Fundamentals of Socio-Cultural Environment in Managing the Development of Multicultural Competence of Teachers

Author(s):  
Alla V. Kozhevnikova ◽  
Natalia V. Merkulova

The relevance of the problem of socio-cultural environment in the management of the development of teachers’ multicultural competence involves strengthening the integrative and cultural status of the subjects of the educational process. The purpose of the study is to cover the specific features of the socio-cultural environment in the management of the development of teachers’ multicultural competence. To achieve this purpose, a set of modern general scientific approaches (personal, axiological, systemic, activity, synergetic, and competence-based) and methods (theoretical methods – analysis, synthesis, generalisation, comparison, empirical methods-observation, ranking) were used to help clarify the specific features of socio-cultural environment in the management of the teachers’ multicultural competence development. Based on the theoretical and methodological analysis of the research problem, it is determined that the multicultural competence development is a process that is consciously organised and managed, and the process of managing the development of future teachers’ multicultural competence is relevant and understudied. It was also noted that multiculturalism constitutes an important condition for sustainable social development and ensures the integration of each person into the world cultural and educational space, and multicultural competence of teachers is the result of multicultural education. The specific features of the socio-cultural environment are considered as a specific social space of the educational institution, which is described by coexistence and interaction of different and equal cultures, communication of many ethnic groups, simultaneous study and use of different languages, traditions, folk customs, and more. It is emphasised that the socio-cultural environment contributes to the growth of cultural values of each subject of the educational process of a modern school

2016 ◽  
Vol 50 (6) ◽  
pp. 14
Author(s):  
Iryna V. Ivanyuk

The article presents the author's model of computer-oriented learning environment for the formation of a multicultural competence of pupils. It was found the content of "multicultural competence of students" and clarified the basic content of the study "computer-oriented learning environment in terms of multicultural education of pupils." Scientific approaches and principles that underpin the formation of a multicultural competence of pupils were characterized. The basic tools for provide multicultural education students in computer-oriented learning environment were highlighted. It is concluded that the present model includes the basic building blocks that provide consistency and coherence of the educational process in the computer-oriented learning environment for the formation of a multicultural competence of the student.


2021 ◽  
Vol 5 (S1) ◽  
Author(s):  
Oksana Chaika ◽  
Nataliya Chahrak ◽  
Marianna Zhumbei ◽  
Halyna Apelt ◽  
Liliya Kopchak

The present paper deals with the pedagogical framework of poly- / multicultural education as a factor that significantly influences the formation of poly- / multicultural competence of a foreign language (FL) teacher. The relevance of addressing poly- / multiculturalism in the pedagogical plane is due to the current need of societies to bring up a young professional, who would become aware that today poly- / multiculturalism and polyethnicity make an integral part of the modern global world in general and the educational process, in particular. The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly- / multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language (FL) instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly- / multicultural competence.  To this end, poly- / multicultural competence is seen prerequisite of a FL teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys / questionnaires, conducted in stages, along with observation as a method applied.


Author(s):  
Nataliia Morze ◽  
Mariia Vasylenko ◽  
Eugenia Smyrnova-Trybulska

The article considers and summarizes some research results in the field of digital competence formation of secondary school teachers. Theoretical sources on the research problem are presented and analyzed, the concept of digital competence in the works of domestic and foreign researchers is analyzed. Modern trends and problems of development of teachers’ digital competence in Ukraine are considered. The possibility of the digital competence framework DigCompEdu utilization as the background for Ukrainian education is demonstrated. The following levels of teachers’ digital competence are determined: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2). The main peculiarities of each level are described from the perspective of teachers’ knowledge and skills in the sphere of digital technologies utilization in the educational process. Based on DigCompEdu analysis the survey for determination of secondary school teachers’ digital competence level is developed and conducted with the involvement of teachers of two schools in Kryvyi Rih. The levels of digital competence of the respondents are determined, the results of the complex survey are presented and the guidelines on the teachers’ digital competence development system for the school level are given. The assumption was made that most teachers and secondary schools in Ukraine have approximately the same situation with the levels of teachers’ digital competence according to DigCompEdu gradation. Thus, the provided recommendations will be useful for school management representatives to provide teachers’ digital competence development at school level. The processed methodological guidelines on teachers’ digital competence development management for school management representatives are described.


