scholarly journals Pedagogical bases of introducing children with disabilities to the spiritual music of Orthodox holidays

2021 ◽  
pp. 169-178
Author(s):  
Оксана Ивановна Иванова
Keyword(s):  
Personal Growth ◽  
Children With Disabilities ◽  
Interpersonal Relations ◽  
Educational Process ◽  
Transfer Of Knowledge ◽  
National Education ◽  
Preschool Period ◽  
Teachers And Students ◽  
The Individual ◽  
Traditional Pedagogy

Целью данной статьи является вопрос определения и разработки педагогических основ приобщения детей с ограниченными возможностями здоровья к музыке православных праздников: дидактическая система взаимосвязи педагогов и учащихся, содержания и средств (формы, методы, приемы) обучения на основе сочетания религиозно-духовного и культурологического компонентов в содержании музыкально-образовательной деятельности. В развитии современного национального образования особое значение приобретает процесс становления и полноценного развития жизненно-творческой личности, раскрытие его личностно-индивидуальных качеств и задатков, осознание самоценности и самодостаточности, приоритетности общечеловеческих ценностей. Особенно важным и определяющим в процессе личностного роста является дошкольный период, который создает основу для динамических изменений в дальнейшем онтогенезе человека. Именно этот период ученые сравнивают с заложением фундамента здания, от качества и надежности которого будет зависеть вся красота и величие будущего сооружения. Кроме того, современное состояние развития общества аккумулирует необходимость гуманизации образовательного процесса, признания личности главной ценностью бытия, гармонии человека, природы и общества. Приоритетным при этом возникает создание эмоционально-стимулирующего учебной среды, поощрения инициативы учащихся, установление доверительных межличностных отношений между педагогом и детьми, направленности учебного процесса на развитие потенциала и творческих способностей детей и отказ от авторитарной педагогики и педагогического давления на детей. Формальная передача знаний и социальных норм в традиционной педагогике продемонстрировала неспособность сформировать целостную самодостаточную личность, готовую к самореализации и осознанного и ответственного выбора в определенных жизненных обстоятельствах и ситуациях. The purpose of this article is to determine and develop the pedagogical foundations for introducing children with disabilities to the music of Orthodox holidays: a didactic system of the relationship between teachers and students, the content and means (forms, methods, techniques) of teaching based on a combination of religious, spiritual and cultural components in the content of musical and educational activities. In the development of modern national education, the process of formation and full-fledged development of a vital and creative personality, the disclosure of its personal and individual qualities and inclinations, awareness of self-worth and self-sufficiency, the priority of universal values is of particular importance. Especially important and decisive in the process of personal growth is the preschool period, which creates the basis for dynamic changes in the further ontogenesis of a person. It is this period that scientists compare with the laying of the foundation of a building, on the quality and reliability of which all the beauty and grandeur of the future structure will depend. In addition, the current state of society's development accumulates the need for humanization of the educational process, recognition of the individual as the main value of being, harmony of man, nature and society. The priority in this case is the creation of an emotionally stimulating learning environment, encouraging the initiative of students, establishing trusting interpersonal relations between the teacher and children, directing the educational process to develop the potential and creative abilities of children and rejecting authoritarian pedagogy and pedagogical pressure on children. The formal transfer of knowledge and social norms in traditional pedagogy has demonstrated the inability to form an integral self-sufficient personality, ready for self-realization and conscious and responsible choice in certain life circumstances and situat.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

scholarly journals SEPTEMBER NOTES: ASPECTS OF EDUCATIONAL STRATEGY

2020 ◽  
pp. 9-20
Author(s):  
H. Filipchuk
Keyword(s):  
Educational Process ◽  
Social Significance ◽  
New School ◽  
National Education ◽  
National Space ◽  
School Year ◽  
The People ◽  
The Individual ◽  
Main Component ◽  
Material Values

The review article highlights some problems and tasks related to national education, its social significance for the prospects of current and future development of Ukraine and the world. It is noted that the state currently lacks a holistic and systematic vision of quality reform of this priority sector, which is the main component for progress in all segments of life, the basis for increasing human capital. Emphasis is placed on some essential areas of the educational process, the characteristics of the social environment, which significantly affects the content of education, civic development of the individual. In the context of events, tasks, and challenges that arose on the eve of the new school year, several issues that directly and indirectly affect education are considered.It is proved that the urgency of the problem of "culturality" does not concern only the content of education, curricula, and textbooks. It concerns many other areas and processes of education of Man and Society, namely: socio-cultural environment; accessibility of the people to quality education and cultural heritage, spiritual and material values; cultural and educational state policy; protection of the informational national space from the primitive "masculinity" that distorts human souls by aggression, cruelty, alienation from the native culture and native language.Modern realities are such that culture, education, science should become an essential component of the national security of Ukraine, given their human-nation-state-building mission. But for this, we must be convinced of the correctness of landmarks and values on the way to truth, freedom, justice, spirituality.

