODERN APPROACHES TO TRAINING OF PEDAGOGICAL SPECIALISTS OF MUSICAL ARTS https://public.scnchub.com/perm/index.php/perm/article/view/21 <p><em>The content of approaches to the professional training of teachers of music art</em><em>s</em><em> is determined by a number of objective factors due to the realities of modern life.</em> <em>They pose challenges to standardized education systems, stimulating the study and implementation of foreign educational traditions and innovative practices in the domestic space</em> <em>that would adapt the system of</em><em> national</em><em> higher education to adequate functioning on a global scale.</em> <em>The purpose of the present investigation is to study modern domestic and global approaches to training of pedagogical specialists in music</em><em> arts</em><em> as part of the intensification of globalization processes.</em><em> As a result, these approaches will</em><em> stimulate the integration of educational space, and</em><em> ensure</em><em> increased dynamics of</em><em> using</em><em> information and media teaching</em><em> tools</em><em>.</em> <em>Methods of observation, description, complex analysis, functional method, method of comparison, method of system analysis, method of generalization and method of scientific abstraction have been used.</em> <em>The defining feature of modern approaches to training of pedagogical specialists in music art</em><em>s</em><em> is the tendency to globalization and integration of educational space.</em><em> This</em> <em>will further determine the expanded involvement of distance learning methods, informatization of educational space, attitude to lifelong learning and</em><em>,</em><em> in general</em><em>,</em><em> a conscious and self-motivated attitude to</em><em>wards</em><em> the process of acquiring knowledge and obtaining the necessary professional skills.</em> <em>Globalization processes of a music</em> <em>teacher in the education intensify the weight of art education and training of a</em> <em>pedagogical specialist of musical arts as a carrier and conductor of world cultural values.</em> <em>However, against this background, we should not forget about music as a source of national education of the younger generations.</em> <em>Therefore, a balance between national and globalization dominants is needed in the methodology of teaching music disciplines in the course of university training of music</em> <em>teachers.</em></p> Valentyna Vodiana Larysa Oronovska Anatoliy Oronovskyy Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 70 80 10.36690/2733-2039-2020-2-70 PROBLEM-BASED LEARNING IN HIGHER SCHOOL (ON THE EXAMPLE OF TEACHING PHYSICS) https://public.scnchub.com/perm/index.php/perm/article/view/22 <p><em>Problem-based education is considered as a method of forming the professional culture of students of higher educational establishments. Approaches to the formation of students' professional culture in physics classes are considered. Although the concepts of problem-based learning can be applied to the study of any discipline, their use in learning a foreign language is very difficult. The author's definition of problem-based is presented. One of the benefits of problem-based learning is that students' communication skills are improved more effectively than traditional methods. A brief comparative analysis of problematic and task learning methods, algorithm (stages, content) of solving problem situations and learning tasks is given. The central concept of problem-based learning is problem. Students are offered problematic situations that have a professional and ethical focus. The right problematic situation is an emphasis on teamwork, as opposed to approaching the division into groups for victory. In the process of solving problematic situations of a professional and ethical nature, such areas of the student's personality are involved as cognitive, sensually emotional, axiological, and activity. The role of the teacher in solving problem situations is considered. The conclusion about the influence of problem-based learning on the professional culture of students has been formed. Analysis of advanced pedagogical experience, methodological literature, observations and experimental work made it possible to single out the didactic requirements for the creation of problem situations. The three groups of motives associated with traditional and active forms of education are given.</em></p> Nataliia Burlachenko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 81 87 10.36690/2733-2039-2020-2-81 STUDY OF SOCIAL MATURITY OF A PERSONALITY https://public.scnchub.com/perm/index.php/perm/article/view/23 <p><em>The problem of the formation of a personality in modern conditions of growth of the role of information and communication technologies is becoming one of the most urgent in the field of pedagogical research. The volume of information, information resources, and relevant technologies makes a significant impact both on various aspects of public life and on the processes of the formation of a person's personality in particular. The article is devoted to the analysis of the definition of the relationship between the social maturity of the individual and the culture of the society. Specific features of personality formation in the information society have been determined. The research has shown that scientists connect the solution to the given problem with the formation of information culture of a person. The research reflects the development