Practical Experience in the Formation of Gender Culture of Social Specialists in Non-formal Adult Education

The article reveals experience of non-formal gender education of social workers in terms of introduction of a gender-sensitive approach. We have analyzed scientific works in relation to the concept of gender culture, and have given the author’s definition of «gender culture of social specialists» as a special system of professional skills realization, which is actualized through the complex of formed appropriate intellectual, value-based, motivational and behavioral characteristics. They are based on the knowledge of gender theory, the development of mental needs, learned values and rules of gender-based behavior in line with the gender parity and democracy. The experience of implementing an innovative pilot partnership project «Gender Open University» has been described. We have analyzed the experience of the Center for Gender Education, which is a research department of an academy that provides scientific and practical assistance to social workers, social pedagogues, schoolteachers and students of higher educational institutions in the introduction of ideas of gender equality in professional activities. It has been determined that such a department provides a wide range of opportunities for educational professionals who work in different social areas.

Interaction of School and Family in Teaching and Upbringing of Hyperactive Students of Educational Institutions

The article has generalized scientific views on the concept of hyperactivity, the main features of hyperactive behaviour, and the main elements of the system of the interaction between school and family when teaching and upbringing hyperactive students. Active development and personal stimulation of hyperactive students with the help of common work of their parents and teaching staff (partnership with a family) have been emphasized. The research has focused on the levels of parents’ involvement in partnership with the educational institution in the process of education and upbringing of hyperactive students: awareness and participation in school activities. The system of partnership between family and school in education and upbringing of hyperactive students as the purposeful influence of the school and social environment on each other, which promotes mutual enrichment, strengthening of educational potential of interacting systems, has been revealed. It has been defined that one of the main factors which help to engage parents in teaching hyperactive students is informing them about their children’s achievements. The level of teachers’ interest in success of such students, positive atmosphere at school and efforts put in the development of work with the parents, as well as the degree to which the parents are interested in their children’s success and in themselves as teachers of their own child are of great importance.

Political Persecution and Repression of Teachers of the Ukrainian SSR in the 1920 – 1930s

The research exposes the essence of political repressions of teachers as an important socio-professional group of society. It is based on the study of archival and criminal cases and other documentary sources of the Soviet totalitarian regime of the 1920 – 1930s. The analysed sources allowed proving the absurdity and criminality of the Soviet government in relation to the repressed educators, and they also helped to reveal the substantive features of the accusations, which varied at different times. In the 1920s, it was mainly connected with military service and the so-called «tsarist» or «bourgeois» education. Over time, the emphasis was shifted to non-proletarian social origins or nationalism. However, in the 1930s there was an expansion of accusations, in particular of Trotskyism, which from the mid-1930s was sometimes fused with Ukrainian or Polish nationalism. The article describes the main methods of political repressions. In particular, it is a method of creating non-existent «counter-revolutionary organizations» and a method of demonstrative trials, which were clearly displaying to society the «inevitability» of the struggle against «enemies of the people». In addition, more lenient methods of repression, such as the method of «cleansing» depending on social origin, political persecution and pressure through the media, and pedagogical certification of teachers, have been identified. The consequences of political repression of educators for Ukrainian education during the formation of the Soviet totalitarian regime in the 1920s and 1930s, and the prospects for further research have been outlined in the study.

Features of Use of Paradigmatic Approach in Research on History of Education and Pedagogical Thought

The article identifies the features and substantiates the algorithm for using the paradigmatic approach in research on the history of education and pedagogical thought. In this regard, the concept of “pedagogical paradigm” is clarified, which is considered as a theoretical position or theory accepted by the scientific community as a standard, a model for solving research problems and capable of justifying and implementing a holistic model of education. It is shown that in the course of competition between different approaches to solving pedagogical problems the so-called binary oppositions are formed – polar points of view, and the opposition between them reflects the genesis of pedagogical theory within certain chronological frameworks. Attention is paid to quantization, which is the deployment of phases of the pedagogical paradigm. On this basis, the algorithm has been defined, i.e. the sequence of actions when applying the paradigmatic approach in research on the history of education and pedagogical thought, including: analysis of philosophical and pedagogical concepts, ideas, positions that led to qualitative changes in public education policy, theory and practice of education during the period under analysis; identification within the pedagogical concepts of binary oppositions – polar points of view on the essence of education, the criteria for selecting the content of education, forms and methods of educational activities; determining the impact of new pedagogical paradigms on mass educational practice.

Colour Training of Future Hairdressing Specialists

The article describes some aspects of colour training of future hairdressing specialists. The work reveals the concepts of colour competence, colour training; provides interpretations of the concepts of colour, colour harmony, colouring, and peculiarities of the use of colour during professional training of specialists in the modern fashion industry. It is noted that colour is the most important means of emotional and artistic expression of the object; it has psycho-emotional impact on a person, and an information field. The article proves the necessity of the formation of colour competence of future hairdressing specialists during their professional training provided by studying a complex of professional courses, which will allow future specialists to create individual unique images taking into account all aspects of colour theory. The work presents some tasks that contribute to colour training of students in specialty 022 «Design. Hairstyle Design and the Art of Makeup». The formation of colour competence of future hairdressing specialists is proven to be an important prerequisite and an indicator of their readiness for professional activity.