scholarly journals IMPLEMENTATION OF THE RIGHT TO TEACHER’S ACADEMIC FREEDOM IN THE EDUCATIONAL SYSTEM OF UKRAINE

2020 ◽  
pp. 65-71
Author(s):  
Tetiana Motuz
Keyword(s):  
Academic Freedom ◽  
School Teacher ◽  
Educational Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Research Education ◽  
National Education ◽  
Collective Interest ◽  
The Individual ◽  
The Right

The article analyzes the phenomenon of academic freedom of teachers in the context of democratization of the educational process. It is proved that the academic freedom of the general secondary school teacher is the basic principle of modern educational reform in Ukraine. Academic freedom of the teacher implies freedom and independence in the issues of teaching, research, education (advanced training). It is substantiated that the intensification of the implementation of the principles of academic freedom in the practice of teacher work is connected with the processes of the bureaucratization of national education (2014 – present), as well as the implementation of the Concept of the New Ukrainian School (2016). Among the key components of the New Ukrainian School is a motivated teacher who «has the freedom of creativity and develops professionally». The concept also emphasizes the interconnection of academic freedom of the teacher with real institution autonomy and decentralization of management, and the New Ukrainian School can be successful in effectively combining these two components. An important direction of the state policy on ensuring the freedom of professional activity of teachers, democratization of the management of the educational process was the process of debureaucratization, which began in 2014 and envisaged the release of pedagogical staff from reporting, not stipulated by the legislation, as well as the ability to independently choose information resources, materials, materials teaching. In exercising the teacher’s right to academic freedom, there is a possible conflict of interest that arises between the individual teacher and the general staff of the educational institution, whose rights are exercised through a self-governing body – the pedagogical council. The resolution of the conflict between the right of the institution of education to academic autonomy and the right of the teacher to academic freedom depends on socio-political, economic factors, but, as a rule, public, collective interest prevails.

scholarly journals PSYCHOLOGICAL FOUNDATIONS FOR CHILD’S FORMING AS A SUBJECT OF LIFE-CREATION IN THE EDUCATIONALSPACE OF THE NEW UKRAINIAN SCHOOL.

2020 ◽  
pp. 88-100
Author(s):  
Vitalii Mavrin
Keyword(s):  
Personal Growth ◽  
Cognitive Activity ◽  
Educational Process ◽  
Psychological Support ◽  
Scientific Concept ◽  
Life Goal ◽  
Self Development ◽  
Self Actualization ◽  
The Individual ◽  
Mode Of Being

The article analyzes the priority and opportunities of the child's formation as a subject of life-creation in the educational space of the New Ukrainian School. The fundamental ideas of the humanistic and existential psychology’s founders and modern scientists regarding the conscious and creative attitude of the individual to his life as a prerequisite for its self-actualization in the mode of being and the realization of freedom of life (A. Maslow, E. Fromm), the ideas of setting a life goal, determining meaningful life orientations and developing life personality strategy (K. Abulkhanova-Slavskaya, A. Adler, R. May, G. Allport, K. Rogers, V. Frankl), the ideas of individual readiness for life innovations in the process of self-projection (N. Samoukina, T. Titarenko) are analyzed. There were defined the life-creation methods of personality self-development as a subject of life (F. McGraw, A. Molloy, I. Pidlasa). It is shown that the priority of the psychological support of the educational process in the New Ukrainian School is the formation of students as subjects of life creation through the development of their ability to anticipate life, internality, optimistic perception of life prospects, stress resistance and motivation to achieve success. It was established that the fundamental ideas and modern approaches to the interpretation of the problem of formation of the individual as a subject of life-creation fully correspond to the conceptual priorities of the New Ukrainian School, which is designed to bridge the gap between the educational process and the requirements of society. It is revealed that the psychology of life-creation is a holistic scientific concept, which was formed on the fundamental ideas of humanistic and existential psychologists and is now actively developing within the psychology of personal life. There were defined the technologies and forms of work within the framework of psychological support of students in the educational space of the New Ukrainian School. These include: technology of life design, technology of organization of life-cognitive activity of students, psychological counseling and facilitation, training forms of psychological work, in particular, trainings of personal growth, trainings of self-determination and trainings of construction of life perspective.

scholarly journals SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

2022 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
HRYHORIY TERESHCHUK ◽  
NATALIA LUPAK
Keyword(s):  
Personal Growth ◽  
Educational Institution ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
Modern World ◽  
Self Development ◽  
Educational Paradigm ◽  
The Individual ◽  
Key Aspects

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

scholarly journals The New Normal?

