Technical Guidance 21st Century Learning Application to Improve the Pedagogic and Professional Competence of Elementary School Teacher

At this time the 21st century is known by all audiences as the era of knowledge which is used as a foundation in various aspects of the wheel of life with the characteristic of providing information anywhere and anytime and increasing the interaction of world citizens either directly or indirectly. Talking about 21st century skills, education today should not only be about knowledge of the subjects being taught but also lead to leadership, responsibility, problem solving, analytical thinking, adaptability, communication, initiative, self-direction, creativity, cross-cultural skills, and work. same. Through this PKM activity bridges teachers to have 21st century skills in the form of (1) Critical Thinking Skills; (2) Ability to Solve Problems; (3) Communication and Collaboration; (4) Creativity and Innovation; (5) Information, Communication, and Technology Media Literacy. Teachers as people who daily wrestle with the world of education and have direct contact with students in schools must be able to change their teaching style according to the needs of the 21st century.

The use of gamification tools in the practice of modern education

The purpose of the article is to formulate the problem of using various gamification tools: role – playing games, simulators, video games in the practice of modern education. The article analyzes and describes a step-by-step methodology for introducing gamification into the learning process, starting from analyzing the internal environment of an educational organization and determining the goals of introducing gamification on its basis to choosing a platform for gamification, selecting rules and creating a motivation system for students. The article substantiates the relevance of research on the use of gamification in solving various levels of pedagogical tasks. Based on a comparative analysis of foreign studies on gamification, the article highlights the main trends in the use of gamification tools in real pedagogical practice, identifies and describes three key segments of gamification in relation to basic education: game products, auxiliary tools for the main educational program and tools for the formation of various cultural skills. According to the results of the study, conclusions are formulated. The prospects for the development of the research topic are outlined.

Association Between Personality Traits Toward Culture Shock Among Indonesian Caregiver in Japan Under Economic Partnership Agreement

Background: Among Indonesian nurses who worked in Japan under Economic Partnership Agreement (EPA). They were placed in hospitals as nurses and nursing homes as caregivers. They experience cross-cultural tend to culture shock because of the personality traits needed socio-cultural to adaptations skills to live new environment.Purpose: This study aimed to increase professionally among Indonesian nurses placement job in Japan with enhancing adequate personality traits for adaptation cross-cultural live and health facility job in Japan that can preventive culture shock.Methods: This study used a cross-sectional approach with a non-probability sampling method. The population study was 307 among health professionals migration Indonesian in Japan, and obtained a sample of 180 respondents of Indonesian caregiver in nursing home Japan, that passing the National Board Examination (NBE) and have not. Selected using a random sampling technique. The data were collected using questioner. Data analysis used a contingency coefficient.Results: The results of research culture shock participants were 17% and normal 83%. This showed study extraversion have a significant association with culture shock (? value = 0. 042) and openness (? value = 0.109), conscientiousness (? value = 0.518), agreeableness (? value = 0.213), neuroticism (? value = 0.592) were not a significant association with culture shock.Conclusion: The nursing institutions plants to curriculum containing material for increasing nursing resources study cross-cultural skills in an abroad workplace to avoid culture shock who need very good mentally with increase competence of reinforcing positive personality traits

Personnel training for high-tech industries in the system of lifelong education

At present the higher education system does not meet the employer’s requests. Therefore, the concept of lifelong education is becoming more and more relevant. One of the aspects of such education is a corporate university which not only provides the necessary knowledge to work for a particular company, but also improves general cultural skills. On the basis of expert interviews (N = 100) conducted in 2017–2019. it was considered as high-tech industries are ready to participate in personnel training in order to have well-trained employees and receive economic profit. Attention is also drawn to the current state of the professional education system. The experts’ opinion on the corporate education, as well as on the basic university departments as one of the forms of such education is pondered upon. The interview is also focused on the effectiveness of continuing education courses. Attention is paid to the problems of insufficient level of professional competencies facing the employers and the possibilities of overcoming them. The experts expressed their opinion on the changes that they would like to see in the professional education system. Possible options for the development of professional training for lifelong education were considered. The article focuses on the interaction between lifelong education institutions and high-tech industries which will help bridge the gap between the education system and real production.