Continuity of General Training of Future Teachers and Academics in the Context of a Three-level System of Education

The author has analyzed the term ‘general teachers’ training’ in modern scientific discourse. Peculiarities of general training of future teachers and academics in the context of a three-level system of higher education (Bachelor’s course, Master’s course and post-graduate course) have been disclosed. The researcher has substantiated the need for contiguity of general training of future teachers, Master’s students and postgraduate students who have teaching as their major. The ways, the content and the peculiarities of the methodological support for providing contiguity of general training of future teachers and academics at university have been described. General teachers’ training of future specialists in the field of education (bachelor's, master's, postgraduate) should provide conceptual-target continuity; content and information continuity, technological and activity continuity.

Facilitative Skills of Future Foreign Language Teachers: Characteristics and Structure

The article defines the essential characteristics and structure of facilitative skills of future foreign language teachers. In modern science, there is a large number of effective approaches to teaching foreign languages, but the communicative one can be considered as the most relevant. It has been proven that successful acquisition of foreign languages through the communicative approach requires the use of modern educational technologies and facilitative skills by future foreign language teachers. The activity of a facilitator, which is successfully used in psychology, adapted and applied in the educational process, in particular in the process of teaching a foreign language, has been considered. It has been determined that the main task of a future foreign language teacher-facilitator is to convey the idea of successful language learning, individual information retrieval and personal changes that directly affect the learning process. It has been proven that facilitation of the process of learning a foreign language promotes creative assimilation of information, the formation of critical thinking and cooperation with students. In order to make facilitation successful, a foreign language teacher must have such skills as providing support for students, understanding their inner world, interaction and assistance in learning a foreign language, as well as be friendly, create the atmosphere conducive to self-education and self-expression.

The Use of Active Methods of Teaching in Training of Higher Education Students in the Speciality «Hotel & Restaurant Business»

The article reveals the use of active teaching methods in the preparation of higher education students in the speciality «Hotel & Restaurant Business». The emphasis is placed on the current competencies for professions in the hotel and restaurant business, and it is noted that in the near future the technical skills will prevail, which will be complemented by strong personal, social and cooperation skills. It has been noted that these skills cannot be cultivated in a passive educational environment, and therefore, the preference should be given to active teaching methods that can improve the training of specialists in hotel and restaurant business, improve their attitude to learning and provide them with interesting learning and cognitive opportunities. The main approaches to the definition of the concept «active teaching methods» have been revealed, and it has been determined that active teaching methods are the methods that «activate» students by involving their cognitive abilities and processes, making them the active parts of the learning process, which in its turn promotes the development of critical thinking, the increase of motivation to learning, cognitive interest, the activation of creative potential, independence in obtaining knowledge, and the formation of «soft» competencies. The list of active teaching methods has been supplemented by the methods that are widely advertised and professionally substantiated in higher educational institutions today («incident method», «scribing», «reduced method», «delayed assessment method», «mind mapping», «Plus – Minus – Interesting» and others). It has been proposed to introduce such teaching methods in the training of specialists in hotel and restaurant business as: contest and business simulations. The process of their application has been described as well. The research has established that these methods have not become active yet, but they have significant results in improving the quality of training of higher education students in the speciality «Hotel & Restaurant Business».

Interculturalism and Higher Education: The Role of Academic Staff in Promoting Campus-Based International Academic Environment

The paper presents an attempt to articulate the link between the notions of «interculturalism», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centered on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning with the application of digital teaching formats such as international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Slovak higher education based on the empirical data provided by online open platforms of Commenius University in Bratislava, Slovak Republic. The collected data have showed that the enhancement of interculturalism in higher education should be aimed at developing more of an education for all in the spirit of recognizing the differences that exist within the same society, and less an education for different cultures, which would involve isolation of cultural groups. Among the results of the research the ways of achieving interculturality at higher educational institution are highlighted, such as: simultaneous learning of at least two foreign languages; integration in twinning European programmes; obtaining scholarships for academic mobility (including virtual one), etc.

Didactic Tools of Museum Pedagogy as an Element for the Formation of the New Educational Space

The article considers various types of didactic museum tools used in organizing museum and pedagogical activities with schoolchildren and students. High-quality design of museum work is impossible without the development of teaching tools that improve the quality and effectiveness of educational activities in the museum space. The author addresses the means of museum pedagogy as elements of didactic support, objects of material and spiritual culture, which contributes to the effective implementation of the museum and pedagogical process, acts as a powerful information resource for the reconstruction and actualization of the cultural heritage of the past. The main audio-visual didactic means in the space of the museum have been highlighted and analysed – museum promo videos; museum audio guides and QR codes; virtual mobile devices and applications; museum films; museum performances-improvisations; museum presentations, didactic mini-posters; museum posters; game table (wall, floor) maps; museum game and interactive guides; museum passports; route sheets of activity («work maps»); workbooks. The author emphasizes that the peculiarity of the use of didactic tools in the space of the museum can be their technological nature, in particular, availability, rationality, time saving, and certain algorithmic character. The author draws attention to the importance of didactic museum tools in the context of the formation of the new educational space, focuses on modern educational paradigms, the humanistic nature of teaching and education, an individual approach to schoolchildren and university students.