2020 ◽  
Vol 29 (10) ◽  
pp. 56-64
Author(s):  
O. A. Donskikh
Keyword(s):  
Online Learning ◽  
New Technologies ◽  
The United States ◽  
Growth Trend ◽  
Higher Education System ◽  
National Education ◽  
Online Technologies ◽  
National Education Systems ◽  
Teachers And Students ◽  
The Individual

The article discusses the preliminary results of the forced transition to entire online learning in the higher education system in the context of the general growth trend of the corresponding form of education in various universities around the world. The ideology defining this trend is considered. Special attention is paid to the analysis of the reality of a sharp increase in the level of control of both teachers and students by the creators of training platforms, as well as the possible consequences of this situation. It is shown that universities in different countries are seeking suitable forms of supplementing regular education with remote ones. The overall trend is a steady growth in online learning with significant variations across countries (examples include the United States, Australia, Germany, and China). It is obvious that national education systems differ significantly from each other, and with certain general trend towards online learning, each educational system is looking for its own, most suitable for the national culture, forms of education. It is also necessary to understand how online learning can be integrated into existing system without harm. At the moment, this is not clear either on the content level or methodological one. The article analyzes the temporary and long-term problems associated with the transition to distant education. The problem of technical support is probably the easiest to be solved. More serious and requiring new technologies is the problem of changing the nature of communication, which requires quite different efforts of both teachers and students if compare with the usual ones. Working on the platforms that are intended to radically change the educational environment under the slogans of ensuring an individual educational trajectory, in fact leads to the opposite. The author dwells on the problem of possible widespread replacement of conventional courses with recorded ones and, especially, the ideology of transition to online learning in the format of virtual reality, which allows the creators to exercise full control over the individual. The problem of monitoring of educational activities is discussed, which already in the current conditions makes it possible to record any actions and states of all participants in the process. The article is a reaction to the beginning of the process of widespread introduction of online technologies, and this approach, according to the author, allows to observe vividly the most painful aspects of the new situation (like the first impression of a meeting with the unknown).

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

Dys-functionality of education in the context of the COVID-19 pandemic

2020 ◽  
pp. 7-11
Author(s):  
P.I. Ananchenkova ◽  
◽  
N.M. Novikova ◽  
Keyword(s):  
Social Systems ◽  
Social Institutions ◽  
Social Institution ◽  
Educational Process ◽  
Full Time ◽  
Technological Infrastructure ◽  
National Education ◽  
National Education Systems ◽  
Teachers And Students ◽  
Technological Modernization

Researched is the most significant event in socio-economic, political and other spheres of life in the period of 2019–2020 COVID-19 pandemic that significantly “reshaped” principles and technologies of functioning of certain social institutions that traditionally play a stabilizing function in society. The social institute of education is one of these systems. Under the influence of the coronavirus crisis, education as a social institution has shown its strengths and weaknesses in terms of providing a stabilizing function. The dys-functionality of education is most clearly manifested in the lack of readiness of its subjects for a rapid technological transition from full-time to distance learning. The article considers the main forms of dys-functionality of education, expressed in such types of unpreparedness as technological, infrastructure, personnel, skill, and mental, and presents their characteristics and main forms of manifestation. It is concluded that, on the one hand, the coronavirus crisis was a powerful factor in the destabilization of all economic and social systems and caused their dys-functionality. On the other hand, and this was most evident for the Institute of education, it accelerated technological modernization and the rapid transition to innovative forms and technologies of education, followed by an increase in technological literacy of teachers and students, revision of methodological and didactic materials, and a change in the paradigm of managing the educational process directly in educational institutions and in General national education systems.

scholarly journals Promjene u pristupima odgoju i obrazovanju učenika s teškoćama

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Smiljana Zrilić ◽  
Kristina Brzoja
Keyword(s):  
Children With Disabilities ◽  
Social Stigma ◽  
Educational Process ◽  
Cultural Economic ◽  
Persons With Disabilities ◽  
Number Of Factors ◽  
The Social ◽  
Teachers And Students ◽  
The Relationship ◽  
National Framework

Attitude towards children with disabilities, especially their education, changed throughout history, and depended on a number of factors: political, social, cultural, economic or any other terms and conditions set in which a society found. Segregationist practice, which deals with the separation of people based on different criteria, which is generally contrary to the principles of human rights and freedoms, and the philosophy of history in America and Europe have had a decisive influence on the situation of children with disabilities, the relationship between school and society as a whole. At that time a opinion that persons with disabilities can be helped in a separate environment, isolated from the rest of society, has further boosted the social stigma, aversion, classification and intolerance. Croatian national framework curriculum provides all students equal opportunities to participate in the educational process in accordance with their capabilities together with their peers, making the foundation for the creation of individualized curriculum. So constructed curriculum of teaching gives the assumption that students can develop their own potentials in accordance with their own requirements for learning (cognitive, affective, motivational to social). This paper describes the changes throughout history in relation to children with disabilities, and elaborates some responses from teachers and students of teacher training studies within the research thesis. Although from the commencement of the inclusion of education passed nearly half a century, the fact is that we still need to work on new models of schooling and of teacher education, because those teachers who are today in practice still feel incompetent. Students feel more competent because they were included in the new compulsory and elective courses on studies for teachers.

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