El presente artículo, dentro del paradigma de la comunicación “autor-texto-lector”, considera la categoría de niño-lector y la especificidad de la recepción como la óptica del estudio de la ...literatura infantil, en la interpretación de la poética del texto. Por ello, se analiza la perspectiva de utilizar las ideas de recepción fenomenológica en relación a textos dirigidos a lectores jóvenes. Se ha aclarado la posibilidad de utilizar las teorías de Umberto Eco sobre el lector ejemplar, y las ideas de Roland Barthes sobre el placer y el disfrute de la lectura en el proceso de análisis de la literatura infantil. En el ejemplo de la prosa ucraniana moderna, se demostró cómo la implementación de las estrategias textuales del autor influyó en la formación de tendencias temáticas y de género en la literatura infantil, dado el tipo de recepción de los lectores jóvenes. Y los resultados de un estudio empírico, que involucró a 137 lectores activos de bibliotecas en Ivano-Frankivsk (Ucrania), revelan los intereses de los destinatarios, los horizontes de expectativas y las características de la percepción emocional del texto por parte de los niños modernos de 12 a 15 años.
This study identifies the influence of national culture on national leadership style based on such cultural factors as: power distance as a cultural factor that characterizes the attitude to ...leadership in national culture, determining the degree of leaders' encouragement to use their power; individualism versus collectivism as a cultural factor characterizes social orientation as an idea of the relative importance of the individual's interests in relation to the interests of the group to which he belongs, and which indicates the involvement of workers in individual or collective action; masculinity versus femininity as a cultural factor that characterizes the goal orientation, revealing the ways to motivate people to perform a particular job to achieve certain goals; uncertainty avoidance as a cultural factor characterizing the level of uncertainty, social instability, ambiguity, which is normal and in which members of the society feel comfortable.
The article draws attention to the issue of professional training of future masters of primary education and the role of digital competence in it. It involves addressing various challenges and ...considerations to ensure that educators are well-equipped to meet the diverse needs of primary school students. The author outlines several aspects in this direction: innovative pedagogical knowledge and skills, active technology integration, proper classroom management, appropriate assessment and evaluation, and professional development. It is proved that integration of technology into the classroom results in digital competence improvement of future educators. Numerous interpretations of digital competence by Ukrainian and foreign researchers are presented. The international scientific findings proved, the concept of “information and communication competence” is not limited to technological or digital spheres only, on the contrary, it is transformed in a wider context and applied in almost all spheres of an individual’s life. In the context of digitalization of the education system, it is assured that the possession of digital competence aims at purposeful and independent use of ICT tools in educational activities, as well as in the process of methodical and research work; maximum use of the potential of digital technologies in the process of identifying and solving pedagogical tasks. The experience of formation of digital competence of future masters of primary education within their professional training at PNU is presented n the article.
У статті висвітлено проблему професійної підготовки майбутніх магістрів початкової освіти та значення цифрової компетентності в цьому контексті. Сучасні технології швидко розвиваються, і майбутні педагоги мають бути готові використовувати нові цифрові інструменти та методи навчання для підтримки інтересів та потреб учнів початкової школи. Авторами окреслено кілька аспектів: інноваційні педагогічні знання та навички, активна інтеграція технологій, належне управління класом, відповідне оцінювання та професійний розвиток майбутнього педагога. Доведено, що інтеграція технологій у навчальну практику призводить до підвищення цифрової компетентності майбутніх педагогів. У статті представлено трактування цифрової компетентності українськими та зарубіжними дослідниками. Наукові висновки довели, що поняття “цифрової компетентності” не обмежується лише технологічною чи цифровою сферами, навпаки, воно трансформується в ширшому контексті та застосовується практично в усіх сферах життя людини. В умовах цифровізації системи освіти визначено, що володіння педагогами належним рівнем цифрової компетентності спрямоване на цілеспрямоване та самостійне використання засобів ІКТ у навчальній діяльності, а також у процесі методичної та науково-дослідної роботи; максимальне використання потенціалу цифрових технологій у процесі визначення та вирішення педагогічних завдань. У статті представлено досвід формування цифрової компетентності майбутніх магістрів початкової освіти в рамках професійної підготовки в ПНУ.
