PROFESSIONAL SELF-DEVELOPMENT OF LANGUAGE AND LITERATURE TEACHERS AS PERCEIVED BY POSTGRADUATE PEDAGOGICAL EDUCATION COURSES ATTENDEES

The article studies the language and literature teachers’ understanding of the characteristics and stages of professional self-development, their ability to plan their career growth. Attention is paid to the democratic principles and human-centered approach. The novelty of this article lies in the definition of the leading determinants of self-education as a factor of personal growth and professional development, the formation of a culture of personal development, emotional and volitional self-regulation. The methodological basis of the study is identified by the following approaches: acmeological, axiological, anthropocentric, learning-by-doing, competence, culturological, personal, synergetic, systematic. The subject of the study is language and literature teachers’ understanding of their professional development and postgraduate pedagogical education. Thus, this research demonstrates the relevance of the issues raised in this article. Future research needs to clarify the problems that hinder the creativity of teachers to deepen the knowledge about the theoretical and methodological principles of professional self-development, stimulate teachers to improve their professional competencies, focus on the creation of their trajectory of personal development.

TEACHER CANDIDATES’ BELIEFS ABOUT CROSSLINGUISTIC PEDAGOGY, CODE-SWITCHING, AND CODE-MIXING: A SNAPSHOT FROM UNIVERSITY OF HAMBURG

The last decades have seen the active embracement of classroom multilingualism in educational settings. The relevance of this study is justified by the increasing cultural and linguistic diversity in Western societies, the high demand for teachers who understand the value of multilingualism, have deep knowledge of multilingual language practices, are able and willing to provide an appropriate learning environment for language learners. The main objective of the study is to investigate the pre-service language teachers’ beliefs about crosslinguistic pedagogy, code-switching, and codemixing as the leading examples of this pedagogy in educational settings. An online questionnaire was shared among teacher candidates (n=20) enrolled in teacher education programs at the University of Hamburg. The respondents were asked to answer the questions concerning their background and to mark on a Likert scale whether they agreed with the statements provided to them or would find the implementation of certain methodology useful. The findings suggest positive attitudes towards multilingualism and a high level of awareness regarding the importance of previously acquired languages for subsequent language teaching and learning. However, some discrepancies between knowledge, beliefs, and practice are indicated. The results allow us to conclude that target-language-only use in language classes is still a highly desirable goal for pre-service language teachers. Some possible implications for curriculum development arising from the study are discussed.

PREPARATION OF FUTURE PHYSICAL EDUCATION TEACHERS FOR THE APPLICATION OF INDIVIDUAL EDUCATIONAL TRAJECTORIES OF STUDENTS' ACTIVITIES IN THE EDUCATIONAL PROCESS

Main objective. Theoretically substantiate and experimentally test the model and methods of training future teachers of Physical Culture. The pedagogical factors of future teachers of Physical Culture training to the implementation of individual educational trajectories in the educative process The thesis deals with the problem of future teachers of Physical Culture training to the implementation of individual educational trajectories in the students’ activity. Future teachers of Physical Culture preparedness to the implementation of individual educational trajectories of students’ activity" has been defined, the concepts " future teachers, individual educational trajectory, educational environment have been defined; the essence and the structure (motivational, cognitive, activity and reflexive components) of future teachers preparedness to the implementation of individual educational trajectories of students’ activity have been revealed. Methodology. Literature analysis, pedagogical research. Results The pedagogical factors of future teachers’ of Physical Education training to the implementation of individual educational trajectories in the educative process. Significance. Organization of future teachers’ of individual work according to individual educational trajectories have been theoretically substantiated.

THE LAWS OF THE PSYCHE IN THEIR UNIVERSAL FUNCTIONALITY: PROFESSIONAL TRAINING OF A PRACTICAL PSYCHOLOGIST

The article presents the idea of the universality of psychic laws, based on a comparative analysis of depth cognition results as well as the laws of quantum physics. The importance of understanding the category of “informational equivalents”, which unites both ideal and physical realities, is emphasized. The main idea of the article is to understand the integrity of the world, which consists in the unity of the laws of physics, philosophy, biology and psychology. The scientific achievements of quantum physics are complied functionally with depth psychology evidence and are specified in the article. The empirical evidence of the “black hole” presence in the human psyche, as well as theoretical substantiation of the introduction to psychology of the “complementarity principle” is represented. The problem of the remote instruction of mental substructures, which predetermines the psyche cognition in the format of the "invisible horizon" is raised.

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF TEACHERS’ PERSONAL AND PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF ARMED CONFLICT

This article focuses on the issue of psychological and pedagogical support of teachers’ professional development and activity in the conditions of armed conflict. The introduction mechanism of specified support is described which includes the narrowly specialized assistance and support of a teacher for his mental health, the prevention of the emotional burnout and the motivation to the further professional development during the process of the educational reform «New Ukrainian School». Teacher's personal and professional development support peculiarities in the armed conflict conditions have been considered in the article, as well as the training results of the educational process in innovative technologies on the basis of the competence approach (life skills development) through educational projects introduction and piloting. The structure and algorithm of psychological and pedagogical support for teachers’ personal and professional development in armed conflict conditions have been developed.

