PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS

OF MODERN SPECIALIST FORMATION

Collected articles

Warsaw,

ANAGRAM

2017

Kharkiv,

KRPOCH

2017

Collected articles Issue 2017

UDC [37.015.3:167.1]-043.83-057.4(06)

P 96; BIC JNM/JNC; BISAC EDU008000

DOI 10.26697/9789669726094.2017

Editorial Board:

Melnyk Yu.B. – Doctor of Philosophy in Pedagogy, Docent, Professor at the Department

of Psychology and Pedagogy, National Academy of the National Guard of Ukraine;

Juchnowicz M.G. – Doctor of Economic Sciences, Professor, Institute of Human Capital

Warsaw School of Economics, Poland;

Dmitrenko Т.О. – Doctor of Pedagogic Sciences, Professor, Kherson State University;

Iskakova L.T. – Doctor of Pedagogic Sciences, Professor, JSC «NCPD «Orleu», the

Republic of Kazakhstan;

Kaidalova L.G. – Doctor of Pedagogic Sciences, Professor, National University of

Pharmacy;

Kolbina Т.V. – Doctor of Pedagogic Sciences, Professor, Simon Kuznets Kharkiv

National University of Economics;

Kolbina V.V. – Doctor of Philosophy in Philology, Docent, Friedrich-Alexander-

University Erlangen-Nuremberg, Germany;

Kostikova І.І. – Doctor of Pedagogic Sciences, Professor, H.S. Skovoroda Kharkiv

National Pedagogical University;

Kostyuchenko E.V. – Doctor of Psychological Sciences, Docent, Kyiv National

University of Culture and Arts;

Nagaev V.М. – Doctor of Pedagogic Sciences, Professor, Kharkiv Research Center for

Management Education didactics;

Olefir V.О. – Doctor of Psychological Sciences, Docent, V.N. Karazin Kharkiv National

University;

Pelepeychenko L.М. – Doctor of Philological Sciences, Professor, National Academy of

the National Guard of Ukraine;

Plachynda Т.S. – Doctor of Pedagogic Sciences, Docent, Kirovohrad Flight Academy of

National Aviation University;

Polischuk V.М. – Doctor of Psychological Sciences, Professor, Lviv Polytechnic National

University;

Prykhodko І.І. – Doctor of Psychological Sciences, Professor, National Academy of the

National Guard of Ukraine;

Zеmlyanskya E.V. – Doctor of Psychological Sciences, Professor, Kharkiv National

University of Internal Affairs.

Psychological and pedagogical problems of modern specialist formation : collected

Р 96 articles. – Warsaw : ANAGRAM; Kharkiv : KRPOCH, 2017. – рр. 150, illus.,

tabs., bibls. – ISBN 978-83-65554-15-4; ISBN 978-966-97260-9-4.

110 copies

All Open Access Articles apply under the terms of the Creative Commons Attribution License

(CC BY 4.0)

Authors are responsible for content of the materials.

The collection is placed in the international scientometric databases, repositories and

search engines.

ISBN 978-83-65554-15-4 (Poland) © ANAGRAM, 2017

ISBN 978-966-97260-9-4 (Ukraine) © KRPOCH, 2017

Psychological and pedagogical problems of modern specialist formation

CONTENT

Melnyk Yu., Pypenko I. Innovative potential of modern specialist:

the essence and content

Bondarenko V., Gulina M. Features of organization of business

etiquette skills as the basis of formation of professional ethics of the

masters in technical specialties

Shepel M. The role of a foreign language teacher in the process of

the professional training of future experts of the machine-building

industry

Yuzefovych K. Analysis of the readiness of future philologists to use

SMART technologies in professional work

Mitina S. The factors of emotional burnout of the teacher of the

higher educational institution

Drobot O. Development of professional consciousntss from the

viewpoint of preparation of future specialists

Kostina V. Formation of professional readiness of future specialists

in social sphere for prevention of maladjustment among pupils

Kondratska L. Spiritual prospects of musical anthropology in post-

modernism context

Zavaruieva I. Intercultural communication and the use of non-

verbal means in the learning foreign

Kozhevnikova A. Student mobility: inside view

Podcherniaieva N. Experience of realization of Day of Europe at

euroclubs in general educational establishments

Orlov N. Clarification of the notion «Information and psychological

protection of law enforcement forces» in scientific research in the

field of national security

Gordyeyeva А. Developing future psychologists’ English

communicative skills with the Academic Encounters series

Collected articles Issue 2017

Savchenkov O. Book perspectives in modern education: the death or

rebirth

Perezva E., Mironenko S. The formation of computer literacy and

information culture among future specialists of the transport industry

Behun-Trachuk L. The category «professional burnout»: the

essense and characteristic

Lazareva O., Kovtun O. Developing soft skills at ESP classes in

technical HEIs

Chuvasova N. Methodological approach to the research of the

problem of future chemistry and biology teachers’ creative potential

development in higher educational establishments

Grankina-Sazonova N. The study of psychology students’

emotional intelligence as an important factor of professional

formation

Polyakova G. Environmental, marketing-monitoring and stakeholder

approaches to institutional quality assurance in higher education

Khachatrian Ye. Aspect analysis of cross-cultural discourse

competence of future specialists in economics

AUTHORS

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Psychological and pedagogical problems of modern specialist formation

SPIS TREŚCI

Melnyk Ju., Pypenko I. Potencjał innowacyjny współczesnego

specjalisty: charakter i treść

Bondarenko V., Gulina M. Funkcje tworzenia zdolności etykiety

biznesowej jako podstawy kształtowania etyki zawodowej ekspertów

o specjalnościach technicznych

Shepel М. Rola nauczyciela języka obcego w trakcie szkolenia

zawodowego przyszłych specjalistów z branży inżynierskiej

Yuzefovich К. Analiza gotowości przyszłych nauczycieli filologów

do korzystania z technologii SMART w działalności zawodowej

Mitina S. Czynniki powodujące emocjonalne wypalenie u

nauczycieli wyższych instytucji edukacyjnych

Drobot О. Kształtowanie świadomości zawodowej pod kątem

przygotowania przyszłych fachowców

Kostina V. Utworzenie profesjonalnego przygotowania dla

przyszłych specjalistów od profilaktyki niedostosowania

społecznego uczniów

Kondratska L. Duchowe perspektywy antropologii muzycznej w

postmodernistycznym kontekście

Zavaruieva І. Międzykulturowa komunikacja i użycie

niewerbalnych środków w trakcie nauczania studentów

obcokrajowców

Kozhevnikova А. Mobilność studentów: wymiar zewnętrzny

Podcherniaieva N. Doświadczenie pracy euroklubów instytucje

edukacyjne o charakterze ogólny z przeprowadzonego Dnia Europy

Orlov М. Uściślenie pojęcia «informacyjno-psychologiczna siła w

tworzeniu porządku prawnego dotyczącego obrony bezpieczeństwa

narodowego» w badaniach naukowych w zakresie narodowego

bezpieczeństwa

Collected articles Issue 2017

Gordeeva А. Rozwój u przyszłych psychologów anglojęzycznych

profesjonalnych umiejętności komunikacyjnych za pomocą serii

podręczników Academic Encounters

Savchenkov O. Perspektywy książki we współczesnej edukacji:

śmierć czy przeistoczenie

Perezva E., Mironenko S. Kształtowanie komputerowego

piśmiennictwa i kultury informacyjnej u przyszłego fachowca branży

transportowej

Behun-Trachuk L. Treść i charakterystyka kategorii «wypalenie

zawodowe»

Lazarjewa О., Kowtun О. Rozwój społecznych umiejętności (soft

skills) na zajęciach z języka angielskiego zawodowej specjalizacji

(ESP) na wyższych uczelniach technicznych

Chuvasova N. Metodyczne podejście do badań problemów rozwoju

potencjału twórczego przyszłych nauczycieli chemii i biologii w

szkolnictwie wyższym

Grankina-Sazonova N. Studium inteligencji emocjonalnej

studentów psychologii jako ważny czynnik rozwoju zawodowego

Polyakova G. Podejście środowiskowe, podejście marketing-

monitoring i podejście interesariuszy do zapewnienia jakości

wyższego wykształcenia

Xachatryan Е. Analiza dyskursu o aspekcie kompetencji

międzykulturowej przyszłych specjalistów w dziedzinie ekonomii

AUTORZY

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Psychological and pedagogical problems of modern specialist formation

ЗМІСТ

Мельник Ю., Пипенко І. Інноваційний потенціал сучасного

фахівця: сутність та зміст

Бондаренко В., Гуліна М. Особливості формування умінь з

ділового етикету як основи формування професійної етики

магістрів технічних спеціальностей

Шепель М. Роль викладача іноземної мови у процесі

професійної підготовки майбутніх фахівців машинобудівної

галузі

Юзефович К. Аналіз готовності майбутніх учителів-філологів

до використання SMART технологій в професійній діяльності

Мітіна С. Чинники емоційного вигорання викладача вищого

навчального закладу

Дробот О. Становлення професійної свідомості з точки зору

підготовки майбутніх фахівців

Костіна В. Формування професійної готовності майбутніх

фахівців соціальної сфери до профілактики дезадаптації учнів

Кондрацька Л. Духовні перспективи музичної антропології в

постмодерністському контексті

Заваруєва І. Міжкультурна комунікація і використання

невербальних засобів в процесі навчання іноземних студентів

Кожевнікова А. Студентська мобільність: внутрішній перегляд

Подчерняєва Н. Досвід роботи євроклубів загальноосвітніх

навчальних закладів з проведення Дня Європи

Орлов М. Уточнення поняття «Інформаційно-психологічний

захист сил охорони правопорядку» в наукових дослідженнях у

сфері національної безпеки

Гордєєва А. Розвиток у майбутніх психологів англомовних

професійно орієнтованих комунікативних умінь з

використанням серії підручників Academic Encounters

Collected articles Issue 2017

Савченков О. Перспективи книги у сучасній освіті: смерть чи

переродження

Перезва О., Мироненко С. Формування комп’ютерної

грамотності та інформаційної культури в майбутнього фахівця

транспортної галузі

Бегун-Трачук Л. Сутність та характеристика категорії

«професійне вигорання»

Лазарєва О., Ковтун О. Розвиток соціальних компетенцій (soft

skills) на заняттях з англійської мови за професійним

спрямуванням (ESP) в технічних ВНЗ

Чувасова Н. Методологічні підходи до дослідження проблеми

розвитку творчого потенціалу майбутніх учителів хімії та

біології у вищих навчальних закладах

Гранкіна-Сазонова Н. Дослідження емоційного інтелекту

студентів-психологів як важливого чинника професійного

становлення

Полякова Г. Середовищний, маркетингово-моніторинговий,

стейкхолдерський підходи до інституаційного забезпечення

якості вищої освіти

Xачатрян Є. Аспектний аналіз міжкультурної дискурсивної

компетентності майбутніх фахівців з економіки

АВТОРИ

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Psychological and pedagogical problems of modern specialist formation

UDC 161.1:[005.342::111.125-057.4:005]

DOI 10.26697/9789669726094.2017.9

Yuriy Melnyk

National Academy of the National Guard of Ukraine,

Iryna Pypenko

Kharkiv Regional Public Organization «Culture of Health»

INNOVATIVE POTENTIAL OF MODERN SPECIALIST:

THE ESSENCE AND CONTENT

The theoretical principles concerning the substantiation of the essence and

content of the innovative potential of the modern specialist have been

considered. The main purpose of the article is to clarify the features of

defining the innovative potential of a modern specialist on the basis of

structural-linguistic and etymological analysis. The proposed concept of

innovative potential of a modern specialist takes into account the constant

change of the innovative potential in time – due to the results of personal

and social transformations. This concept reflects the ability of a modern

specialist to detect hidden efforts regarding the use of resources. The

innovative potential of a modern specialist serves as a guarantee of

efficiency of activity, ensures achievement of the established goals in a

competitive environment.

