Theoretical foundations of pedagogy and education
Abstract
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... The modern approach to the development of Ukrainian higher musical education at the second (master's) and third (postgraduate, PHD) levels of higher musical education is largely connected with the fundamental substantive renewal of this field, the creation of new educational courses and the active introduction of the latest directions and concepts of contemporary musicology and humanities science (Polska, Konovalova, 2021). In this domain, there is currently a notable evolution in meaning and perspective driven by the demands of contemporary artistic life and the significant expansion of the scope of modern musicology. ...
... This expansion has given rise to new scientific areas and branches within the field. Thus, in particular, significant directions of modern Ukrainian musicology, which are actively reflected in the educational and scientific sphere, are the theory and history of the musical ensemble, initiated and developed in the scientific works of I. Polska (Polska, 2010;Polska, 2021), and musical authorology, represented in researches of I. Konovalova , Konovalova, 2021.According to Polska and Konovalova (2021) "music-pedagogical science as one of the fundamental branches of musicology and as a research area functions and develops in a wide cultural space of general humanities in constant integrative relations" (p. 291). ...
... The primary objective of this program is to cultivate highly proficient and competitive academic and scientific personnel, as well as next-generation scholars. These individuals should possess the capacity for self-improvement and the capability to tackle intricate challenges across various domains, including research, innovation, artistic and scholarly pursuits, pedagogy, expertise, information exchange, organizational leadership, and methodological undertakings within the realm of music (Polska & Konovalova, 2021). The program integrates essential musicology disciplines as both compulsory and elective educational components. ...
The purpose of the article is to study art education as a means of forming cultural identity and civic consciousness. To achieve this goal, theoretical methods of cognition were used, in particular, the most important methods of analysis, synthesis, and content analysis. The results show that modern technologies are widely used in the field of higher art education. This includes not only technical aspects, but also theoretical and pedagogical approaches to teaching. In modern methods of higher education, the emphasis is on the development of students' personalities, broadening their outlook, skills and abilities. Traditional models of learning that existed before the introduction of distance learning are undergoing significant changes, leading to experimental approaches to teaching in art universities. Particular emphasis is placed on the democratisation of educational processes, digitalisation of art education and the use of computer technology. The desire to ensure unity in diversity, which is a necessary component of modern European integration aimed at overcoming the negative effects of globalisation, is also important. One of the key components of the development of modern higher art education is the use of digital technologies. This allows students to create a significant amount of creative work while studying and include it in their professional portfolio. This approach is particularly relevant in the European labour market. Ukraine's experience in applying modern teaching methods in the field of music is in line with European development trends. At the same time, due to Russian military aggression and obsessive propaganda, there is a need to update research on Ukraine-centric music topics. It is important to emphasise the development of Ukrainian art, the study of the life and legacy of prominent teachers, performers and artists, and the integration of the acquired knowledge into the educational process. The conclusions emphasise that the combination of Ukrainian specificity and modern digitalisation trends creates objective conditions for the development of musicology in Ukraine and its presentation at the international level.
... Popyuk (2020) studied the integration of art education in Ukraine into the European educational space. At the same time, Polska and Konovalova (2021) analysed the main areas of music teaching in Ukrainian higher education institutions. A similar issue was also addressed by Lebid et al. (2021). ...
... For a long time, Ukrainian art education developed separately from the world, and even after the collapse of the USSR, the consequences of the old pedagogical and educational paradigms were extremely noticeable. After Ukraine joined the Bologna Process, the opportunities for academic mobility and international cooperation increased significantly (Popyuk, 2020;Polska & Konovalova, 2021;Vasiutiak et al., 2021). Obviously, it is physically impossible to go a long way in development (which, for example, Canada did not begin until the beginning of the twentieth century). ...
The purpose of the article is to study international exchanges and cooperation in art education in Ukraine, to identify challenges and opportunities in the development of these areas in the future. to achieve this goal, the article uses general scientific methods of analysis and synthesis. The methods of abstraction, comparison, content analysis, and the prognostic method were also used, which made it possible to formulate some comments for the future development of international cooperation in art education in Ukraine. The results of the study highlight the importance of international cooperation, which is becoming an increasingly important aspect of modern art education. The analysis of the legislative framework has shown that Ukraine has created favourable conditions for academic exchange, and joining the Bologna system contributes to the internationalisation of higher education in the arts. These trends are also reflected in the development strategies of art universities in different regions of Ukraine, such as Kharkiv, Lviv and Kyiv, where establishing international exchanges is considered an important priority for educational institutions. In addition, the Kyiv National University of Culture and Arts actively uses digital channels to transmit information, especially in remote locations. Although distance learning has its limitations in art education, the conditions of modern reality, such as Russian aggression, create an opportunity to organise international cooperation with foreign partners without physical risk. It is important to note that there are common challenges to the successful implementation of international exchanges and cooperation in art education, such as cultural and language barriers, financial support, visa and administrative restrictions, as well as academic requirements and potential global threats. However, a possible way to overcome these difficulties is to use the international experience of involving NGOs or special state structures that would coordinate the provision of grants for academic mobility of arts students. The conclusions emphasise that it is also worth considering the possibility of special digital platforms that provide opportunities for internships and distance learning, which can be an effective solution for organising international cooperation in the current situation.