The article throws the light on the problem of developing students’ critical thinking skills through interactive learning. The latter offers numerous benefits for students'soft skills improvement. It ...requires students to actively participate in the education process, promoting engagement with the material to be gained. Interactive learning often involves problem-solving activities, which foster students to apply critical thinking skills to analyze information, evaluate results, and solve educational problems. Through hands-on experiences and real-world scenarios, students develop the ability to think critically and make informed decisions. Such active engagement encourages students to process information deeper, leading to better understanding and retention of concepts. Interaction in the learning process frequently involves collaborative activities that encourage students to work together and share ideas. Thus, collaborative learning enhances communication skills and exposes students to different perspectives, fostering critical thinking through discussions and debates. Innovative platforms aimed at interactive learning often provide immediate feedback, allowing students to assess their understanding and correct misconceptions promptly. Instant feedback facilitates a continuous learning cycle, enabling students to refine their critical thinking skills by addressing gaps in their knowledge. Interactive learning also emphasizes the application of knowledge in practical contexts. When students apply theoretical concepts to real-world situations, they simultaneously develop critical thinking skills by considering the relevance and implications of their knowledge. The authors focus on the importance on creating interactive learning environments which can be adaptable to different learning styles and paces. This adaptability encourages independent thinking and allows students to explore topics in-depth, contributing to the development of critical thinking skills. Interactive learning often incorporates multimedia resources such as videos, simulations, and interactive exercises. They provide diverse stimuli for learners, motivating critical thinking by requiring them to analyze information presented in various formats. Interactive learning can make the learning process more enjoyable and engaging for students. Considering all these aspects of arranging favorable environment for interactive learning, the authors prove the increase students’ motivation in acquiring knowledge. This leads to greater effort and persistence in students’ learning, contributing to the development and application of critical thinking skills. Thus, interactive learning activities include opportunities for reflection, where students focus on their thinking processes. Reflective practices encourage learners to evaluate their own understanding, identify areas for improvement, and refine their critical thinking strategies.
У статті висвітлено теоретичні та практичні аспекти актуальної проблеми вдосконалення навичок критичного мислення здобувачів освіти засобами інтерактивного навчання. Автори дослідження виокремлюють численні переваги та ключові принципи організації ефективного інтерактивного навчального середовища у початковій школі. Доведено, що інтерактивне навчання передбачає активну участь молодших школярів у навчальному процесі, що сприяє глибшому сприйняттю матеріалу. Обґрунтовано, що інтерактивне навчання часто включає в себе завдання з вирішення проблем, що вимагають від учнів застосування навичок критичного мислення для аналізу, оцінки та вирішення завдань. Завдяки практичним вправам та сценаріям з реального життя молодші школярі розвивають здатність критично мислити та приймати обґрунтовані рішення. Авторами наголошено, що таке навчання часто включає в себе колективні завдання, що сприяють співпраці студентів та обміну ідеями, а це покращує комунікативні навички та дозволяє учням ознайомлюватися з різними точками зору, що сприяє розвитку критичного мислення через обговорення та дебати. Платформи інтерактивного навчання забезпечують негайний зворотний зв'язок, дозволяючи здобувачам освіти оцінювати свої знання, вміння і навички та одразу виправляти непорозуміння. На думку дослідниць, створення інтерактивних навчальних середовищ передбачає їх адаптацію до різних стилів та темпів навчання. Така адаптивність сприяє незалежному мисленню та дозволяє учням досліджувати матеріал глибше, розвивати навички критичного мислення та рефлексії. У результаті учні можуть визначати пріоритети саморозвитку. Таким чином, інтерактивне навчання забезпечує динамічне та захопливе освітнє середовище, яке сприяє розвитку навичок критичного мислення молодших школярів.
The article highlights the peculiarities of the development of communicative competence of future teachers of special education in the context of their professional training. It is noted that ...communicative competence is a mandatory component of a teacher's professional skills, a clue to efficient interaction with students, and effective educational activities. Its structure includes language, speech and communicative competence. It has been proven that the key to the active and effective development of the communicative competence of future special education teachers, including speech therapists and correctional teachers, is the active use of effective methods and techniques aimed at forming knowledge of language norms and rules, rhetorical culture, speech and communication skills in various situations. Such knowledge, abilities and skills are formed in the process of studying the courses "Academic Rhetoric" and "Foreign language for professional purposes" while listening to and analyzing speeches, conversations, discussions and interviews with specialists; performing role-playing games and analysis of communicative situations; practicing the storytelling method; expressive reading and recitation of works; analysis and texts editing; preparation and delivery of speeches; development of methodological models, selection and creation of exercises and tasks for the formation of students’ coherent, correct, logical, expedient, expressive, figurative speech skills.
As a result of the empirical study, it was confirmed that the method based on the step-by-step development of communicative competence of future teachers is effective. In particular, it is about studying language material and enriching the active dictionary with professional vocabulary; improvement of monologic and dialogic speech, oral and written comprehension skills; mastering the norms of speech culture; active communicative activity and interaction in different situations with different target groups - students, parents of students, and colleagues.