Keywords: potential, innovative potential of specialist, resources, efforts,

possibilities.

Introduction

Dynamic competitive environment puts forward specific

requirements for a modern specialist, the main of which is the development

of innovative ideas and their successful implementation. The source of

innovative ideas, knowledge, and skills of a modern specialist is its

innovative potential, which defines the perspective of innovative

development of any enterprise. In order to use such a source, the essence

and content of the innovation potential should be first and foremost

determined. Therefore, it is important to clarify the features of the concept

of innovative potential of a modern specialist.

Materials and methods

In modern scientific literature on innovative management the

innovation potential is considered in relation to such carriers: personnel of

the enterprise, employee, and personality. First of all, we will consider the

Collected articles Issue 2017

relation between these concepts, we will define the place of a modern

specialist among other carriers of innovative potential.

Each specialist has his potential, an element of which there is an

innovative potential. The question of the innovative potential of personality

is devoted to the concept of psychology and pedagogy. In the classical sense

the innovative potential of personality is the resource of the innovative

possibilities of a person, the ability of a particular person to generate ideas,

and carry out innovation activities.

The innovative potential of personality is the basis for the formation

of a highly skilled specialist. Every person from the moment of birth and

before receiving the first workplace goes a long way, during which he

develops his skills and abilities, learns, forms the competence, which

becomes the basis of his own innovative potential.

Having received a job, a person becomes an employee of the

enterprise; from that moment the formation of its innovative potential as an

employee begins.

All employees of the company are his staff. Innovative potential of

some employees of the enterprise is considered as an innovative potential of

the personnel.

Proceeding from the fact that a modern specialist is a potential or

real employee of an enterprise, we will consider the scientific work devoted

to the interpretation of the innovative potential of the employee/personnel of

the enterprise [1-11; 13-14].

In the field of economics, research on the innovative potential of the

employee and the personnel of the enterprise with its own understanding of

this definition was undertaken by both foreign and domestic scientists, but

today there is no single point of view regarding the essence of this concept.

A thorough analysis of the definitions with the separation of the essential

features we conducted in [12].

The first group of scientists [1; 3; 7; 9; 10] as an essential generic

feature of the concept of innovative potential of personnel determines such

a characteristic as ability, readiness, ability, and the type – the production

and implementation of new ideas, the realization of tasks, the use of

innovative abilities and possibilities.

The second group of scientists [4; 6] as an essential generic feature

of the concept of innovative potential of personnel determines the following

characteristic: a set of knowledge, skills, experience, competencies,

personal qualities of staff, and the type – readiness for the perception,

implementation and production of innovation, the implementation of

innovation activities.

The third group of scientists [2; 8; 13; 14] as an essential generic

feature of the concept of the innovative potential of personnel determines

Psychological and pedagogical problems of modern specialist formation

the possibilities (hidden, unrealized, future), and the type – creation of

innovations, self-actualization of the employee, active actions of employees.

In a scientific article [5] the author considers the innovative potential

of personnel as a socio-economic entity, in terms of a holistic approach. In

this research the innovative potential of an individual employee is of

interest.

The authors of the work [11] define the concept of «employee’s

innovation potential» as an essential generic feature such as the labor

potential, and the kind – an innovative activity in generating, developing

and implementing innovations.

In our opinion, the labor potential characterizes one of the spheres of

activity of the employee, along with financial, marketing. Therefore, this

characteristic is suitable for the formation of the elemental composition of

the overall potential of the employee.

Despite the existence of certain scientific advances, the essence and

content of the concept of innovative potential of a modern specialist

requires a theoretical synthesis and systematization.

The aim of the article is to clarify the features of defining the

innovative potential of a modern specialist on the basis of structural-

linguistic and etymological analysis.

Results

Clarification of the concept of innovative potential of a modern

specialist should be based on a clear terminological definition of the actual

definitions of «potential» and «innovation», the derivative «innovative».

Based on our analysis in [12], the innovative potential of the

employee relies on the resources that he owns. These resources contribute to

the achievement of the established goals in the innovation field.

We will analyze an essential generic feature of the definition of the

innovative potential, which are found in the work of scientists [1-11; 13-

14].

An essential generic feature of the first group of researchers [1; 3; 7;

9; 10] is «ability / readiness / ability». In our opinion, this characteristic

does not reflect the existing internal resources of the employee in full,

which reduces the efficiency of innovation activity in general.

The second group of researchers [4; 6] as an essential generic feature

offers a «set of knowledge, skills, experience, competencies, and personal

qualities of personnel». In our opinion, this is an important and necessary

characteristic of the employee’s innovation potential. However, it is not

sufficiently complete because it does not reflect the ability of an employee

to search for hidden efforts to use internal resources to meet the new

requirements of the competitive environment.

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As an essential generic feature the third group of researchers [2; 8;

13; 14] offers «possibilities» (hidden, unrealized, future). This feature does

not help eliminate identified shortcomings and remains controversial.

For further understanding, we will consider interconnection between

employee resources and their possibilities.

Any resource, acting as a means to achieve a certain goal, has its

potential, has the property inherent in him, reflected by its internal

characteristics. At the same time, the level of realization of the potential of

the resource, the degree of manifestation of its properties in a competitive

environment is characterized by possibilities. Therefore resources, stocks,

sources that are at the moment a certain quantity and quality of an employee

are considered as internal resources.

In turn, the achievement of the goal set by the employee determines

the formulation and solution of specific tasks. One of them is to provide the

optimal combination of their own internal resources so that their

composition and size meet the needs of the tasks. In this case, the internal

resources of the employee, their optimal ratio, the correspondence of the

size and composition of the needs of the solved tasks constitute the resource

potential of the employee. The level of the use of such potential forms the

potential employee's ability to reveal hidden efforts in the use of resources

and serve as a prerequisite for building up its potential.

Thus, we have defined an essential generic feature of the definition

of innovation potential as a characteristic of the internal resources and

efforts of the employee; the type – their use in the field of innovative

activity.

The available resources of the employee are converted in the process

of their use to a certain end result, changing and acquiring new qualitative

and quantitative characteristics. At the same time, some of the transformed

resources can no longer by definition be part of the potential from which it

was isolated. Therefore, the initial characteristics of the employee’s

potential differ from his characteristics after the transformation so far as this

transformation was deep. In this regard, we take into account the fact that

the employee constantly changes the potential of the worker in time, both

under the influence of the results of transformations, and as a result of self-

development. At the same time self-development of the potential of the

employee involves such changes that cannot be explained by the influence

of various factors.

Thus, in clarifying the concept of the innovative potential of the

employee, we will observe the following:

- firstly, to base on the resource position, which reflects the internal

characteristics of the employee’s innovative potential;

Psychological and pedagogical problems of modern specialist formation

- secondly, to take into account the employee’s ability to search for

additional efforts, as well as the scope of redistribution of existing efforts;

- thirdly, to determine the characteristic of internal resources and

efforts of the employee as an essential generic feature of the definition of

innovation potential;

- fourthly, to provide the optimal combination of knowledge, skills,

competencies available to the employee;

- fifthly, to group all processes of the sphere of innovative activity

(creation, testing, implementation, promotion of innovations, etc.), the

consideration of which characterizes a significant feature of the definition of

the innovation potential;

- sixthly, to consider the change of the innovation potential in time –

due to the results of personal and social transformations;

- seventhly, to take into account the new requirements formed by the

competitive environment.

Based on certain provisions, we will clarify the concept.

The innovative potential of the employee is a dynamic characteristic

of internal resources and the efforts of the employee in order to optimize

their use in innovation activities in order to achieve their goals. At the same

time, the employee searches for hidden or redistribution of existing efforts

to use resources through their transformation and (or) as a result of self-

development taking into account new needs arising from the competitive

environment

An employee who implements innovative potential and uses efforts

at an enterprise, which results in more efficient work, is a modern specialist

in innovative activity.

A modern specialist in innovation activity at the enterprise belongs

to the workers of the creative-research type, the characteristic feature of

which is the scientific-search approach to solving problems with the help of

various methods of creative thinking.

For the successful performance of their functions, a modern

specialist must possess a certain set of competencies that are revealed

through the personal and professional qualities of a specialist.

Effective innovative activity of a specialist is promoted by the

following professional competences: the ability to logically accumulate,

analyze, interpret the necessary information (conceptual qualification); the

ability to understand and effectively interact with other people (skilled

human relationships); the ability to implement their decisions methodically,

with clearly defined procedures, rather than accidental (administrative

qualifications); the availability of certain knowledge and abilities that allow

you to meet the requirements specific to a specific position (professional

qualifications).

Collected articles Issue 2017

Discussion and conclusions

Thus, the features of defining the innovative potential of a modern

specialist have been clarified. The proposed concept takes into account the

constant change of the innovative potential in time – due to the results of

personal and social transformations; and also reflects the ability of a

specialist to detect hidden efforts in the area of resource use.

The issue of the elemental composition of the innovative potential of

a modern specialist; processes of its formation, use and development; taking

into account the culture of the enterprise, as well as the globalization

processes in society, require further research.

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potencialu fakhivcia z upravlinnia [The essence of the notion of innovative

potential of a management specialist]. In T. V. Kolbina (Ed.), Current

issues of education and science (pp. 345-352). Kharkiv: KhOGOKZ. (in

Ukrainian)

13. Sokerina, S. V. (2015). Razvitie innovacionnogo potenciala

personala v kontekste dinamicheskikh sposobnostej organizacii

[Development of the staff’s innovative capacity in the context of dynamic

capabilities of organization]. Naukovedenie, 7(5), 1-9. Retrieved from

http://naukovedenie.ru/PDF/197EVN515.pdf. doi:10.15862/197EVN515 (in

Russian)

14. Valitov, S. M., & Khakimov, A. Kh. (2015). Innovative potential

as a framework of innovative strategy for enterprise development. Procedia

Economics and Finance, 24, 716-721. doi:10.1016/S2212-5671(15)00682-6

Юрій Мельник, Ірина Пипенко. Інноваційний потенціал

сучасного фахівця: сутність та зміст.

Розглянуто теоретичні положення щодо обґрунтування сутності та

змісту інноваційного потенціалу сучасного фахівця. Основною метою

статті є уточнення ознак дефініції інноваційного потенціалу

сучасного фахівця на підставі структурно-лінгвістичного та

етимологічного аналізу. Запропоноване поняття інноваційного

потенціалу сучасного фахівця враховує постійну зміну інноваційного

потенціалу у часі – внаслідок результатів особистісного та

суспільного перетворень. Це поняття відображає здатність

сучасного фахівця виявляти приховані зусилля щодо області

використання ресурсів. Інноваційний потенціал сучасного фахівця

виступає запорукою ефективності діяльності, забезпечує досягнення

встановлених цілей у конкурентному середовищі.

Collected articles Issue 2017

Ключові слова: потенціал, інноваційний потенціал фахівця, ресурси,

зусилля, можливості.

Jurij Melnyk, Iryna Pypenko. Potencjał innowacyjny

współczesnego specjalisty: charakter i treść.

Uwzględniono teoretyczne zasady dotyczące uzasadnienia charakteru i

treści innowacyjnego potencjału współczesnego specjalisty. Głównym celem

artykułu jest wyjaśnienie zagadnienia innowacyjnego potencjału

współczesnego specjalisty na podstawie analizy językowej i etymologicznej.

Koncepcja potencjału innowacyjnego współczesnego specjalisty uważa

potencjał innowacyjny za trwałą zmianę w czasie ‒ ze względu na

przemiany osobiste i społeczne. Koncepcja ta odzwierciedla zdolność do

wykrywania ukrytych umiejętności współczesnego specjalisty w dziedzinie

wykorzystania zasobów. Potencjał innowacyjny współczesnego specjalisty

jest gwarancją efektywności działania, gwarantuje osiągnięcie celów w

konkurencyjnym środowisku.