SOCIO-PSYCHOLOGICAL SERVICES IN EDUCATIONAL INSTITUTIONS: THE REALITIES OF THE PRESENT AND PROSPECTS FOR THE FUTURE

In today's conditions, the main attention in the psychological service specialists’ activities should be focused on the readiness to perform not only functional tasks but also to provide a system of qualitative sociopsychological services that meet the needs of students, pupils, parents and teachers. The purpose of the research was to study the quality of social and psychological services in educational institutions of the region and create recommendations for their improvement. Methods of the research: questionnaires for heads of psychological services in cities / districts, heads of educational institutions, specialists of psychological services in educational institutions, teaching staff, students of the 4th, 6th, 9th, 11th grades and parents. The research showed that the quality of social and psychological services in educational institutions of the region is satisfactory. The needs, realistic expectations and ideas about the activities of the psychological services of students, teachers, parents, which also have a positive context have been studied. The significance of the research lies in the fact that practical recommendations to improve the quality of social and psychological services in educational institutions are provided to specialists of the psychological services.

RESEARCH ASPECT OF THE WORK OF THE METHODIST OF THE DEPARTMENT OF PUBLIC DISCIPLINES: KEY FEATURES АND MECHANISMS

The purpose of the study is to analyze the features of methodological support of teachers of history, law and civic education by highlighting the elements of media literacy, focusing on memorable dates in the history of the Ukrainian state-building process through the prism of research in teacher training. Emphasis is placed on practice-oriented formats of classes. Some of the key (as of today) aspects of thematic vectors of teacher training (media literacy, commemoration of memorable events within the Ukrainian statehood, etc.) are highlighted. During the coverage of various vectors within the framework of work with students of advanced training courses, a structural-chronological approach to the coverage of the issue was applied. It is determined that the implementation of practice-oriented formats of activities contributes to the development of teachers' key and subject competencies, the formation of valuable skills and abilities necessary for orientation in the vortex of different areas of research.

TEACHER-STUDENT INTERACTION IN THE PROCESS OF WORKING WITH SOURCES DURING THE LESSONS OF HISTORY

Society is based on the interaction with each other of each member of society. What is important is the interactions that take place between everyone. The aim of our study is to characterize the use of interactivity in history lessons in the process of working with sources. Subject - interactions between child and adult in school practice in the process of working with historical sources. The research methodology, which includes several groups of methods, helped us to achieve the planned. The first group - general scientific methods. First of all - historical and logical with their inherent analysis, synthesis and systematic approach. At the level of individual sources, each is first perceived as a holistic phenomenon, then for deeper study it is broken down into parts, and then, at a new level of knowledge, it is considered as a whole. Interdisciplinary methods are inherent in various sciences. The third group - general historical methods, which are inherent in historical knowledge as a whole. Source methods allow you to work directly with the source. The issue of interaction has been considered by researchers in various fields, as it is intertwined and multifaceted. Among them are teachers, psychologists, sociologists and others. In lessons, students learn to formulate their own opinions, discuss, listen to another person, respect diversity. The modeling of social situations and their experience - empathy - is also indicative. The creative perception of the material, the development of skills of independent work, a friendly climate in the classroom remain important. The presented material encourages the joint creation of educational space in general secondary education institutions. The lessons of history are important in this. They encourage the formation of key competencies and skills of adult life. The prospect of the study may be to study the role of the teacher in the multifaceted perception of history.

“DEBATE” INTERACTIVE TECHNOLOGY IMPLEMENTATION IN THE EDUCATIONAL PROCESS (On the results of participation in the German-Ukrainian Project “Youth Debates”)

This article focuses on the implementation of interactive technologies, namely “Debate”, into the modern educational process. It is one of the actual themes and important necessities of the present situation. It determines the proposed study relevance because it is important to teach students to have an active life position, to be able to argue, to defend their point of view. The main objective of the study is to summarize and generalize the practical experience of application debate technologies in Ukrainian and German educational practice, based on the results of participation in the German-Ukrainian Project “Youth Debates” and how to use debates at school while teaching different subjects. To achieve the objective some problems have been solved such as: to reveal peculiarities of teaching debate technologies in the context of modern Ukrainian postgraduate pedagogical education; to determine the steps of actions while introducing debatable technologies at school; to consider aspects of the practical implementation of debate technologies in the educational process on the example of the educational institution "Gymnasium with secondary school of the first degree" Kostiantynivka city, Donetsk region, Ukraine: to regard the experience in organizing online debates using remote technologies in Ukraine. While writing this article the following research methods have been used: 1) theoretical: system analysis, abstraction, generalization, comparison, systematization and classification of the received information and its interpretation; 2) empirical: method of survey and questionnaire, method of comparative analysis of the obtained results, expert evaluation. Several stages of preparation to debates have been taken into account. The conclusions show that debate is an innovative pedagogical technology aimed to develop a many-sided personality and creates conditions for the high school students’ active civic position formation in a holistic pedagogical process, ensuring the dialogic nature of learning. Students can acquire both educational and cognitive abilities not only in the scientific sphere, but also obtain socially useful experience. Debates, as pedagogical technology, can be characterized not only by criteria of manageability and reproducibility, but also by guaranteed efficiency. All of this allows us to solve the main task of the education system for a civil and democratic society - to foster erudite citizens. Only students with high culture and flexible thinking, purposeful, self-confident, free from stereotypes will be able to get integrated into European civil and cultural space.