PSYCHOLOGICAL COMPONENT OF HEALTH-SAVING COMPETENCE OF FUTURE TEACHERS: RESEARCH RESULTS

The article is devoted to the problems of psychological and pedagogical training. The urgency of the problem is due to lack of knowledge in society about effective mechanisms for maintaining, strengthening and restoring mental health in conditions of constant physical and intellectual overload, stress, social unrest, as evidenced by numerous facts of nervous breakdowns and psychosomatic diseases. The article highlights the quantitative and qualitative results of an empirical study of the psychological component of health competence in future teachers according to certain criteria - cognitive, motivational-value, activity and reflexive. The indicators of each of these criteria are described, as well as the used diagnostic tools for their study are described. It was found that the respondents do not have a high enough level of formation of the psychological component of health competence according to cognitive and reflexive criteria, which indicates the need for intensive work on the formation of deep knowledge of future teachers on the essence of "mental health" and ability to reflect in order to preserve and strengthen their own mental health and the health of children. Based on these results, the main ways and prospects for improving the level of formation of the psychological component of health competence of students on cognitive and reflexive criteria in the process of studying the course "Psychological Anthropology" were identified.

BLENDED LEARNING IN MEDICAL INSTITUTIONS OF HIGHER EDUCATION

The article considers the main provisions of blended learning organization in medical institutions of higher education. The main online platforms and digital teaching aids, that are used in medical institutions of higher education during the educational process based on blended learning, are identified in particular: distance learning platforms (Equity Maps, Google Classroom, Moodle), mobile-digital applications (Classtime, LearningApps, Quizizz) and online communication platforms (Google Meet, ZOOM, WeBex). The concept of blended learning is defined as a harmonious combination of students’ classwork and the use of information and digital technologies in extracurricular activities (independent work, group work, etc.). The principles of organizing the educational process in institutions of higher medical education include a general didactic approach in working with large groups, discussion in small groups, individual training and learning using information and digital technologies. An important aspect in the training of highly qualified medical professionals in the blended learning format is blended laboratory courses. Such an organization of training, as shown in the study, is popular with both students and teachers of laboratory bachelor courses. Note that in this process, teachers mainly focus on the development of students' abilities for autonomous learning, and not just on the transfer of theoretical knowledge. The best experience of blended learning usage in the world medical institutions of higher education is considered. The advantages of blended learning in medical students’ preparation are shown. In further scientific research it is planned to study the current experience of organizing blended education of Kharkiv National Medical University in the conditions of adaptive quarantine in the 2020/2021 academic year.

PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE

The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.

FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

TEACHING UKRAINIAN AS A FOREIGN LANGUAGE BY USING MIND MAPPING TECHNIQUE

The article is devoted to the problem of successful implementation of different cutting-edge techniques in teaching in the context of the current significant modifications and profound transformations of the educational system in Ukraine. This work focuses on the forming a foreign medical student linguistic personality, in particular it’s grammar, speech, communication as well as socio-cultural competencies, including by utilizing Advanced Information and Communication technology tools. This research focuses on the introduction of Advanced Information and Communication Technologies into the Ukrainian educational process. It was pointed out, that the effective teaching methodology could be based on the newest methods and techniques. The advantages of pedagogical innovation in comparison with traditional methods of presenting educational information was pointed out. The researchers have interpreted the term Mind map. They have also presented and analyzed its important features, common ways of implementation into current teaching process.

FORMATION OF PROFESSIONAL COMPETENCE OF MASTERS OF PRESCHOOL EDUCATION: A GUIDE TO THE MODERN

The article considers the issue of professional training of future preschool teachers. The example of a new training course for the specialty 012 Preschool education "Art Education of Preschool Children" presents opportunities to improve the quality of education and the formation of information culture of applicants for the second (master's) level of training by the means of information and communication technologies. The current state of the problem is analyzed and the contradictions in the process of teaching professional methods between the existing theoretical basis of professional training of future teachers and the insufficient level of professional competence of graduates, which is partly explained by the low level of motivation of many students to work in preschool education. The scientific research devoted to the application of information and communication technologies in the educational process, the definition of levels of readiness of students to use information and communication technologies and skills of the teacher who has mastered information and communication competence are analyzed. The article presents the results of a study of the levels of formation of artistic competence of undergraduates by motivational, emotional, intellectual, activity criteria and relevant indicators; methods of pedagogical diagnostics are specified. The principles, methods, and forms of using information and communication technologies in the context of the discipline "Art Education of Preschool Children" are revealed. The correlation between forms and methods of interaction of the teacher with pupils based on the use of information and communication technologies is shown. Factors of efficiency of use of information and communication technologies are defined: increase of interest of students to academic discipline, motivation to self-improvement and self-development, modernization of content of educational disciplines by innovative forms of interaction, methods, and receptions of formation of corresponding professional competence at future masters.