of understanding the essence of the category "social maturity", as well as outlines a number of concepts, understanding of the essence of which will allow to be detailed in relation to its content. It is proved that social maturity is conditioned by certain personality qualities that have an effective influence on self-regulation of behavior. Social maturity of the individual is a qualitative degree of his development in the conditions of a specific social environment that ensures creative involvement into various types of social and cultural situation and promotes his social growth. The study of the social maturity of the individual in pedagogical research is caused by the need to search for effective forms and methods of education in the interaction of self-education and the actions of the social environment. It has been justified that in the pedagogical sense, the content of social maturity reflects only what is actually formed in a person in the form of personality traits, and also that from the external transformed to the internal structure of the new formation of a personality is directly realized in his transforming activity aimed at improving the types of activities and relations, which form the personality.</em></p> Yaroslav Haleta Olena Habelko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 88 93 10.36690/2733-2039-2020-2-88 PRINCIPLES OF MODERN PROFESSION TRAINING THE FUTURE SPECIALISTS FOR RAILWAY TRANSPORT IN “COLLEGE-UNIVERSITY” SYSTEM https://public.scnchub.com/perm/index.php/perm/article/view/24 <p><em>The events in the modern world is characterized by global and overall processes which penetrate every branch of society. Transforming processes of euro integration need the new requirements for future specialists – graduating students of higher and pre-higher professional educational institutions. As transport infrastructure takes one of the main places in economical system of every country, so the important questions of nowadays are the training of future specialists for railway transport and the search for ways of improvements the quality of such kind of training. The task of modern educational institutions is to respond quickly to the changes in the world tendencies (economic, educational, scientific, informational, technical, social). The aim of the article: research, separation and reasoning the number of principles taking into account of which, in our point of view, favour the improvement the quality of training the future specialists for railway transport. Research methodology: using the general theoretic method of scientific research and methods of analysis and synthesis as well. Results received: in course of our research there were such important principles&nbsp; the implementation of which help increase&nbsp; the efficiency of professional training the future specialists for railway transport in the system of continuous gradual education: the principle of three components unity science - theory - practice; the principle of key role of activity; the principle of humanism (humanization); the principle of knowledge integrity; the principle of democratization; principle of creation «knowledge values» system; the principle of dynamism in education, knowledge mobility; the principle the unity of studies and upbringing formation&nbsp; world-view, values, moral, standards of behavior etc.); the principle of the system and consistency (a transition between the levels of vocational education); the principle of continuity of education (life-long learning); the principle of forming the motivational system of activity (professional); the principle of knowledge informatization; the principle of important role of a teacher; the principle “education for future”. Practical value: in the researches we took into account the principles, which became basial for the creation the pedagogical system in course vocational education of future specialists for railway transport and favour the improvement the quality of educational process in higher (professional pre-higher) education.</em></p> Nataliіa Malanyuk Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 94 101 10.36690/2733-2039-2020-2-94 FORMATION OF POSITION IN PRIMARY SCHOOL CHILDREN IN PHYSICAL CULTURE LESSONS https://public.scnchub.com/perm/index.php/perm/article/view/25 <p><em>The article considers the problem of posture formation in children of primary school age in physical education lessons. Diseases of the musculoskeletal system, including scoliosis and flat feet - is a problem of today with a thousand-year history.&nbsp; Therefore, doctors claim that recently the number of people with scoliosis and flat feet is growing significantly. The analysis of the literature showed that for the correction and preѵention of posture requires a clear and purposeful use of physical education in the daily routine of students, as well as the creation and obserѵance of certain hygienic conditions. We have proposed a set of physical exercises and therapeutic physical culture to solve this problem. The purpose of the study is contained in the methodological and theoretical substantiation of the foundations of the formation of the culture of moѵements of primary school students with posture defects through the interaction of gymnastic exercises and therapeutic physical culture. The set of gymnastic exercises should be deѵeloped indiѵidually taking into account the main pathological components of spinal deformity, the nature of scoliotic deformity. In the complexes of therapeutic gymnastics, much attention is paid to breathing exercises, which not only increase the functionality of the respiratory and cardioѵascular systems, but also contribute to the actiѵe correction of the spine and chest. Thus, based on the results obtained in the experiment, we are able to claim that our proposed method of gymnastic special exercises has had a positiѵe effect on posture deѵelopment, improѵed moѵement culture and general physical deѵelopment. Thus, research work requires further search for effectiѵe tools and methods of physical education for schoolchildren.