Author(s):  
Mariia Zabolotniaia ◽  
Zhichao Cheng ◽  
Evgenij Dorozhkin ◽  
Anton Lyzhin

This article considers the opportunities of using Moodle LMS (learning management system) tools to ensure the effective implementation of an innovative policy of the higher educational institution. In the framework of digital transformation of social space an important and relevant topic for higher educational institutions is the creation of high-quality information and communication environment, which shall correspond to the contemporary state of science and technology development, global educational standards and information society needs. The advantages of the Moodle system are studied. Moodle system provides for a comprehensive educational process through its extensive educational content, a system for control, monitoring and evaluating the knowledge quality. The authors compare the four-phased model of knowledge management with the capacities of LMS Moodle educational environment. The latter is capable of simulating professional actions in a virtual educational space that allows the university to train advanced specialists and ensure a high level of their professional skills based on hard and soft skills. The perceptive and cognitive attitude of university students and teachers towards the implementation of the LMS Moodle educational platform was researched. The research has brought out the subjective assessment model of the innovative process with clear meaningful factors of changes’ perception. Such a model allows understanding the collective attitude to the university’s policy and highlighting mental settings necessary for working with human resources within the social adaptation and diffusion of innovation. The synergy of technological and managerial innovations has been updated to ensure completeness and efficiency in presenting a professional educational product based on the LMS Moodle platform.


2021 ◽  
pp. 4-11
Author(s):  
Inna Goncharova ◽  
Olena Lazebna ◽  
Viktoriia Kotvytska

The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students’ multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020-2021 academic year. According to the results, due to CLIL classes the students’ theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students’ multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills.


Author(s):  
Е.Ф. Командышко ◽  
Ю.С. Жукова

Актуальность статьи обусловлена проблемой организации воспитывающей культурно-просветительской среды, что имеет дело с реализацией коммуникативной функции искусства, а также содержанием учебного процесса, технологическими особенностями, формированием, трансформацией и взаимодействием художественных и культурных ценностей в современной образовательной среде. В статье выделены основные направления, в которых раскрываются аспекты коммуникативной функции искусства, включая подготовку музыкально-познавательных программ, активизацию эмоционально-эстетических процессов, а также интерес к освоению и расширению культурологических познаний, в целом. Авторы выделяют эффективные методы создания ситуаций эмоциональных переживаний, учебных дискуссий, мотивации познавательного интереса. Содержание статьи выстроено в опоре на научно-педагогические исследования влияния среды на развитие человека при освоении новой художественной информации, в частности, арабской музыкальной культуры. В статье показано, что организация воспитывающей культурно-просветительской среды и подготовка музыкально-познавательных программ способствуют общекультурному развитию детей и положительно влияют на развитие их художественной коммуникации, что на современном этапе обретает особую значимость в воспитании современных школьников. The relevance of the article is due to the problem of organizing an educational and cultural environment, which deals with the implementation of the art communicative function, as well as the content of the educational process, technological features, the formation, transformation and interaction of artistic and cultural values in the modern educational environment. The article highlights the main directions in which aspects of the art communicative function are revealed, including the preparation of musical and educational programs, the activation of emotional and aesthetic processes, as well as interest in the development and expansion of cultural knowledge, in general. The authors highlight effective methods for creating situations of emotional experiences, educational discussions, motivation of cognitive interest. The content of the article is built on the basis of scientific and pedagogical studies of the influence of the environment on human development in the development of new artistic information, in particular, Arab musical culture. The article shows that the organization of the educational and cultural environment and the preparation of musical and educational programs contribute to the general cultural development of children and have a positive effect on the development of their artistic communication, which at the present stage is of particular importance in the upbringing of modern students.