The article theoretically elaborates on the problem of speech development of younger school students and offers an effective model of its solution in the practice of the New Ukrainian School (NUS) by ...means of children’s literature and digital tools. It is noted that the main task of students’ development is to master speaking skills as a means of communication, cognition, and expression of feelings. Analysing and discussing what has been read, comprehending children’s literature texts, and expressing their own opinions and assessments are the key to the active oral and written monologic and dialogic speech of schoolchildren. In modern educational realities, these aspects significantly enhance digital tools that are used as means of visualisation, analysis, systematisation, and discussion of what has been read, organisation of communicative and interactive cooperation between students. The proposed and tested methodological model of speaking skills development of primary school students is based on the systematic and purposeful use of, firstly, a literary text and its analysis for the development of students’ monologic and dialogic speech, and, secondly, digital resources. This is demonstrated by the example of the methodological development of a fragment of a literary reading lesson for the 3rd grade on the topic «Oleksandr Dermanskyi «Biliachok»». Interactive exercises «Cluster», «Six thinking hats», tasks and games created in the LearningApps online service, as well as mind maps, and interactive posters, the content of which is based on the analysis of the read work, not only motivate students to active communication, presentation, and evaluation of information but also make the learning process interesting, exciting, modern, well visualised. Thus, the synthesis of children’s literature and digital tools as a means of developing speech of younger school students is an effective methodological model for solving the problem.
The article highlights brief theoretical aspects of the origin of distance learning tracing the experience of foreign counties as well as Ukraine’s practice in this regard. The paper outlines ...practical and social aspects of distance education; definition of what successful distance learning should look like; effective solution to the problem of implementing distance or blended learning by the academic staff of the Precarpathian national University. The necessity of engaging both teachers and students in integrating innovative digital technologies in academic process of education institutions to ensure a quality level of practical classes, creating favorable conditions for self-realization and professional development of future primary school teachers is substantiated. Major accent is placed on the efficiency of the use of particular digital tools like Kahoot, Mentimeter, Pear Deck and Flipgrid for innovative organization of education environment, creative presentation of theoretical information, consolidating students’ knowledge, practical skills and abilities, formative and summative assessment of learning outcomes, development of students’ competences within certain courses, as well as systematic professional self-improvement. It was found out that among the difficulties most often faced by the education institutions in working with students was identified as follows: providing equal access to online or blended education under the condition of Coronavirus pandemic in rural, mountain and low-income communities, etc. The authors proved the quality of introduction and application of distance learning at the Pedagogy Faculty of the PNU in the process of teaching/studying the academic courses of the language and literature cycle can be assessed by means of the mentioned in the research digital instruments. This will contribute to the practical orientation of the educational process, active participation of each student in the learning process, increasing motivation and engagement in all forms of cooperation in the education environment.
The article outlines the problem of relevance of multiculturalism in Ukrainian society and educational practice of the modern Ukrainian school. The authors analyze the artistic works by Oksana ...Lushchevska, addressed to young readers, representing the coexistence of various forms of cultural life, highlighting the problem of preserving one's own and perceiving another cultural identity, tolerant interaction of representatives of various ethnic groups. Simultaneously, the novel by American writer Rainbow Rowell focused on negative phenomena of interethnic interaction, but offered readers an interesting and multifunctional artistic text in terms of receptive poetics and aesthetics. Considered in the paper works can be an effective means of multicultural education and upbringing of schoolchildren
The article highlights the urgency of the problem of digitalization of education, substantiates the need to develop digital competence of young people in the context of using various electronic ...resources, technologies, the ability to be critical of the accuracy of information, competently use digital media to achieve personal, professional or social goals. The need for the development of reading competence in university students is emphasized. The study used methods of conceptual and comparative analysis, as well as psychodiagnostic and statistical methods. The results of an empirical study conducted in Ukrainian universities on the researched problem are presented. The positive and negative sides in the use of printed and electronic publications by modern students are given. Their preferences for using these sources to solve educational problems are revealed. The peculiarities of the development of readers’ interests of future specialists and the prospects of competition of the printed book with the electronic one are determined. According to the survey, it was found that respondents prefer e-books, they have more advantages in terms of practical application. It is investigated that for study they more often choose printed books, textbooks, which help them to focus more deeply on scientific information and to comprehend it critically (more than 70% of respondents). Emphasis on the importance in modern conditions of a successful combination in educational (professional) activities of electronic and printed publications.
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