Słowa kluczowe: potencjał, potencjał innowacyjny specjalisty, zasoby,

działania, możliwości.

Received 10.05.2017

Information about the authors:

Melnyk Yuriy – Doctor of Philosophy in Pedagogy, Docent, Professor at

the Department of Psychology and Pedagogy, National Academy of the

National Guard of Ukraine.

Pypenko Iryna – Doctor of Philosophy in Economics, Docent, Director of

the Educational Center, Kharkiv Regional Public Organization «Culture of

Health».

Psychological and pedagogical problems of modern specialist formation

UDC 171.026.9

DOI 10.26697/9789669726094.2017.17

Volodymyr Bondarenko,

Maria Gulina

Kharkiv National University of Automobile and Highways

FEATURES OF ORGANIZATION OF BUSINESS ETIQUETTE

SKILLS AS THE BASIS OF FORMATION OF PROFESSIONAL

ETHICS OF THE MASTERS IN TECHNICAL SPECIALTIES

The article presents the features of organization of business etiquette skills

that are the foundation of formation of professional ethics of the Masters in

engineering specialities. The components of business etiquette, which form

the basis of a person’s business behavior in the professional activities are

highlighted. The disciplines aimed at formation of business etiquette skills

of the Masters in engineering specialities are determined.

Keywords: etiquette, business etiquette, components of business etiquette,

the Masters in engineering specialities.

Introduction

The rapid development of education, science and technology in

Ukraine pose the new requirements for the professional training and

education of the future generation of specialists (the educated, skilled,

aware in different areas of professional activity ones) in front of instructors

of engineering universities. It is about the specialists who are able to be

conversant both in manufacturing and in business situations related to

professional activities. The modern system of education should be based on

the formation of not only the specialists, who have the set of professional

knowledge and skills, but also of the personalities with the high level of

moral, ethical, business qualities and business etiquette skills.

Today the system of higher engineering education neglects the study

of professional and business ethics. For example, only specialities

8.05020201 «Automated process control», 8.06010105 «Motorways and

Airfields», 8.06010106 «Bridges and Vehicular Traffic Tunnels» provide

the study of the subjects aimed at formation of fundamentals of ethics of the

Masters.

Materials and methods

In view of the above, in the context of rising requirements for the

professional training of the Masters in high technical school of Ukraine,

there is an urgent need to optimize the learning process in general, and,

particularly, to form the business etiquette skills of the Masters in

Collected articles Issue 2017

engineering specialities, as the basis of professional ethics. So, we consider

the study of the disciplines of the psycho-pedagogical cycle, programs of

which also provide the learning of the foundations of business ethics, by the

Masters of engineering universities as an appropriate thing.

The goal of the research is the analysis of features of organization of

the foundations of business etiquette and learning of the components of

business etiquette in the process of training of the Masters in engineering

specialities.

Results

The problem of organization of business etiquette skills as the basis

of formation of professional ethics of the Masters in engineering specialities

is investigated insufficiently today [2, p. 5].

We can note I. O. Ahalets, Ya. V. Strelchuk among national

scientists, engaged in the research of the problems of organization of the

foundations of business etiquette, and N. O. Lukianova among Russian

scientists.

In addition, this problem has found its place in the researches linked

to the formation of business communication skills, which are carried out by

Ukrainian scientists – V. O. Mykhailiuk, O. L. Kaniuk, T. P. Rukas,

V. I. Svystun, V. P. Sukachova, V. V. Yagupov, and by Russian scientists –

V. O. Saveliev, V. I. Ivanova, O. A. Davydova, M. V. Dembrovska,

O. V. Penkova, M. M. Kalashnikov.

In order to form the business etiquette, the essence of «business

etiquette» concept should be correctly interpreted, that will optimize this

process. Business etiquette represents the rules of rational behavior of

partners in joint activity which ensure the respect for the human person and

the observation of mutual moral, legal and ethical obligations [1, p. 101].

The research of «business etiquette» definition indicates its importance in

the training of the Masters in engineering specialities. As far as the Masters

in engineering specialities are the future professionals who combine both

professional and personal qualities and skills, knowledge of the rules of

business professional ethics, which play a crucial role for their prospective

professional life.

The analysis of the components of business etiquette allows to

interpret the essence of «business etiquette» concept correctly as much as

possible in order to form the bases of business etiquette of the Masters in

engineering specialities.

So, for example, Full Professor E. A. Utkin identifies the following

key components of business etiquette:

- handsome manners and ethics;

- tact and lightness;

- modesty;

Psychological and pedagogical problems of modern specialist formation

- punctuality and obligingness [7, p. 59].

English researcher J. Yaher identifies six main components:

- punctuality;

- confidentiality;

- courtesy, kindness and hospitality;

- attention to people around;

- appearance;

- competence [8, p. 67].

The analysis of business etiquette components presented by

scientists, indicates that they are not adequately reflect its essence, as they

provide mostly the rules of human behavior in business, and to a lesser

extent – his internal moral and business qualities. Basing on the already

known definitions of the scientists, we consider it appropriate to define the

components of business etiquette of the Masters in engineering specialities,

taking into account the characteristics of their professional training, and

presenting them as follows.

The components of business etiquette.

Cognitive – provides knowledge of the implementation details of the

communication side of interaction; informative power and search of a way

out of the situation that occurs [1, p. 37]. Knowledge of the cognitive

component in business is necessary for easy entry of the Masters in

engineering specialities into the business contact with partners, persuasion

of their companions and ensuring of making correct decisions in business

situations. We consider that it is composed of the following factors:

a) communicative; b) information-oriented.

Epistemological. The subject of epistemology is the specificity of

scientific knowledge and so on [3, p. 236]. An introduced component

provides knowledge of the sphere of business activities and, namely, human

activities, aimed at the fullest possible realization of itself as a business

person. Therefore, they are constituted of the following factors: a)

awareness; b) self-knowledge and self-development.

Emotional. Emotions are the subjective human responses to internal

and external influences [6, p. 5]. A good mood and positive attitude to any

business situation help the Master in engineering specialities to overcome

all obstacles in business successfully, and, therefore, to succeed more

quickly. So, the emotional component includes the following factors:

a) mood; b) attitude to the situation.

Axiological – is based on the human values, the awareness of his role

and destination, the ability to choose the ambitions and semantic attitudes

for his actions and deeds [3, p. 3]. Business person should know which he

wants to see himself – a successful, self-confident and more. The Master in

engineering specialities should be motivated to achieve the effective results

in business, and also he should visualize clearly the goals and priorities of

Collected articles Issue 2017

the business. An introduced component includes the following factors:

a) intellectual development; b) motivation; c) self-organization.

Image-building – it is the idea that person creates for himself, an

external reflection of his personality, business and purely human qualities.

[4, p. 8]. The attitude of business partners to each other depends on the first

impression that is formed within the first 15-20 seconds of their

communication and concerning their appearance. The ability to cooperate

with each other, mutual respect and success of further business relationships

depend on the appropriate internal qualities of the Master in engineering

specialities and his proper business behavior. This component includes the

following factors: a) first impression; b) appearance; c) breeding;

g) partnership relations; d) business conduct.

By breaking down the components of business etiquette like that, it

is possible to see that an effective business behavior of the Master in

engineering specialities is based on his respective competencies and

abilities (axiological, epistemological and emotional) and business skills

that future Master gets in the process of education (cognitive and image-

building). The foregoing presented as a scheme (Figure 1).

Components of business etiquette

Figure 1. Components of business etiquette

Cognitive

Image-building

Emotional

Axiological

Epistemological

Communicative

Information-oriented

First impression

Appearance

Breeding

Partnership relations

Business conduct

Mood

Attitude to

the situation

Intellectual

development

Motivation

Self-organization

Awareness

Self-knowledge and self-

development

Business skills

Business qualities

Professional ethics of the Masters in engineering specialities

Psychological and pedagogical problems of modern specialist formation

The suggested scheme allows to see visually that namely the

presence of business skills and business qualities of the Master in

engineering specialities is the basis for the formation of his professional

ethics.

The ensuring of the Masters in engineering specialities with the skills

of business etiquette based on business skills and competencies is possible

due to the use of complex psychological and pedagogical impact in the

educational process. It would simultaneously help to identify the existing

competencies, improve the internal competencies and master the necessary

business skills rapidly. The study of the disciplines of psychological and

pedagogical cycle by the Masters in engineering specialities should be

focused on the formation of business etiquette.

After analyzing the existing programs of the disciplines of

psychological and pedagogical cycle in Kharkiv National Automobile and

Highway University we concluded that too little of study time is given for

the formation of business skills of the Masters in engineering specialities.

Thus, the cycle of psychological and pedagogical training of the Masters in

engineering specialities includes only such disciplines as «Pedagogy of

Higher School», «Psychology of Higher School» and «Psychology of

Management».

Within this framework, we consider it appropriate to increase the

number of the academic subjects and time spent on the formation of

business etiquette of the Masters in engineering specialities through the

complement of training programs of psychological and pedagogical cycle

and optimization of the content of such disciplines as «Pedagogy of Higher

School» and «Psychology of Higher School». The drill of business etiquette

skills is the most appropriate exercise during the pedagogical traineeship.

The study of the components of business etiquette in the course of

the basics of psychology and pedagogy of higher school by the students will

allow the Masters in engineering specialities to know and understand the

basis for building the effective business relationships. And this, first of all,

depends on the study of the necessary components of business skills and the

elements of proper business behavior of business person by the students.

The Masters in engineering specialities, basing on the acquired knowledge

of business etiquette, can deeply know themselves as a business person,

and, having considered their level of managing the professional qualities,

they can form the lacking necessary business skills for them. The main task

of the pedagogical traineeship will be in formation the students’ practical

skills in professional business communication and also in the methodology

of teaching in the higher school for the further use in the professional

activities at the chosen field of science and technology.

Collected articles Issue 2017

Discussion and conclusions

The basis of professional ethics of the Masters in engineering

specialities is their abilities of business etiquette. The carried out research of

the components of business etiquette leads to the conclusion that the

professional ethics of the Master in engineering specialities is formed on the

basis of business qualities of an individual (axiological, epistemological and

emotional) and business skills that future Masters gets in the process of

education (cognitive and image-building). The formation of the necessary

skills of business etiquette of the Masters in engineering specialities is

possible by studying the disciplines of psychological and pedagogical cycle.

Prospects for the further research are in a deeper study of the nature

of the professional ethics of the Masters in engineering specialities, and in

the identification of its basic components in order to form the professional

ethics of the Masters in engineering specialities.

References

1. Gorbatov, A. V., & Eleskina, O. V. (2007). Delovaya etika

[Business ethics]. Kemerovo: Kuzbassvuzizdat. (in Russian)

2. Kaniuk, O. L. (2009). Formuvannia vmin inshomovnogo dilovogo

spilkuvannia maibutnikh sotsialnyh pratsivnykiv u protsesi profesiinoi

pidhotovky [Formation of skills of foreign-language business

communication of future social workers in the process of professional

training] (Candidate dissertation, Ternopilskyi NPU im. Volodymyra

Hnatiuka, Ternopil, Ukraine). (in Ukrainian)

3. Klyueva, N. V. (2005). Pedagogicheskaya psihologiya

[Pedagogical psychology]. Moscow: Izd-vo VLADOS-PRESS. (in Russian)

4. Kuzin, F. A. (2002). Sovremennyiy imidzh delovogo cheloveka,

biznesmena, politika [The modern image of a business person, businessman,

politician]. Moscow: Os-89. (in Russian)

5. Mykhailiuk, V. O. (1999). Formuvannia kultury dilovogo

movlennia studentiv ahrarnogo vuzu [Formation of the culture of business

broadcasting by students of the agrarian university] (Candidate

dissertation, Kyiv, Ukraine). (in Ukrainian)

6. Rubinshteyn, S. L. (1984). Emotsii. Psihologiya emotsiy

[Emotions. Psychology of emotions]. Moscow: MGU. (in Russian)

7. Utkin, E. A. (2003). Etika biznesa [Ethics of business]. Moscow:

TEIS. (in Russian)

8. Yager, Dzh. (2004). Delovoy protocol: strategiya lichnostnogo

uspeha [Business protocol: the strategy of personal success]. Moscow:

Alpina biznes buks: Delovaya kultura. (in Russian)

Psychological and pedagogical problems of modern specialist formation

Володимир Бондаренко, Марія Гуліна. Особливості

формування умінь з ділового етикету як основи формування

професійної етики магістрів технічних спеціальностей.