Author(s):  
N. Chernukha ◽  
Ali Shaheid Anad

The priority vectors of professional training of contemporary specialists of fine arts in the educational environment of higher education institutions are considered in the article. It is noted that in the modern labor market employers are not interested in a set of theoretical knowledge, but professional competence, which is the basis for successful professional self-realization of modern specialists, including specialists in fine arts, which helps them to solve successfully the problems in social and pedagogical activity as a part of the professional field. The essence of competence approach in professional training of specialists as an important methodology of reform and modernization changes is investigated and revealed. It is noted that the process of professional training of specialists in fine arts requires certain changes in a number of segments of educational theory and practice: in values, in the goal, in the results of the educational process, in its content, forms, methods, means of education in interaction with the external environment. Attention is paid to the fact that the professional training of the specialist of fine arts will be productive, if it will be formed as a coherent system and all components of which will be maximally integrated into a single whole and focused on the implementation of basic professionally significant goals, practical activities of modern specialists in social and practical education. The importance of successful social space of an educational institution in the process of qualitative training of specialists of fine arts is substantiated, the signs of modern social space are determined: intellectual work of students, coordinated interaction, creative cooperation, correctness of interpersonal relations, mutual respect, psychological comfort, freedom of participation.


2021 ◽  
Vol 12 (2) ◽  
pp. 95-104
Author(s):  
O. I. Yakymchuk ◽  

The article considers the problem of increasing the attractiveness of the modern Ukrainian school, i.e. providing such conditions for pupils, parents, teachers,educators so that pupils wanted go to school with pleasure. To do this, they should like not only the content of education and professionalism of the teacher, but the technological component of the educational process as well. Therefore, innovative and humanistic technologies of teaching and education, computer and communication tools, game techniques and extracurricular organizational mechanisms should play a special role in increasing the attractiveness of the modern Ukrainian school. This article emphasizes the need for comprehensive application of these educational and cognitive means to create an attractive environment for pupils, teachers and educatorsin every educational institution. The purpose of the article is to theoretically substantiate the need for comprehensive application of educational and cognitive meansin every educational institutionin order to create an attractive environment for co-creation for pupils, teachers, educators and other participantsof the educational process. This goal is realized in the following tasks: to analyze such a priority direction of modern school development as the humanistic orientation of education, in which the leading role is given to a personality oriented approach that takes into account the needs and interests of the pupils; identify the means of implementing a personality-oriented approach in the educational and extracurricular process; to highlight the prospects of modern implementation of innovation humanistic orientation of technological support of educational and extracurricular process as a guarantee of the implementation of personality-oriented approach.


2020 ◽  
Vol 15 (5) ◽  
pp. 48-55
Author(s):  
Lavrentyeva Nina G. ◽  

Currently, there is a need to improve the theory and practice of environmental education of preschool children in kindergarten and to transit to education for sustainable development. The purpose of the research is to substantiate the organization of environmental education of preschool children in kindergarten aimed at understanding the natural and socio-cultural ecosystems. Ecological systems are the universal units of the structure of the surrounding world. The focus of pedagogical activity on the organization of children’s cognitive and research activities in the ecosystems of the nearest natural and socio-cultural environment in the area of the nearest development of preschool age children allows enriching the subjective experience of children with ecological content – the basis of future ecological intuition. Ecological-system approach to the modeling of the educational process allows uniting all forms of organization of life and types of children’s activity in an educational institution into a single succession system. The basis for organizing the cognitive and research activity of preschoolers is the interest, cognitive needs and cognitive activity of children. The process of environmental l education fulfills the role of a systemic mechanism for reflecting and modeling the pictures of the surrounding world in the process of cognitive-research and creative activity in the areas of the nearest development and self-development of children. As a result of testing this organization system in practice of kindergartens activities, teachers note its convenience, effectiveness and positive results in the development of children.


2019 ◽  
Vol 80 (4) ◽  
pp. 45-48
Author(s):  
E. P. Chernogrudova

The article is devoted to the problems of communication between all the parties of the educational process. The goal is to draw the attention of specialists and the public to the negative impact of Internet resources on modern schoolchildren’ speech. An analysis of the characteristics of such communications has shown that digital educational platforms solely create the illusion of the “advancement” of an educational institution. However, in reality, these platforms provoke the teacher to make speech mistakes and omissions, thus ultimately reducing the effectiveness of the educational process.


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