... Іншими словами, завдяки навчання 4С-навичкам заклад вищої освіти виступає в ролі «вузлової станції» на шляху довічної освітньої траєкторії руху від школи до роботодавця. Крім того, до ключових елементів навчання слід віднести три керівні освітні принципи: навчання здобувати знання; працездатність; навчитися жити [3]. Основним фактором вибору абітурієнтами навчального закладу та зацікавленості у вступіє гарний імідж та висока репутація університету. ...
Introduction. New approaches to the implementation of e-learning technologies in the Olympic education for professional training of physical education specialists have led to the building an informational-educative environment for e-learning of the Center for Olympic Research and Education. Aim is to substantiate the effectiveness of the model of informational-educative environment of e-learning of the International centre for Olympic studies and education of National University of Ukraine on Physical Education and Sport, based on SWOTanalysis. Material and methods: sociological methods (expert survey), SWOT-analysis and mathematical statistics. As a result of the expert survey (n = 17) the influence of SWOT-analysis factors on the informational-educative environment was substantiated, which allowed to determine the expediency and effectiveness of the e-learning in the Olympic education and its implementation in the International Center for Olympic Research and Education. Results. The study is based on a list of criteria adapted to the conditions of the educational process in physical education. According to the criteria selected by the experts, 29 factors identified as the strengths and weaknesses of the informationaleducative environment of e-learning of the Center for Olympic Studies and Education, and 22 factors identified as the opportunities and threats of e-learning technologies in the Olympic education system. Conclusions. The use of sociological methods allowed to establish the existing ways of implementing e-learning technologies in the Olympic education system in Ukraine and the impact of SWOT-analysis factors on the informational-educative environment of e-learning at the International Center for Olympic Research and Education of National University of Ukraine on Physical Education and Sport.
Teaching Ukrainian as a foreign language requires a competent combination of traditional forms of learning and the possibilities of IT technologies. This study has been conducted to evaluate the effectiveness of IT technologies introduction in the educational process during the study of Ukrainian phraseology by foreign students. Authors conducted an experiment, which involved the introduction of IT technologies in the process of gradual study of phraseology at the lessons of Ukrainian as a foreign language during the academic year. 20 foreign students of the 3rd year participated in the experiment, from whom an experimental and control group of 10 students each was formed. Pre- and post-experimental tests to compare academic achievements, pre- and post-experimental surveys, informal interviews, observations of participants in the learning process were used as a means of data collection. The authors provided a system of tasks using Internet communications, computer presentations, online dictionaries, elements of the blended learning system for each stage of working with phraseological units. The obtained results confirmed the hypothesis: the use of IT technologies in the study of phraseologisms by foreign students increases their motivation for learning, and, as a consequence, improves learning performance. Indicators of academic achievement of the experimental group exceeded the starting level, while the control group noted a decrease in the indicators of academic achievement. Prospective directions for further research may be related to theoretical generalisations in the field of methodology of teaching Ukrainian as a foreign language, as well as to the development and implementation of modern complex methods using IT technologies.
ÖZ: Bu çalışmada
eşdizimlilik kavramı yabancı dil ve çeviri öğretimi açısından ele alınmıştır.
Çalışmada Türkiye’de yapılan araştırmalarda eşdizimliliğin biçimsel bir olgu
olarak ele alındığına dair bir tespit yapılmıştır. Bazı araştırmalarda
eşdizimliliğin metin içindeki kavramlar arasındaki ilişkiler olarak
değerlendirildiği belirlenmiştir. Bu yaklaşımlarda konuşmacının zihinsel sözlüğündeki
anlamların dil dizgesindeki biçimlere dönüştürülmesi ile ilgili bilgilere yer
verilmediği için yaklaşımların yabancı dil ve çeviri öğretimi açısından verimli
olmadığı ileri sürülmüştür. Çalışmada İ. Melçuk tarafından geliştirilen ve sözcüksel
işlev olarak bilinen üstdil kategorileri ile anlamların sözcükselleştirilmesini
betimleyen yakalaşımdan yola çıkarak
eşdizimliliğe yönelik bir betimleme örneği sunulmuştur. Betimlemede Rusçada
“конфликт” (çatışma, anlaşmazlık, kavga vs.) birimi ile sözcükselleştirilen
olgu ele alınmıştır. Eşdizimlilere yönelik karşılaştırmalı dilbilimsel
betimlemelerin yabancı dil ve çeviri öğretim uygulamalarına dahil edilmesinin,
öğrencinin eşdizimlilere yönelik farkındalığını arttıracağı vurgulanmıştır.