У статті представлено особливості формування умінь з ділового

етикету, що є підґрунтям формування професійної етики в магістрів

технічних спеціальностей. Виділено компоненти ділового етикету, що

становлять основу ділової поведінки особистості у професійній

діяльності. Визначено дисципліни, спрямовані на формування умінь

ділового етикету в магістрів технічних спеціальностей.

Ключові слова: етикет, діловий етикет, компоненти ділового

етикету, магістри технічних спеціальностей.

Vladimir Bondarenko, Mariya Gulina. Funkcje tworzenia

zdolności etykiety biznesowej jako podstawy kształtowania etyki

zawodowej ekspertów o specjalnościach technicznych.

W artykule przedstawiono możliwości kształtowania umiejętności z zakresu

etykiety biznesowej, która jest podstawą etyki zawodowej ekspertów o

specjalnościach technicznych. Wybór elementu etykiety biznesowej stanowi

podstawę biznesowych zachowań danej osoby w działalności zawodowej.

Zdefiniowana dyscyplina ma na celu kształtowanie umiejętności etykiety

biznesowej ekspertów o specjalnościach technicznych.

Słowa kluczowe: etykieta, etykieta biznesowa, elementy etykiety biznesowej,

ekspert specjalności technicznych.

Received 17.05.2017

Information about the authors:

Bondarenko Volodymyr – Doctor of Philosophy in Pedagogy, Docent,

Head of the Department of Pedagogy and Psychology of Vocational

Training, Kharkiv National University of Automobile and Highways.

Gulina Maria – Postgraduate Student, Kharkiv National University of

Automobile and Highways.

Collected articles Issue 2017

UDC 377.112.4:377+621+81’243

DOI 10.26697/9789669726094.2017.24

Maryna Shepel

Odessa Automobile and Road College

Odessa National Polytechnic University

THE ROLE OF A FOREIGN LANGUAGE TEACHER

IN THE PROCESS OF THE PROFESSIONAL TRAINING OF

FUTURE EXPERTS OF THE MACHINE-BUILDING INDUSTRY

The article deals with the issue of the role of a foreign language teacher in

the process of professional training of future experts of the machine-

building industry during the period of studying in technical institutions. The

viewspoints of leading scientists on the concept of «the professional training

of future experts in engineering» are regarded. The author gives her own

definition of the concept of «professional training of future experts in the

machine-building industry». It is noted that the humanitarianization of

technical education plays an important role in the professional training of

future experts in the machine-building industry. Measures aimed at the

professional training of future experts of the machine-building industry

during the study of the discipline «A Foreign Language for the Professional

Purposes»: working with professional texts and instructions from original

sources, get acquainted with the documentation, playing various

communicative situations, creating presentations on a given topic,

conducting binary sessions.

Keywords: a foreign language teacher, vocational training, a future expert

of the machine-building industry, technical institution.

Introduction

The development of Ukraine as an independent democratic state puts

forward educational institutions of Ukraine new important challenges and

requirements. An important factor of changing of the educational process is

the integration of Ukraine to the European Union, strengthening relations

with developed European countries, introduction of new educational

technologies.

According to the European Framework of Reference for Languages

and Concept of Teaching foreign languages the main aim of teaching a

foreign language is the formation of communicative competence among the

professionals, that means mastering a language as a way of intercultural

communication, the development of skills to use a foreign language as a

Psychological and pedagogical problems of modern specialist formation

tool in the dialogue of cultures and civilizations of the modern world [9].

Today’s job market sets up a claim of experts of the machine-building

industry who know a foreign language in a sufficient level as a means of

communication. The topical question is the role of a foreign language

teacher in the process of professional training of future experts of the

machine-building industry.

The purpose of the article is to define activities that a foreign

language teacher can use in the process of professional training of future

experts of the machine-building industry in the period of their studying at a

technical institution.

Materials and methods

The problem of training of experts in the engineering industry is

reflected in the researches of O. Dzhedzhula, M. Kozyar, G.Raykovska,

O. Gavrilyuk, A. Lytvyn, S. Lytvynchyk, Yu. Loboda, S. Mamrych,

М. Fomіna and others; the humanitarization of experts of engineering

branch is investigated in the assignments of A. Kochubey, S. Korol. The

personality development of professional, professional orientation and

formation is considered in the researches of B. Avalos, S. Amelina,

L. Vyhots'ky, E. Erikson, Ye. Klimov, O. Leont’yev, P. Makarenko,

R. Pelekh, S. Rubinshteyn, L. Shneydera , O. Yermolayva, G. Yavors’ka.

Resourse books define the term «training» as: 1) supply of

knowledge, skills and experience gained during the training, practice;

2) preparation of all necessary for something [4, р. 329].

In psychological and educational reference materials the term

«training» is interpreted as: 1) the formation and enrichment of knowledge

and skills which are necessary for the individual to adequately performance

of special tasks. The meaning of training is revealed in its two meanings: a

specific training organized by the formation of readiness to meet future

challenges and how readiness  the existence of competence, knowledge

and skills needed to successfully perform a certain set of tasks [2, p. 140];

2) formation and enrichment of facilities, knowledge and skills necessary

for a person to adequately perform specific tasks [8, p. 344].

In the scientific examinations of scientists (Yu. Loboda, A. Lytvyn,

S. Litvinchuk, O. Ihnatyuk, M. Fomina) one can find different

interpretations of the phenomenon of professional training of specialists of

engineering profile.

So, Yu. Loboda understands professional training as the system of

targeted measures ensuring the formation of professional orientation of a

future expert, knowledge, skills and professional readiness that allow to

work in a particular field of activity [7, p. 8].

According to O. Ignatyuk, professional training of a future engineer

is a socio-pedagogical system, which is directed to the formation of value

Collected articles Issue 2017

orientations of future specialist with the goal of personal and professional

development and improvement [3, p. 16].

The scientist defines the requirements that apply to modern

engineers under the Euro standard, so called «key qualifications». Among

the major are the following requirements: communicativeness,

responsibility, reflection, the ability to cooperate, professional autonomy, an

ability of self-development, initiative, excessive professional activity, and

the like. Creative autonomy, thus, is the part of key qualifications as a basis

[3, p. 14].

By the definition of M. Fomina, psychocological and pedagogical

training of future engineers of machine-building descriptions in the higher

technical educational institutions is regarded as a specially organized

process, aimed at mastering of psychological, pedagogical and managerial

knowledge, abilities and skills, on the formation and development of

personal and professionally important qualities needed in the future

professional activity [1, p. 11].

Under the professional training of future experts of machine-building

industry we understand the deliberate process of mastering the professional

knowledge, knowledge about requirements posed by the society to the

experts of the machine-building industry.

In our opinion, the humanitarization of the professional training of

future experts of machine-building industry is very important.

A. Kochubey defines «the humanitarization of technical education»

as the system of activities during the educational process, aimed at using in

educational institutions, the capabilities of each item; the creation of

favourable conditions for formation of intellectual, spiritually rich

personality with well-developed general and professional culture of future

engineers [6, p. 9].

According to the position S. Korol, knowledge of humanities are

widely used in engineers’ daily professional activities, including:

communication with colleagues, customers, documentation, working with

others concerning the profession, establishing interpersonal relationships in

the team, etc. [5, p. 8].

Results

Thus, a leading role in the training of future experts of machine-

building industry should belong to a foreign language teacher.

Own job experience as a foreign language teacher in Odessa

Automobile and Road College of ONPU has given an opportunity to define

the following activities aimed at professional training of future specialists in

the period of studying of the subject «A Foreign Language for Professional

Purposes»: working with specialized texts and instructions from primary

Psychological and pedagogical problems of modern specialist formation

sources, review of documentation (drafting letters, reports, etc.), playing

various communicative situations (communicative skills with colleagues,

clients), creating presentations on a given subject, conducting binary

studies.

Discussion and conclusions

Therefore, the activies that a foreign language teacher can use in the

process of professional training of future experts of the machine-building

industry is regarded in the article. Further study is required an investigation

the role of reading comprehension of specialized texts during the subject «A

Foreign Language for Professional Purposes».

References

1. Fomіna, М. V. (2005). Strukturuvannja zmistu psykhologho-

pedaghoghichnoji pidghotovky majbutnikh inzheneriv mashynobudivnogho

profilju [The structuring of the contents of psychological-and-pedagogical

training of future engineers of machine-building description] (Candidate’s

thesis, M. Kotsyubynsky VSPU, Vinnytsia, Ukraine). (in Ukrainian)

2. Herasymova, N. Ye., Kasiarum, N. V., Korol, V. M., &

Savchekno, O. P. (2010). Slovnyk-dovidnyk z pedaghoghiky i psykhologhiji

vyshhoji shkoly [Glossary Directory of pedagogy and psychology of higher

school]. Cherkasy: B. Khmeljnycjkyj ChNU Publ. (in Ukrainian)

3. Ighnatjuk, O. A. (2010). Teoretychni ta metodychni osnovy

pidghotovky majbutnjogho inzhenera do profesijnogho samovdoskonalennja

v umovakh tekhnichnogho universytetu [Theoretical and methodical bases

of preparation of the future engineer to professional self-perfection in

conditions of technical university] (Expended abstract on Doctor’s thesis,

H. S. Skovoroda KhNPU, Kharkiv, Ukraine). (in Ukrainian)

4. Ivchenko, A. O. (2008). Tlumachnyj slovnyk ukrajinsjkoji movy

[Thesaurus of the Ukrainian language]. Kharkiv: Folio. (in Ukrainian)

5. Korol, S. V. (2011). Profesijna sprjamovanistj ghumanitarnoji

pidghotovky fakhivciv inzhenernogho profilju v universytetakh

[Professional orientation of humanitarian preparation of engineering

profile specialists in the universities] (Candidate’s thesis, Volodymyr

Hnatiuk TNPU, Ternopil, Ukraine). (in Ukrainian)

6. Kochubey, A. V. (2010). Ghumanitaryzacija pidghotovky

majbutnikh inzheneriv u vyshhykh navchaljnykh zakladakh zasobamy

narodoznavstva [Humanization of training future engineers in higher

educational establishments by ethnography methods] (Candidate’s thesis,

M. Kotsyubynsky VSPU, Vinnytsia, Ukraine). (in Ukrainian)

7. Loboda, Yu. G. (2010). Pedaghoghichni umovy vykorystannja

komp'juterno-integhrovanykh tekhnologhij u procesi pidghotovky

majbutnikh inzheneriv [Pedagogical conditions of implementing computer-

Collected articles Issue 2017

integrated technologies in the process of training the future engineers]

(Candidate’s thesis, K. D. Ushinsky SUNPU, Odessa, Ukraine). (in

Ukrainian)

8. Mizherikov, V. A. (1998). Psikhologo-pedagogicheskii slovar dlia

uchitelei i rukovoditelei obshcheobrazovatelnykh uchrezhdenii

[Psychological and pedagogical dictionary for teachers and heads of

general educational institutions]. Rostov-on-Don: Feniks. (in Russian)

9. Nikolayeva, S. Yu. (Ed.). (2003). Zagal’noyevropejs’ki

Rekomendaciyi z movnoyi osvity: vyvchennya, vykladannya, ocinyuvannya

[Common European Framework of Reference for Languages: Learning,

Teaching and Assessment]. Kyiv: Lenvit. (in Ukrainian)

Марина Шепель. Роль викладача іноземної мови у процесі

професійної підготовки майбутніх фахівців машинобудівної галузі.