DEACTUALIZATION OF HIGHER EDUCATION ON THE EXAMPLE OF STUDYING FOREIGN LANGUAGES

The article analyzes the main reasons for de-actualization of higher education in Ukraine on the example of teaching foreign languages. The authors identified four main reasons for the deactualization of higher education: a difficult socio-economic situation caused by an incompetent organization of the production forces of the Ukrainian economy, low quality of educational services, depopulation of the Ukrainian population and a decrease in the quality of the teaching staff, a permanent increase in the cost of higher education. To confirm our assumptions, we carried out an introduction of students from different parts of Ukraine who study a foreign language. We interviewed six respondents from different universities across Ukraine about the topic: V.N. Karazin Kharkiv National University, Horlivka Institute for Foreign Languages, Ivan Franko National University of Lviv, Kyiv National Linguistic University, National Technical University “Kharkiv Polytechnic Institute” and Ternopil Volodymyr Hnatiuk National Pedagogical University. Every respondent was given a name (A-F) in order to keep their anonymity. We have presented the results of the interview. Students say that problems do not always depend on universities, but personal traits of students and teachers and modern tendencies in labor market. We gave some recommendations: the curriculum must be corrected in favor of main subjects or even subjects that will make graduates more appropriate for some posts than people without degree; teaching staff must have special pedagogical degree in order to improve their pedagogical skills; universities need to employ native speakers of taught languages; universities need to elaborate such study programs that will make their graduates more attractive candidates in labor market. The main conclusion must be so: the system of higher education has to keep up with the times and change itself according to labor market, students’ beliefs and modern tendencies in science and technology.

CURRENT STATE OF FORMATION OF READYNESS OF PRIMARY PRIMARY SCHOOL TEACHERS FOR INTRODUCTION OF TECHNOLOGIES OF INTERACTIVE LEARNING IN THE PROFESSIONAL PROFESSIONAL

The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.

IMPLEMENTATION OF COMPETENCE APPROACH IN PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHERS-IN-TRAINING

The paper proves that applying reflexive practices in the training process at the specialized seminar on the analysis of practices is a significant component of the competence approach implementation. It was found out that training students to analyze complicated in-class situations under the supervision of an experienced trainer who observes, sets the paths, supports and assists them in interpreting their own methods of teaching and professional behavior, is an efficient technique of training. Studying the case of the module course called Analysis of Teacher’s Practices, introduced at the Higher National Institute of Education, Nice Academy, France (INSPE) proved that the active participation in the practices analysis seminar helps teachers-to-be develop new specific skills and competences based on their own experience. The paper highlights the principles of the organization of the seminars of practice analysis: the principles of ethics; of sincere interpretation; of contrast. It was stated that themes of seminars should be chosen in accordance with the students’ pedagogical probations. The authors formulate the targets of the seminars on the analysis of practices: making the knowledge of the subjects (including foreign languages) they teach more profound; further integration of interdisciplinary knowledge; mastering and developing narrow and specific knowledge in the subject they teach, as well as transversal knowledge of how help children study efficiently; developing reflexive state of a competent teacher. The paper proved that all the methods of the analysis of practices are based on different activities of the teacher-to-be themselves: memories and comparison of different lesson parts of whole lessons; the analysis of the teaching practices with the help of the supervisor; the analysis of “strengths” of the teaching practice; comparison of practical targets and results; the analysis of video recordings of lessons; the analysis of experienced teachers’ work; modelling and simulation of in-class situations. The perspectives of further research are a detailed study of the content of the course modules and phases of carrying out seminars.

HIGHER EDUCATION AND LABOUR MARKET IN UKRAINE: A DECADE OF INTERACTION

The national model of interaction between higher education and the labour market was formed under the influence of world processes (globalization, marketization, internationalization, Europeanization). In 2020, the national economy, having reached the frontier of its development, was struck by the COVID-19 pandemic, whose negative consequences require rigorous analysis and careful study. Since 2014, the negative trends in the interaction of higher education with the labour market have begun to grow. They manifested in a shortage of highly qualified workers, or inconsistency of qualifications with the requirements of the national labour market. These trends continue to escalate in recent years. At the legislative level, there was an attempt from the government to outline steps towards the interaction of higher education with the labour market but without defining specific mechanisms. The economic and financial crisis has required the government to transit to another form of financing higher education institutions and to restructure and even reduce their number. The current state of interaction between higher education and the labour market is defined as unbalanced. That has led to a mismatch between supply and demand in the national labour market; the high level of unemployment among graduates of higher educational institutions and professionals with higher education; increasing student and labour migration; distance learning and work remotely. Ukraine is gradually losing modern factors of economic growth – human capital. Prospective trends are considered in the transition to a circular economy; the inclusion of the “environmental” dimension of the circular economy in professionals training and education. The article analyses the interaction of higher education with the labour market in Ukraine over the past decade (2010-2020). The study focuses on an analysis of past, current and future trends in higher education, the labour market and national legislation from the perspective of sustainable economic development. The research is interdisciplinary and mixed (theoretical and empirical). For visualization of the analysed phenomena and conclusions, the surveys data conducted in 2015, 2017 and 2020 are presented.