Anahtar
sözcükler: eşdizimlilik, yabancı dil, çeviri, Melçuk,
Rusça
У монографії висвітлюються теоретичні засади формування системи рефлексивного управління, яке розглядається в широкому діапазоні: від управління процесом саморозвитку (однієї людини) до смислової координації рефлексивних процесів, що відбуваються в групі та між групами. Основою розгляду поняття рефлексивного управління є розуміння рефлексивного процесу, який у традиції психології рефлексії може бути зіставленим як з дискурсом окремої людини, так і з дискурсом корпоративної структури, спільноти. Описано практичний інструментарій формування, процес і результати його використання на прикладі конкретного випадку виконання проекту із психологічного забезпечення злиття бізнесорганізацій. Матеріал викладається в традиції рефлексивної дії, що забезпечує широкий простір для пізнавальної активності читача, який прагне до внутрішньої роботи з проникнення в задуми автора та його колег. Монографія розрахована на психологів, методологів, фахівців у галузі розвитку, спеціалістівпрактиків у сфері управління людськими ресурсами, розвитку, прийняття рішень. Може бути корисною студентам з психологічних, економічних спеціальностей.
У статті описано практичний досвід міжуніверситетської співпраці Харківського національного педагогічного університету імені Г. С. Сковороди і ДВНЗ «Донбаський державний педагогічний університет» у створенні регіонального дослідницького середовища шляхом проведення спільного комунікаційного заходу, розкрито функціональні та організаційно-процесуальні аспекти вебконференції як дієвого й ефективного способу формування єдиного науково-дослідницького середовища на регіональному рівні. Обрання формату комунікаційного заходу автори обґрунтували положеннями теорії інформаційного суспільства, теорії комунікаційних технологій, ресурсами інтеракційного підходу, що декларує усвідомлення цінності рівних прав і паритетності усіх учасників – суб’єктів комунікаційних заходів. У результатах дослідження наведено практичний матеріал, що використовувався в міжуніверситетському комунікаційному заході: складники чек-листа, пам’ятки для учасників, стендові доповіді, питання для обговорення та ін.
Artykuł dotyczy problematyki definicji frazeologii oraz klasyfikacji frazeologizmów. Badanie koncentruje się na zasadach nauczania frazeologii w audytorium obcojęzycznym. Celem artykułu jest wytyczenie kryteriów doboru jednostek frazeologicznych do ich zastosowania w procesie nauczania języka ukraińskiego jako obcego w audytorium obcojęzycznym. Przedstawiono zasady prezentacji frazeologizmów w audytorium obcojęzycznym, określono kryteria doboru jednostek frazeologicznych dla studentów obcojęzycznych na poziomie początkowym, takie jak: prosta struktura frazeologiczna (wyrazy w sensie dosłownym, 2-3 elementy, prosta struktura morfemiczna); przejrzysta forma wewnętrzna (motywacja); aspekt badań regionalnych; częstotliwość użycia frazeologizmu. W procesie nauczania nauczyciel musi stworzyć potencj ał j ęzykowy i komunikacyjny, który przede wszystkim zwiększy zdolność studenta do skutecznego postrzegania i przyswajania informacji. Nauczanie języków powinno stanowić część składową kulturowo-narodowego postrzegania nowego środowiska. Tylko wówczas bowiem student obcojęzyczny uzyskuje świadomość językową, która ułatwi mu postrzeganie formuł językowych na tle ogólnej kulturowo-narodowej specyfiki.
This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty's initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to teach online may be a catalyst for faculty to reflect on and evaluate their current teaching practices. Data were collected through three rounds of action research that included individual interviews, participants' reflective journaling activities, researcher's journal and field notes, and classroom observations. The qualitative data analysis steps included data reduction, data display, and conclusion drawing and verification. The results of the study indicated that learning to teach online has the potential to transform faculty's assumptions and beliefs about teaching, changing their face-to-face teaching practices. The identification of the aspects of professional development activities that were most effective in helping faculty to reflect on and question their previously held assumptions and beliefs about teaching will assist administrators and faculty development specialists move from one-size-fits-all programs to a redesign within an adult learning framework that supports opportunities for change.