У статті розглянуто питання ролі викладача іноземної мови у процесі

професійної підготовки майбутніх фахівців машинобудівної галузі у

період навчання у технічних вишах. Розглянуто погляди провідних

науковців стосовно поняття «професійна підготовка майбутніх

фахівців інженерного профілю». Автором надано власне визначення

поняття «професійна підготовка майбутніх фахівців машинобудівної

галузі». Зазначено, що важливого значення у професійній підготовці

майбутніх фахівців машинобудівної галузі відіграє її гуманітаризація.

Визначено заходи, спрямовані на професійну підготовку майбутніх

фахівців машинобудівної галузі у період вивчення дисципліни «Іноземна

мова за професійним спрямуванням»: робота з фаховими текстами

та інструкціями з першоджерел, ознайомлення з документацією,

розігрування різних комунікативних ситуацій, створення презентацій

на задану тематику, проведення бінарних занять.

Ключові слова: викладач іноземної мови, професійна підготовка,

майбутній фахівець машинобудівної галузі, технічний ВНЗ.

Marina Shepel. Rola nauczyciela języka obcego w trakcie

szkolenia zawodowego przyszłych specjalistów z branży inżynierskiej.

W artykule poruszona została kwestia roli nauczyciela języka obcego w

trakcie szkolenia zawodowego przyszłych specjalistów z branży

inżynierskiej podczas studiów na uczelniach technicznych. Przedstawione

zostały poglądy uznanych, czołowych naukowców na temat

«profesjonalnego szkolenia przyszłych specjalistów o profilu inżynierskim».

Autor podaje własną definicję pojęcia «kształcenia przyszłych specjalistów

z branży inżynierskiej». Należy zauważyć, że tego typu kształcenie odgrywa

istotną rolę w humanizacji tego kierunku. Środki umożliwiające szkolenie

przyszłych specjalistów z branży inżynieryjnej w trakcie studiów «Języka

Psychological and pedagogical problems of modern specialist formation

obcego o kierunku profesjonalnym» to: praca ze źródłowym tekstem

zawodowym, zapoznanie się z dokumentacją, tworzenie wielorakich

sytuacji komunikacyjnych, tworzenie prezentacji na dany temat,

prowadzenie wykładów.

Słowa kluczowe: nauczyciel języka, szkolenia, przyszłość przemysłu,

specjalista inżynierii, uczelnia techniczna.

Received 24.05.2017

Information about the author:

Shepel Maryna – Doctor of Philosophy in Pedagogy, Lecturer, Odessa

Automobile and Road College Odessa National Polytechnic University.

Collected articles Issue 2017

UDC 378.014.8:811.161.1-051:004

DOI 10.26697/9789669726094.2017.30

Kateryna Yuzefovych

Taras Shevchenko National University of Kyiv

ANALYSIS OF THE READINESS OF FUTURE PHILOLOGISTS

TO USE SMART TECHNOLOGIES IN PROFESSIONAL WORK

The article presents the results of the research done to define the readiness

of future language teachers to use SMART technologies in their

professional work. In particular, it presents the interpretation of the

statistical results received after conducting a survey with the students of

philological departments.

Keywords: SMART technologies, professional competence, Internet

technologies, distance learning, webinar.

Introduction

The development of a new, SMART society and evolution of

technologies has changed the profile of a contemporary language teacher.

The usage of SMART technologies in the educational process is quite broad

and covers those areas that are directly related to subject learning. At the

same time they provide a substantial ground for improving educational

process, providing more freedom to students and developing their creativity.

Materials and methods

Studying the state of the professional competence of philologists in

terms of using SMART technologies in their professional work, we have

been interested in assessing the readiness of students who are future

teachers of language and literature to apply such technologies in the

educational process. Our respondents were the 4

year students of the

Philological specialization (67 people) who were asked to provide answers

to a questionnaire.

Results

All students have given the correct definition of «SMART

technology», but it is incomplete since they associate most modern

technologies of Smart class only with the Internet and smart gadgets. We

have found that, in practice, 85% of students have faced with the SMART

technologies of distance learning, 15% of whom actively use them in the

process of studying philological sciences; 80% of the undergraduates

Psychological and pedagogical problems of modern specialist formation

believe that the studying process which involves SMART technologies may

be more effective than traditional learning, 12% doubt the effectiveness of

such a study and 8% of respondents do not consider SMART learning to be

effective.

The interviewed students replied they would like to receive

educational materials and tasks for the courses via educational information

portal of the university without contacting the teacher personally. Thus,

80% say that it is convenient to consult with the teacher via e-mail; 90% of

students have sent their assignments to the teachers to be checked via email.

Distance communication has been carried out with the lecturers of such

courses as «Theoretical Grammar», «Practical course of a second foreign

language», «Foreign Literature». In all these cases distance communication

was initiated by teachers.

As for the conditions for the implementation of SMART

technologies in education, students mention the presence of e-learning

courses (60%), the ability to apply to a tutor, the availability of high-speed

Internet (50%), the availability of computers (20%). In addition, students

reply that the most efficient SMART technologies are video tutorials,

webinars, e-mail (40%), on-line tutorials, television-satellite technology

(40%), chat rooms and Internet resources (20%).

The students have evaluated the readiness of the university to the

implementation of SMART technologies differently: 30% of students

believe that the university is prepared for such a change; 30% of

respondents say that the university is prepared only technically; 40% of

students say that high school is not ready to fully implement the SMART

technologies into the training process. It should be noted that the views of

students are quite subjective.

Having analyzed the answers we found that the bachelors have little

interest in this issue, although almost everyone has a personal computer or a

smartphone with the Internet access.

Among the benefits of using SMART technologies in education, all

participants of the survey have named the following: the opportunity to

study remotely having an individual training schedule (60%), individual

pace of learning, an additional amount of material on the subject (50%), use

of modern teaching methods (40%), free posting of materials on the web,

the opportunity to study outside the institution (40%), the possibility of

individual consultations (30%).

Furthermore, students find that using SMART technologies in

education will be effective in assessing the quality of training in the

subjects, as it eliminates the subjective factor in the assessment.

Of all students surveyed 50% are ready to use SMART technologies

in the study of the course and consider distance learning; 20% of students

Collected articles Issue 2017

are not prepared to use new technologies because they think it needs more

knowledge and skills.

Students believe that the insufficient number of teachers in the

classroom use such SMART tools as multimedia boards, Internet resources;

information is often outdated.

Discussion and conclusions

Analysis of the received results has shown that most respondents

have formed the motivation to use SMART technologies in education. We

have found that students show interest in distance learning. In our opinion,

difficulties are associated with the inability of students to use the SMART

tools and with the lack of awareness in this regard. In addition, it can be

concluded that the more familiar young people are with the traditional

model of studying, formed in the school years.

References

1. Blood, R. (2000). The Weblog Handbook: Practical Advice on

Creating and Maintaining Your Blog. Cambridge, Mass.: Perseus

Publishing.

2. Khutorskoy, A. V. (2003). Didakticheskaya e’vristika. Teoriya i

tehnologiya kreativnogo obucheniya [Didactic heuristics. Theory and

technology of creative classroom activities]. Moscow: Izdatel’stvo MGU.

(in Russian)

3. Khutorskoy, A. V. (2005, September 1). Model’ obrazovatel’noj

sredy v distancionnom evristicheskom obuchenii [Model of the educational

environment in the distance heuristic learning]. Eidos. Retrieved from

http://eidos.ru/journal/2005/0901.htm (in Russian)

4. Zakharova, M. G. (2003). Informacionnye tekhnologii v

obrazovanii [Information technology in education]. Moscow: Izdatel’skij

centr «Akademiia». (in Russian)

Катерина Юзефович. Аналіз готовності майбутніх учителів-

філологів до використання SMART технологій в професійній

діяльності.

У статті представлені результати дослідження, проведеного з

метою визначення готовності майбутніх учителів мови до

використання Smart технологій у своїй професійній діяльності.

Зокрема, підготовлений опис статистичних результатів, отриманих

після проведення анкетування студентів філологічних факультетів.

Ключові слова: SMART технології, професійна компетентність,

Інтернет-технології, дистанційне навчання, вебінар.

Psychological and pedagogical problems of modern specialist formation

Katarzyna Yuzefovich. Analiza gotowości przyszłych nauczycieli

filologów do korzystania z technologii SMART w działalności

zawodowej.

W artykule przedstawiono wyniki badań przeprowadzonych w celu

określenia gotowości przyszłych nauczycieli filologów do używania

technologii SMART w ich działalności zawodowej. Przede wszystkim mamy

tu omówienie danych statystycznych uzyskanych po przeprowadzeniu

ankiety wśród studentów filologii.

Słowa kluczowe: technologia SMART, kwalifikacje zawodowe, technologie

internetowe, kształcenie na odległość, webinar.

Received 29.05.2017

Information about the author:

Yuzefovych Kateryna – Applicant, Taras Shevchenko National University

of Kyiv.

Collected articles Issue 2017

UDC 159.924:378.124

DOI 10.26697/9789669726094.2017.34

Svitlana Mitina

Bogomolets National Medical University

THE FACTORS OF EMOTIONAL BURNOUT OF THE TEACHER

OF THE HIGHER EDUCATIONAL INSTITUTION

The article is devoted to the research of the problem of emotional burnout

of the teacher of the higher educational institution. It was analyzed the

essence and the factors of emotional burnout. It was found that the teaching

experience and the organizational conditions of professional activity effect

the development of the syndrome of «emotional burnout» of the teacher.

Keywords: the emotional burnout, the teacher, the educational activity.

Introduction

The feature of the educational activity of the teacher is the fact that

its work always has an emotional relationship between the subjects of the

educational process, which may be accompanied by the intense

psychological stress and the stressful situations. As a result among the

teachers there is often the «emotional burnout» that negatively affect their

professional activity. The actual is the study of the factors of development

of the emotional burnout in order to timely measures aimed to improve the

emotional and psychological stress resistance of the teachers, which will

prevent the formation of the «syndrome of emotional burnout».

Materials and methods

Theoretical (analysis and synthesis of the psychological literature);

empirical (Pilot study, questionnaires). The research is carried out on the

basis of the chair of Pedagogics and Psychology of Postgraduate Education

of the National Medical University O. O. Bogomolets, Kyiv. The sample

composed the teachers of the higher educational institutions, a total number

of 53 persons aged from 28 to 60 years, with the pedagogical work

experience from the 1 to 30 years. The psychodiagnostical technique -

questionnaire «Professional burnout» (Maslach Burnout Inventory, MBI).

Results

The analysis of the literature about this problem suggests that the

concept of burnout is used to indicate the state of physical, emotional and

mental exhaustion, that manifested by the sense of apathy, increased

Psychological and pedagogical problems of modern specialist formation

anxiety, deterioration of the professional skills, self-doubt, and it is the

consequence of combination of the high emotional costs with the chronic

situational stress. V. V. Boyko [1] describes the syndrome of emotional

burnout as the acquired by the personality mechanism of the psychological

defense in the form of the exclusion of emotions in the response to the

stressful influences. In this regard, the burnout can be interpreted as the

functional stereotype of professional behavior, which allows the human to

dose and to economically use the power resources. In itself, the author

considers the emotional burnout as constructive, but its effects are

dysfunctional when emotional burnout negatively impact on the

relationships with the partners and further leads to the professional

deformation of the personality.

The external factors of the development of the emotional burnout of

the teachers are: the presence of chronical intense psycho-emotional activity

that is associated with the intensive communication; the destabilizing

organization of the work, the increased level of responsibility; the adverse

psychological sphere of the professional activity; the complex psychological

contingent in the field of the communication. The internal factors of the

emotional burnout of the teachers are the emotional rigidity, the intense

internalization and the weak motivation of professional activity.