VALUE POTENTIAL OF MUSIC TEACHERS’ ARTISTIC AND EDUCATIONAL ACTIVITY

The purpose of the article is to analyze the phenomenon of music teachers’ artistic and educational activity in the artistic and value context as well as projections for professional training. The integral content of such activity in the teaching profession is revealed in general, and its connection with the values of culture is considered. It is emphasized that art education covers all disciplines of professional music and pedagogical training. At the same time, the tasks of the particular discipline always are in the centre of the solution of problems of other disciplines. Moreover, the place of education in life and work of prominent artists and teachers of Ukraine, China, and other countries is indicated. The role of poly-artistic training of music teachers as a basis for the formation of artistic values is emphasized. The requirements of artistic and educational activity for professional training of music teachers are outlined as the following: attitude towards educational activity, self-development of cultural skills, mastery of information space, development of performing skills, mastering the techniques of verbal and nonverbal communication with the audience. The article specifies the essence of music teacher’s artistic and educational activity as a purposeful permanent process that integrates various components of artistic cognition. The interdependent vectors of professional training of music students are formulated. They are the following: a directed influence on artistic values of others and conscious enrichment of one’s own artistic value sphere. The potential of music teacher’s artistic and educational activity as a foundation and reference point for acquiring personal artistic values is revealed, which includes motivation to expand general artistic erudition, the possibility of holistic practice-oriented immersion in art, presentation of the results of artistic search, and self-presentation.

SPECIAL FEATURES OF ORGANIZING COMMUNICATION IN THE PROCESS OF DISTANT LESSONS PREPARATION ABROAD

Distance education has been lately very popular abroad. It is necessary to look through somespecial aspects of lessons construction in blended learning abroad. Many discussions took place abroad about different barriers in distant education. A low degree of communication is part of most barriers to distance education. Communication improvement in distance education greatly depends on capability to manage strategically one’s learning and other people’s learning. Teachers use more and more new information and communication technologies joined with computer supported collaborative learning. Some foreign researchers in their work use the terms “self-regulated learning”, “socially shared regulation of learning”, “computer supported collaborative learning”, which illustrate technological activity in the process of distant learning. Because of such education, students form vitally important skills based in such key competencies as critical thinking, problem solving, teamwork, communication, collaboration, creativity, analytical and inter-cultural skills.

Theological Imagination in a Throwaway Society: Contending with Waste

This article treats the topic of consumer waste by beginning with a contemporary story that illustrates the reality and complex dynamics of throwaway culture. Noting the dynamic quality of waste, it offers a brief review of the development of throwaway society. Beginning in a preindustrial world in which the battle against “moth and rust” required habits of reuse and repair, or what cultural historian Susan Strasser refers to as bricolage, it then traces changes in “natural” and “temporal” imaginaries, as well as economic and technological factors, that rendered obsolete the cultural skills and imaginative capacities of bricolage. Having argued that forgetting and loss of imagination are key to waste-making, it offers two Christian responses that schools and faith communities might practice: “material anamnesis” and “redemptive vision.”

Culture and the Future Sustainability of Well-being in Israeli Society

This document summarizes the capital approach to sustainable well-being in the domain of culture. It provides an overview of the components of cultural capital discussed in the scientific literature, with an emphasis on cultural participation, as this is the single most important indicator whose links to well-being have been evaluated. The document provides an initial mapping of the critical components of cultural capital specific to the Israeli context, building on previous work conducted in other countries and on social science theory in this area. It presents the theoretical approach to the definition of these components and the international experience of using it for measuring sustainable well-being. The emphasis on cultural participation as one possible operationalization of cultural capital has three motivations. First, research points to a certain set of cultural participation indicators as representing cultural skills that are legitimate and desirable in society. Second, this set of cultural participation indicators has been shown to be associated with returns in the educational system and the labor market. Third, this set has been investigated in relation to indicators of psychological and physical well-being.

Defining the Components of Student Training for Participation in International Programs

The integration of Ukraine into the European and transatlantic community is increasingly becoming more dynamic and vital. Ukrainian scholars, students, and professionals establish new diversified educational, business, cultural, scientific contacts in all spheres of life with European countries and throughout the world, which requires a number of special communication and activities skills. This paper investigates the student training process components, such as language learning, social and cultural skills development, psychological training, and patriotic attitude towards Ukraine abroad for developing a specific course for students. The students of Sumy National Agrarian University were surveyed about the ideal state of completing the international programs, both those who participated in the international programs and those who did not, but could assume the challenges they would encounter. The main problems which related to the participation in the international programs were found to be associated with language proficiency and social and cultural skills (about 45%), psychological and cultural adaptation to the foreign environment (about 25%), as well as the attitude towards Ukraine and the ability to represent oneself abroad adequately (about 30%). Many factors could influence the successful participation in international programs. However, we found clear indications that besides the language acquiring the course on preparing for the international programs should also include the social and cultural, psychological, and patriotic components.