</em></p> Anastasia Melnik Olga Shevchenko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 102 109 10.36690/2733-2039-2020-2-102 RESEARCH OF THE STRUCTURE OF LEARNING MOTIVATION AS A PREREQUISITE FOR FORMATION OF COMPETENCES OF THE FUTURE ECOLOGIST https://public.scnchub.com/perm/index.php/perm/article/view/26 <p><em>This article considers the problem of insufficient motivation to acquire professional competencies by environmental students. Of course, the study of motivation for learning is always a topical issue. One of the priority areas of reforming modern education is to achieve a new level in the training of highly qualified specialists, including environmentalists. Proper preparation for teaching is now considered an important factor in improving the quality of education and, as a result, accelerating the socio-economic development of society. Analysis of the state of theoretical and experimental development of the problem of formation and development of motives, allows to determine the main directions in which modern research is carried out. The current stage of development of theory and practice of training future ecologists is characterized by an intensive search for ways to form and develop motives for future teaching, as one of the conditions for forming the foundations of their pedagogical skills. education. The issue of research of the structure of motivation of the student-ecologist to the choice of profession and educational-scientific activity in the educational institution as conditions of formation of professional competences is actualized. The ideas of different scientists on the definition of motivation and scope are studied. Motivation is recognized as a prerequisite and condition of activity, including training. The results of research of motives of choice of ecological specialty by students of profile educational institutions, training and realization of research activity are resulted. The low level of motivation for educational activity, the predominance of romantic and mercantile motives in choosing a profession, insufficient awareness of the need to acquire quality knowledge and research qualities. The problem of development of receptions and methods of strengthening of educational motivation of future experts in ecology is defined.</em></p> Sergey Kravchenko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 110 116 10.36690/2733-2039-2020-2-110 ORGANIZATION AND ANALYSIS OF RESULTS OF RESEARCH AND EXPERIMENTAL WORK ON FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE EDUCATORS OF EDUCATORS https://public.scnchub.com/perm/index.php/perm/article/view/27 <p><em>The need to solve the problem of forming the professional competence of future educators of preschool education determined the purpose of the experimental work - the implementation of pedagogical conditions and structural and functional model of forming the professional competence of future educators of preschool education on the basis of interdisciplinary approach. The logic of experimental work (concretization of experimental procedures development) in the context of approbation of the developed structural-functional model of the studied phenomenon allowed to objectively assess its sufficiency and necessity for effective formation of professional competence of future educators in the context of expediently created, timely controlled pedagogical conditions. meaningful and integrative pedagogical possibilities of interdisciplinary approach.</em></p> <p><em>The experiment is considered as a method of scientific knowledge, which consists in the purposeful study of any phenomenon of reality in controlled and controlled conditions. The experiment, acting as a criterion for the truth of scientific knowledge, was the basis for testing hypotheses and predictions of the theory. To solve the set tasks, a pedagogical experiment was chosen, which was conducted in three stages: ascertaining, formative, and final. The choice of method is explained by the fact that it is planned to compare the results of formation of professional competence of future educators of ZDO in traditional training of students and within the implementation and realization in the educational process of pedagogical conditions and structural-functional model of formation of professional competence of future educators of preschool institutions. . The structural organization of the pedagogical experiment included: organizational training, pre-experimental section, experimental training, final post-experimental section. The results of comparative studies of the formation of professional competence in future educators of preschool education institutions in the control and experimental groups are presented.</em></p> Tetyana Telychko Copyright (c) 2020 Scientific Center of Innovative Researches OÜ https://creativecommons.org/licenses/by-nc-nd/4.0 2020-12-18 2020-12-18 2 117 123 10.36690/2733-2039-2020-2-117