During the study of the manifestation of emotional burnout

syndrome of the teachers, we used three-factorial model C. Maslach [2] and

S. Jackson, which includes three main components: the emotional

exhaustion, the depersonalization and the reduction of personal

achievements.

The results of the research show the dependence of syndrome

manifestation of the emotional burnout of pedagogical experience of the

teacher. The severity of as such symptom of emotional burnout as

«depersonalization» has the growing character, which may manifest in the

negativism, the cynicism in the relation to the students and colleagues, as

well as in the personality deformation. The maximum values of emotional

exhaustion is observed to the teachers with experience of work about 20

years (Table 1).

Table 1

The manifestation of syndrome of emotional burnout of the teachers

depending on the experience of educational activity

Work

experience

Emotional

exhaustion

Depersonalization

Reduction of

personal

achievements

1-10 years

20,8

6,5

26,5

10-20 years

20,1

8,1

30,7

20-30 years

23,5

9,6

30,5

Collected articles Issue 2017

Results of the survey showed that the syndrome of emotional

burnout manifested to the teachers, regardless of the work experience, that

were dissatisfied with working conditions. Increase the risk of «burnout»: -

the unclear organization and planning of the work, the deficiency of

equipment, the excessive standards of the students in the classroom; - the

lack of possibility of the certification training; - the strained relation with

the direction, the poor relation in the team, the conflicts in the system

«teacher-student». However, the awareness of their work as prestigious

reduces the risk of the «burnout» appearance.

Discussion and conclusions

In our view, the teachers who have been staying in the intensive

interaction with the students, some of whom are rude, unmotivated to learn,

triggered a psychological defense mechanism in the form of emotional

neglect, indifference. In this case, the decrease of the emotional background

can be regarded as the acquired stereotype of the professional behavior of

the teacher allowing to dosed use of the emotional resources. But when a

teacher applies indifferently to the needs of other students and colleagues, it

can cause the conflicts, and emotional burnout manifested his dysfunctional

side.

The teachers of the higher educational institutions are at the group of

the risk of emotional burnout syndrome’s development, which is the main

cause is the continued intensive psycho-emotional overload. It was found

the tendency of aggravation of the burnout symptoms depending on the

work experience of the teacher and the dissatisfaction of the organizational

conditions of the professional activity.

The optimization of working conditions, the organization and the

passing of the special trainings aimed to the improving of the emotional and

psychological stress resistance, will allow to prevent the formation of

emotional burnout syndrome of the teachers of the higher educational

institutions.

References

1. Bojko, V. V. (2004). Jenergija jemocij [Energy of emotions].

Saint Petersburg: Piter. (in Russian)

2. Maslach, C., & Leiter M. (2008). Early predictors of job burnout

and engagement. Journal of Applied Psychology, 93(3), 498-512.

doi:10.1037/0021-9010.93.3.498

Psychological and pedagogical problems of modern specialist formation

Світлана Мітіна. Чинники емоційного вигорання викладача

вищого навчального закладу.

Статтю присвячено дослідженню проблеми емоційного вигорання

викладача вищого навчального закладу. Проаналізовано сутність та

чинники емоційного вигорання. З’ясовано, що на розвиток синдрому

«емоційного вигорання» викладача впливають педагогічний стаж та

умови професійної діяльності.

Ключові слова: емоційне вигорання, викладач, педагогічна діяльність.

Swietłana Mitina. Czynniki powodujące emocjonalne wypalenie

u nauczycieli wyższych instytucji edukacyjnych.

W artykule analizowany jest problem wypalenia nauczycieli w trakcie pracy

na uczelni. Omówiony jest charakter i przyczyny wypalenia. Stwierdzono, że

na rozwój syndromu «wypalenia emocjonalnego» u nauczyciela wpływa

pedagogiczne doświadczenie w pracy oraz warunki działalności zawodowej.

Słowa kluczowe: emocjonalne wypalenie, nauczyciel, zajęcia dydaktyczne.

Received 30.05.2017

Information about the author:

Mitina Svitlana – Doctor of Philosophy in Psychology, Docent, Associate

Professor at the Department of Pedagogy and Psychology of Postgraduate

Education, Bogomolets National Medical University.

Collected articles Issue 2017

UDC 159.9.015: 159.9.019.2

DOI 10.26697/9789669726094.2017.38

Olga Drobot

State Higher Educational Establishment «Pereyaslav-Khmelnytsky State

Pedagogical University named after Hryhoriy Skovoroda»

DEVELOPMENT OF PROFESSIONAL CONSCIOUSNESS FROM

THE VIEWPOINT OF PREPARATION OF FUTURE SPECIALISTS

Development of professional consciousness of the future specialist is

examined via formation of the specialist’s own system of transforming

information and explaining the reality, where his subjective world is

transformed, in the course of professional training and practice, into the

world of profession of a practicing specialist. Today’s preparation of future

specialists must be aimed more at systemic development of their

professional consciousness. Certain professional consciousness

development methods have been outlined.

Keywords: development of professional consciousness, professional

semantics, psychosemantic methods, professional training, university-based

preparation

Introduction

According to the logic of development of complex systems, patterns

of development of the professional’s consciousness must concur with the

patterns of development of professional consciousness per se [9], especially

in the light of university-based preparation of specialists.

An individual’s activity-based indirect relationships with a group (in

every age category, an individual is included to a new social group which

becomes the reference group for him) influence development of his

personality [1; 7]. Therefore, consciousness becomes dependent not so

much from the activity as such as from the leading activity.

The most intensive processes of the specialist’s development occur

at the time of study in a higher education institution; however, development

of professional consciousness continues during the person’s entire

professional ontogenesis.

The world of profession consists of specific (for every profession)

accents of perception and reflection of the world by persons for whom

profession became a way of life. The world of profession manifests itself

via professional semantics, professional reflection of situations, professional

social perception and professional aspects of communication. Professional

Psychological and pedagogical problems of modern specialist formation

activity is conducted on the basis of certain professional and personal

experience. Gaining this experience requires development of a system of

professional meanings and mastering new cognitive schemes, development

of special forms of thinking, partial transformation of semantic structures,

which on the whole, compose the image of the world typical for this

particular activity.

The structure of professional consciousness was described in the

provisions formulated by E. F. Zeyr [4] for personality-oriented

professional education. The author shows that development of a specialist

envisages development of: axiological orientation and professional

consciousness; social and professional intellect; emotional-volitional

sphere; positive attitude toward the world and oneself; independence,

autonomy and confidence in oneself; professionally important qualities and

auto-competence.

In today’s world, more attention should be devoted to cognition-

oriented education, intellectual development of graduates and their

preparation for the future socio-professional life. A person starts

professional labor activity with the already-developed, value-based

consciousness, knowing what interests he would like to realize with his

work.

Professional environment forces a person to transform his value-

based orientations, forming a practical consciousness plan influenced by

personality’s value-based orientations and particular circumstances of

professional work life. For instance, O. I. Hrynchuk [2] uses materials of an

empirical study to show the role of value-based orientations in development

of professional self-perception of future managers.

Continuing this line of thought, the scholar D. V. Ronzin writes that

content-wise, level-wise and structural specifics of professional

consciousness determine forecasting, goal setting, planning, decision

making, control, evaluation and correction of the specialist’s activity [8].

Materials and methods

Goals of academic programs are insufficient to develop all structural

components of professional consciousness. The study of professional

consciousness as a subject of psychological research is developing in

psychosemantic direction, and requires use of psychosemantic methods. The

science of psychosemantics is a branch of psychology studying genesis,

composition and functioning of the individual system of meanings and

personality-related senses in the person’s consciousness. Psychosemantic

research paradigm is the most capable of recording deep manifestations of

human subjectivity, i. e. psychosemantic one. Psychosemantics propose a

study of categorical structures of individual consciousness and composition

of meaning-based models of certain types of professional consciousness,

Collected articles Issue 2017

filled with concrete content [3]. Study of a certain type of professional

consciousness means reconstruction of the system of individual meanings

and senses of every future specialist or professional and of the entire

professional group. Determination of common psychosemantic content in

professional consciousness, through which one perceives objects, oneself

and others, is what differentiates one type of professional consciousness

from another in its psychosemantic representation.

Contemporary psychological science uses a number of methods for

quality development of professional consciousness in future professionals.

U. L. Morokhovska [6] has devised and implemented a program of

developing new professional senses, and proved its applicability for

development of motivational components of professional self-determination

in students. O. V. Drobot’s methodology of Managerial Decision Making

Situations (MDMS) [3] outlines sophistication and development levels of

administrative consciousness in future managers. O. M. Lozova’s technical-

semantic methodology, Sense Formation Initiation Technique [5], creates

conditions for initiation of production by respondents of linguistic texts to

overcome predetermination of old senses and accomplish the rethinking

task.

Results

The conclusion that university-based preparation must be aimed at

systemic development of professional consciousness in the future specialist

remains of contemporary importance.

References

1. Akopov, G. V. (2004). Obrazovanie i razvitie soznaniya

[Education and development of consciousness]. Problemy soznaniya v

rossiyskoy psihologii – Problem of consciousness in Russian psychology

(pp. 161-175). Moscow: MPSI; Voronezh: NPO «MODEK». (in Russian)

2. Grinchuk, O. I. (2006). Tsinnisni orientatsiyi yak pokaznik

profesiynoyi samosvidomosti maybutnih menedzheriv [The valued

orientations as index of professional consciousness of future managers]. In

L. E. Orban-Lembrik (Ed.), Zbirnik naukovikh prac’: filosofiia, sociologiia,

psikhologiia – Collection of scientific works: philosophy, sociology,

psychology (11 (1) pp. 56-65). Ivano-Frankivsk: VDV CIT. (in Ukrainian)

3. Drobot, O. V. (2016). Profesiyna svidomist kerivnika

[Professional consciousness of leader]. Kyiv: Talkom. (in Ukrainian)

4. Zeyr, E. F. (2006). Psihologiya professiy [Psychology of

professions]. Moscow: Akademicheskiy proekt. (in Russian)

5. Lozova, O. M. (2009). Teoretichni pidstavi ta praktika

zastosuvannya tehniki initsiyuvannya smisloutvorennya [Theoretical

Psychological and pedagogical problems of modern specialist formation

grounds and practice of applying the technique of initiating the meaning of

formation]. In S. D. Maksimenko (Ed.), Aktualni problemy psihologiyi –

Actual problems of psychology (9 (4) ed., pp. 249-256). Kyiv: Institut

psikhologii imeni G. S. Kostiuka NAPN Ukraini. (in Ukrainian)

6. Morokhovska, U. L. (2011). Rozvitok motivatsiynih skladovih

profesiynogo samoviznachennya maybutnih psihologiv [Development of

motivational components of professional self-determination of future

psychologists] (Candidate’s thesis, Derzhavnij vishchij navchal’nij zaklad

«Universitet menedzhmentu osviti», Kyiv, Ukraine). (in Ukrainian)

7. Petrovskiy, A. V. (1984). Problema razvitiya lichnosti s pozitsii

sotsialnoy psihologii [The problem of personality development from the

standpoint of social psychology]. Voprosy psihologii – Questions of

psychology, 4, 13-17. (in Russian)

8. Ronzin, D. V. (1991). Professionalnoe soznanie uchitelya kak

nauchno-prakticheskaya problema [Professional consciousness of teacher as

a scientific and practical problem]. Psihologicheskiy zhurnal –

Psychological Journal, 5, 65-72 (in Russian)

9. Hanina, I. B., & Leont’ev, D. A. (Eds.). (2011). Psihologiya

subektivnoy semantiki: Istoki i razvitie [Psychology of subjective semantics:

Origins and development]. Moscow: Smysl. (in Russian)

Ольга Дробот. Становлення професійної свідомості з точки

зору підготовки майбутніх фахівців.

Розглядається становлення професійної свідомості майбутнього

фахівця через формування у нього власної системи перетворення

інформації та пояснення дійсності, де його суб’єктивний світ, у

процесі професійного навчання та практики перетворюється за

змістом до світу професії працюючого фахівця. Сучасна підготовка

майбутнього фахівця повинна спрямовуватись більше на системне

формування його професійної свідомості. Наводяться методи

формування професійної свідомості.

Ключові слова: становлення професійної свідомості, професійна

семантика, психосемантичні методи, професійне навчання, вузівська

підготовка.

Olga Drobot. Kształtowanie świadomości zawodowej pod kątem

przygotowania przyszłych fachowców.

Analiza kształtowania świadomości zawodowej przyszłego fachowca

poprzez tworzenie u niego własnego systemu przetwarzania informacji i

wyjaśnienie rzeczywistości, w której jego subiektywny świat w trakcie nauki

i praktyki zawodowej zmienia się pod względem spojrzenia na świat

pracującego zawodowo fachowca. Współczesne przygotowanie przyszłego

fachowca powinno być przede wszystkim ukierunkowane na systemowe

Collected articles Issue 2017

kształtowanie jego świadomości zawodowej. W artykule podane zostały

metody owego kształtowania świadomości zawodowej.

Słowa kluczowe: kształtowanie świadomości zawodowej, semantyka

zawodowa, metody psychosemantyczne, studia zawodowe, przygotowanie

na uczelni wyższej.

Received 16.06.2017

Information about the author:

Drobot Olga – Doctor of Psychological Sciences, Professor at the

Department of Psychology, State Higher Educational Establishment

«Pereyaslav-Khmelnytsky State Pedagogical University named after

Hryhoriy Skovoroda».

Psychological and pedagogical problems of modern specialist formation

UDC 304.2-043.83-027.561-057.4:159.922.2-049.4-044.025]:37.091.212

DOI 10.26697/9789669726094.2017.43

Valentyna Kostina

H. S. Skovoroda Kharkiv National Pedagogical University

FORMATION OF PROFESSIONAL READINESS OF FUTURE

SPECIALISTS IN SOCIAL SPHERE FOR PREVENTION

OF MALADJUSTMENT AMONG PUPILS

The article analyzes innovative ideas on formation of professional readiness

of future specialists in social sphere for the prevention of maladjustment of

pupils. Substantiated is the choice of methods and means in the course of

their preparation within the framework of the designed educational, which

ensures the development of professionally significant personal

characteristics and qualities and the increase of their professional

competence level in preventive work with maladjusted pupils.

Keywords: specialist in social sphere, prevention of maladjustment of

pupils, formation of professional readiness.

Introduction

The changes which are happening in Ukraine in the area of

university education are based on necessity of taking into account latest

world-wide tendencies in various spheres of common development in

general and in the area of education in particular. Spreading of globalization

processes, transformation of existing educational beacons, implementation

of educational technology innovations is promoting the necessity of

attentive study and summarizing of the experience of EU countries in the

area of social work with the purpose of selecting effective ways and means

of preventive work with maladjusted pupils and implementing them in the

process of training of future specialists in social sphere.

Results

Analysis of science literature on issues in the area of training of

future workers of social assistance in various countries have shown that the

system of professional training has common sides and individual

differences, dependent on the type of country’s commonwealth system and

differences of development and also on the standard of living of its citizens.

O. Pichkar, based on analysis of training of social workers for preventive

work with children and youth in different countries noted, that there exist

certain limitations [4, p. 166-167]: age (Switzerland, Finland, USA,

Canada); certain educational level (USA, Canada, Australia); previous

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social work experience (Germany, Switzerland, USA); pedagogical skills

and foundation of pedagogical culture (Russia); existence of a developed

social intellect which allows to understand person’s motivation and personal

characteristics (USA). Author also highlights the following important

characteristics of social intellect [4, p. 167]: social self-effectiveness;

emphatic interest; pronounced estimable attitude to oneself and others. For

the successful conduct of social work the social worker has to develop the

following competency types [4, p. 168]: methodical, social, organizational.

Also, in Great Britain, to special competency which has to be demonstrated

by the social work specialist is attributed acknowledgement of values of

social work. Comparison of essence and features of various systems of

training of future social sphere specialists in Ukraine and abroad, has

allowed to identify the following essential elements of professionalism of

future specialist, which independent from the actual place of work always

must provide effectiveness of their work: professional worldview,

professional skills and qualities, professional conduct, where the first is the

basis for the following two.

In philosophical dictionary compiled by M. Rosenthal the following

definition is specified: «worldview – accumulation of principles, views and

beliefs that set direction for work and relation to reality of an individual,

social group, class or community as a whole» [7, p. 247]. Worldview

consists of elements, which belong to all forms of social consciousness

(philosophical, scientific, political, moral, aesthetic views) and has

enormous practical sense for an individual, influencing behavior, life

aspirations, interests, work and society, creating pre-conditions for its

development. Analysis of scientific psychological and pedagogical literature

on problems of forming professional worldview of future pedagogues

allows asserting that in the related scientific environment there appeared a

number of related terms: «pedagogical worldview», «professional

pedagogical worldview». For example, in a thesis investigation made by

I. Ibrahimova she clarifies the notion of «pedagogical worldview». Author

highlights its main characteristics [2]: orientation on humanitarian values,

personal and professional motivation, adherence to scientific principles,

independence, activity and effectiveness. Due to demands of a modern

changing world, the requirements for professional activity of social workers

have also changed. During the times of globalization, increasing migration

processes social worker must have ability to communicate with

representatives of different ethnic groups and social strata to organize

communal welfare activity, aimed at preventing cases of maladjustment

among children and youth, that are brought forward by atypical social

problems: war conflicts (between representatives of related ethnic groups);

the proliferation of different maladies that have dangerous pandemic

Psychological and pedagogical problems of modern specialist formation

tendencies (drug addiction, computer addiction, AIDS, etc.). Given

developed by I. Ibragimova system of meaningful elements of educational

worldview of future pedagogues and specifics of modern professional

activity of future specialists in social sphere focused on prevention of

maladjustment among students, among the main characteristics of their

professional worldview we highlight the following: humanistic orientation,

personality-oriented professional motivation, adherence to scientific

principles, social activity, creativity, flexibility, openness, effectiveness,

ability for tolerant communicative interaction.

E. Dmitrieva defines the professional pedagogical worldview as a

system of attitudes, beliefs, values and ideals of the teacher, dynamic and

based on philosophical, psychological, educational, economic, legal

scientific knowledge, which are determining the direction of teacher’s

career and are reflected in his or her independent personal position [1].

Analysis of E. Dmitrieva research suggests that in the formation of

professional pedagogical worldview of the future teacher there exists a

sequence of interrelated phases: orientation, appropriation and

transformation. Because important part of the work of specialist in social

sphere for prevention of maladjustment of students in different social

institutions, is both implementation of teacher education and education of

children and young people, it is considered appropriate in the formation of a

professional worldview of the future experts in social sphere to identify

above-named interdependent steps with the following content: orientation

(formation of the students focus on positive activities for the prevention of

maladjustment of pupils in different social institutions, the formation of a

need for professional improvement in the above-named direction);

assignment (mastering by students of humanistic values, ideals, modern

tactics in the area of social work related to prevention of maladjustment of

pupils, testing existing foreign and domestic approaches and forming own

opinions regarding the prevention of maladjustment of pupils in affiliate

network facilities environment) and conversion (formation of readiness of

students for self-development of professional worldview of the future

specialists in social sphere on a personal level and for creative self-

improvement).

L. Reutova defines professional pedagogical worldview as integral

personal formation, which is dynamically developing and consists of a

system of attitudes, beliefs, values and ideals of the teacher, based on

philosophical, psychological, educational, economic, legal scientific

knowledge that together determine orientation of teacher’s professional

training and activity and is reflected in the increase of professional

identification [5]. The researcher notes that the formation of teacher’s

professional worldview implies development of tolerance for others’ way of

life, behavior, customs, feelings, ideas, opinions, beliefs, faiths. We share

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the author’s idea of the importance of the formation of professional

pedagogical worldview for future specialists in social sphere that have to

implement prevention of maladjustment of pupils in different social

institutions because an important area of their professional activities is to

create conditions for the development of sociality of both students and their

social circle through pedagogical development of social environment, which

is a prerequisite for their successful adaptation to it. Given what is

mentioned above regarding professional training of future specialists in

social sphere for work of prevention of maladjustment among pupils, we

consider it necessary to introduce students to issues of philosophy of

education as key component in building their worldview and also to

possibilities of enhancing their pedagogical culture and pedagogical

consciousness.

The analysis of the training of teaching staff in prevention of

maladjustment of pupils at home and at school in the United States and

Canada allows to distinguish effective means allowing to increase their

level of professionalism. A. Faber and E. Mazlish provide an opportunity to

familiarize with unique communication strategies that help children and

teenagers solve daily problems and enjoy the learning process [6].

V. Olefir developed a structural model of the intellectual-personal

potential of self-regulation of the subject of activity. The author states that

«self-regulation of the subject is based on the intellectual-personal potential

as an integral entity that has a nonspecific manifestation in the context of

situations of uncertainty, achievement, pressure, mediating their influence

on the success of various activities and psychological well-being of the

individual» [3, p. 143-144]. Taking into account the aforementioned, during

the process of training future specialists in social sphere for the prevention

of maladjustment of pupils, it is necessary to develop their intellectual and

personal potential as a necessary resource that will ensure success of their

work with complex contingents and in conditions of uncertainty.

Discussion and conclusions

On the basis of analysis and generalization of scientific literature, the

following components of the professional readiness of future specialists in

social sphere for prevention of maladjustment of pupils are identified:

motivational (the formation of interest in the implementation of professional

activities for the prevention of maladjustment of pupils in various social

institutions); cognitive (the formation of a system of knowledge for the

identification of factors that cause the emergence of child and youth

maladjustment, as well as the organization of socio-pedagogical and social

activities for the prevention of maladjustment of pupils in various social

institutions as a prerequisite for the formation of professional outlook of

Psychological and pedagogical problems of modern specialist formation

future specialists); practical (development of professional skills for

implementing multi-level activities for the prevention of maladjustment of

pupils in various social centers, as well as experience and skills of

pedagogical and social work and the foundation of pedagogical culture);

personal (development of intellectual personal potential of future

specialists, which will provide effective activities for the prevention of

maladjustment of pupils).

Consequently, based on the results of analysis of domestic and

foreign studies, it can be argued that the formation of professional readiness

of future specialists in the social sphere to prevent maladjustment of pupils

in various social institutions has to ensure, with the help of a specially

designed educational environment, the development of their professional

outlook and professional skills of intellectual and personal potential, as the

basis for the identification of professionally acceptable behavior in the

process of practical training within higher education institutions and social

institutions of the partner network, which will contribute to increase in their

resources for work with the specified contingent and the success of their

further practical activities.

References

1. Dmitrieva, E. V. (2003). Formirovanie professionalnogo

pedagogicheskogo mirovozzreniya buduschego uchitelya [Formation of the

professional pedagogical outlook of the future teacher] (Candidate’s

thesis). Retrieved from http://www.dissercat.com/content/formirovanie-

professionalnogo-pedagogicheskogo-mirovozzreniya-budushchego-

uchitelya#ixzz4TBm1Pw00 (in Russian)

2. Ibragimova, I. Yu. (2002). Formirovanie pedagogicheskogo

mirovozzreniya buduschego uchitelya v vuze [Formation of the pedagogical

worldview of the teacher in the university] (Candidate’s thesis). Retrieved

from http://www.dslib.net/.../formirovanie-pedagogicheskogo-mir... (in

Russian)

3. Olefir, V. O. (2016). Psykholohiia samorehuliatsii subiekta

diialnosti [The psychology of self-regulation of the subject activity]

(Doctoral dissertation). Retrieved from

http://www.pdpu.edu.ua/doc/vr/olefir/dis.pdf (in Ukrainian)

4. Pichkar, O. P. (2004). Pidhotovka sotsial’nykh pratsivnykiv do

profilaktychnoyi roboty z dit’my i molodyu u Velykiy Brytaniyi [Preparing

social workers for preventive work with children in the UK]. Pidhotovka

sotsial’nykh pratsivnykiv/sotsial’nykh pedahohiv do profilaktyky

adyktyvnoyi povedinky molodi – Training of social workers/social educators

to prevent addictive behavior among young people (pp. 164-175).

Cherkasy : Cherkas’kyy natsional’nyy universytet. (in Ukrainian)

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5. Reutova, L. P. (2011). Professionalno-pedagogicheskoe

mirovozzrenie i pedagogicheskaya deystvitelnost’ [Professional-

pedagogical worldview and pedagogical reality]. In A. F. Dolmatov (Ed.),

Teoreticheskie i metodologicheskie problemy sovremennogo obrazovaniia –

Theoretical and methodological problems of modern education. Moscow:

Institut strategicheskikh issledovanij. Retrieved from

http://superinf.ru/view_helpstud.php?id=3134 (in Russian)

6. Faber, A., & Mazlish, E. (2012). Mystetstvo spilkuvannya z

dit’my: Udoma ta v shkoli [The art of communicating with the children: At

home and at school]. Kyiv: KM Publishing. (in Ukrainian)

7. Rozental’, M. M. (Ed.). (1972). Filosofskiy slovar’ [Philosophical

dictionary]. (3

ed.). Moscow: Politizdat. (in Russian)

Валентина Костіна. Формування професійної готовності

майбутніх фахівців соціальної сфери до профілактики дезадаптації

учнів.

У статті проаналізовано інноваційні ідеї з формування професійної

готовності майбутніх фахівців соціальної сфери до профілактики

дезадаптації учнів. Обґрунтовано вибір методів і засобів у процесі

їхньої підготовки у межах спроектованого освітнього середовища, що

забезпечує розвиток професійно-значущих особистісних

характеристик та якостей і зростання рівня їхньої професійної

компетентності в профілактичній роботі з дезадаптованими учнями.

Ключові слова: фахівець соціальної сфери, профілактика дезадаптації

учнів, формування професійної готовності.

Valentina Kostina. Utworzenie profesjonalnego przygotowania

dla przyszłych specjalistów od profilaktyki niedostosowania

społecznego uczniów.

W artykule analizowane są innowacyjne pomysły dla profesjonalnego

kształcenia przyszłych specjalistów od profilaktyki niedostosowania

społecznego uczniów. Dobór metod i narzędzi stosowanych w trakcie

szkolenia został przygotowany tak, aby zapewnić optymalny rozwój

zawodowy, uwzględniając przy tym ważne cechy indywidualne, i zwiększyć

poziom kompetencji zawodowych kursantów w pracy profilaktycznej z

niedostosowanymi społecznie uczniami.

Słowa kluczowe: specjalistyczne usługi społeczne, profilaktyka

niedostosowania uczniów, tworzenie profesjonalnej gotowości.

Received 20.06.2017

Information about the author:

Kostina Valentyna – Doctor of Philosophy in Pedagogy, Docent, Doctoral

Candidate at the Department of Primary, Pre-School and Professional

Education, H. S. Skovoroda Kharkiv National Pedagogical University.

Psychological and pedagogical problems of modern specialist formation

UDC 378:78:[27:572

DOI 10.26697/9789669726094.2017.49

Ludmila Коndratska

Ternopil Volodymyr Hnatiuk National Pedagogical University

SPIRITUAL PROSPECTS OF MUSICAL ANTHROPOLOGY

IN POST-MODERNISM CONTEXT

The article makes an attempt to ground the concept of Master’s course of

Musical anthropology on the basis of a priori idea of a homo musicus being

attached to God specifically on the idea of antonymic correlation between

the Image (its changing nature) and a given Appearance (unchanging

personality) on the way of obtaining a desirable freedom and meeting its

challenges: the exchange of authenticity of Salvation into the idea of «Earth

paradise».

Keywords: phenomenology of intonative consciousness, strategy of homo

musicus, types of prayer dialogues, musically rhetoric sermon, new sacred

space, spiritual commitment.

Introduction

Postmodern existential anxiety determines the peculiar content

features of intonations of definite musical events where the composer works

less with notes but more with contexts and the participants are united by the

pathos of the Utopian local project aiming at critical destruction of the

existing models. Among the most interesting attempts of this type last year

there were some foreign premieres worth mentioning such as done by

Georg Haas, Franck Bedrossian, Stefan Prins and especially experimental

music theatre (Winzig) of Manos Tsangaris in Ultimafestivalen in Oslo; the

newest acoustic «inventions» hidden under the mask of musical

accompaniment to theatrical performances often turn out to be the core of

the action; absolutely incredible transformation of the world classical music.

Presented new musical thinking is a result of the radical breakthrough

beyond the European Tonsatz і Harmonielehre.

Mentioned tendencies appear to be aiming not at proving

V. Martynov’s tragic statement about «the end of the composers’ epoch»

but making desperate attempts to deny it. Special creativity is observed in

works by an American composer Mark Barden, Italian Lorenzo Troiani,

Dane Christian Winther Christensen, Norwegian Lars Petter Hagen,

Spaniards Abel Paúl, Marina Poleukhina and Alexander Chernyshkov and

others.

Collected articles Issue 2017

However, unfortunately, their efforts don’t move beyond the limits

of attempts to present positivistic self-satisfaction and scientism ideas of

‘looking secretly’ at the mystery of a ‘new Earth’s ruler’. It seems that we

are presented a type of a so called ‘Kafkian person’ who seems not so tragic

as pointless, completely immersed into the problems of nomadology, the

philosophy of crisis, the search for marginal self-identification. The

alternative to this position can be intonative consciousness able to do

responsible anagogical self-criticism. In order to observe this intonative

consciousness a course of Musical anthropology has been devised.

Materials and methods

The scientific ground of the subject of Musical anthropology was

suggested in groundbreaking research and ethnographic description by

Bruno Nettl, Alan P. Merriam, A. R. Radcliffe-Brown, Anthony Seeger,

David P. McAllester, and also Vladimir Martynov, Viktoriya Suhantseva,

Victoriya Getman, Alla Toropova and others. On the one hand, it is an

investigation of music as an ethnical, cultural, social, and psychological

phenomenon, on the other hand, it is an investigation of ‘variety of

revelation of homo musicus (as a composer, musician, listener) in a spiritual

and creative process’.

The original textbook (2016) is a result of a completely innovative

research concerning the meaning and style evolution of intonative

consciousness (in the context of Christian anthropology). Its publishing was

preceded by narrative studying during which Master’s students had been

inspired to do erothemetic search for the essence of the following ideas:

hierophanic essence of music in a sacred space (Topic 1); strategic

conditions of traditional and historical types of homo musicus in their

choice of spiritual transformation or of both evolutionary and revolutionary

self-assurance (Topic 2); the typology of religious phenomenology of

intonative consciousness as a symbolic and syncretic function of human

psyche which is realised on the level of eidetity of musical being (Topic 3),

individual image of a prayer as a anagogical factor of composing practice

(Topic 4); musical and rhetoric antonymy as metaphorical vocabulary of a

Baroque composer-preacher (Topic 5); musical disposition of classicists as

Cartesianian and Kantian search for canon of a natural human (Topic 6);

subjectively intonative reflection and creation of the existence by ‘the

Demiurge of esthetic shadows’ as a revelation of ‘Christological decline’ of

a composer-romanticist (Topic 7); a trip of a Kafkian producer-consumer

over musical avant-garde ‘wonderland’ as an attempt to return to a sacred

ritual (Topic 8).

Psychological and pedagogical problems of modern specialist formation

Consequently, epistemological interpretation is done on the basis of

the original concept of the musical anthropology content as a factor of

spiritual asceticism of Music Master’s students which means:

- the interpretation of spiritual strategies (such as rituals,

divinization, evolutionary and revolutionary act, matrix) and principles

(such as bricolage, variability, composition) of realization of different

models of a homo musicus what means prevalence of heartfelt prayers on

iconic stage (on condition of antonymous creation as an act of obedience

and development of Catholithianic consciousness) and on cultural stage or

prevalence of rational prayers (on condition of author’s creation as an act of

rebellion);

- the interpretation of the reasons for the extension (in the epoch of

cantus firmus) of the range of the existential iconic singing and introduction

of a new type of intonative consciousness which is revealed in ‘new

authenticity’ of compositional structures (such as organum of the Notre-

Dame epoch) and in the violation of the author’s canon by folk melodies;

- the interpretation of the reasons for the beginning of the epoch of

thematism and the appearance of a ‘smart’ preacher of the allegorical,

tropological and anagogical senses of musical texts which bear affective

procedural character specifically musical and rhetoric schemes (indices and

icons) as fundamental paradigm of the composer’s practice of a

‘Cartesianian personality’.

- the reasons for the necessity of a new cognitive strategy

(‘harrowing’ into secular world and rising to a spiritual ideal on a gradually

horizontal trajectory), discovery of the principle of thematic development

and reanalyzing the connection between music and rhetoric in classicistic

Gospel sermons as a fundamental paradigm of the composer’s practice of a

‘Kantian personality’ who appears to be an independent fighter with a

perfectly formed titanic (Sturmeric) dignity (based on the deep belief in

personal perfection as a reflection of God), with an intention to seek the

truth, with the skills to efficiently combine striking novelty of individually

sensitive musical expression with then known rational method of its

organization;

- the interpretation of the reasons for the contradiction of intonative

consciousness of romanticists: on the one hand, they look like a

‘Frankenstein with a blue rose’ who has lost his human and angelic

appearance living without God, on the other hand, they appear to be

escapist-dreamers with bitter images of ‘religiousless Christianity’

combined with extreme dissatisfaction, complaints, anger in their

consciousness.

- the interpretation of causality of anthropological disaster that

reflects the following: existential atmosphere of the first avant-garde (before

1930-s) when an intonative extreme collectivist desperately denies common

Collected articles Issue 2017

sense; the second post-war avant-garde (1945-1968) which was quietly and

continuously insisted on by an intonative radical individualist; the third

avant-garde (since 1970-s) during which minimalists have been acquiring

‘the art of not being a composer’ and the music has eventually obtained its

own ‘ego’ wearing all possible masks of different techniques and

approaches (micro tonation, aleatoric music, action, glitch) that reflect

unprecedented (still musically approved) nature of correlation between

homo musicus and a machine what is often incomprehensible for listeners

and causes doubts in its reasonability;

- the interpretation of the consequences of damaging the correlation

between an intonative person and the space and its Creator, as a result, the

search for soteriological defense takes place and the project of ‘new sacred

space’ has been introduced.

The phenomenon of new sacred space means:

- interpretation of the text as a sacred structure that transforms

psychological ‘now’ into metaphysical ‘now=always’ and allows writing

musical statements into time-space out of music and makes possible its

canonic interpretation (that overcomes modern tendency to interpret sacred

texts in an emotional and psychological way);

- renovation of cantusian writing that is based on the system of

liturgical singing: Gregorian chant, ancient Rus chant, Byzantine octoechos,

traditions of early polyphonic adaptation of monody, archaic folk music,

styles of Renaissance and Baroque polyphony, Venetian polichoir, and also

stylistic idioms of New music;

- commenting on historic and stylistic complex as a cantus that

implies using reading techniques ‘of the parallel places’ and text collage

technique as forms of comments; introducing the parallel text above the

main material and creation of the context as a source of author’s comments;

- actualization of musicians’ authenticity according to style models.

Differentiating the introduced versions of the defined concept in the

postmodern musical space requires from Music Master students to

comprehend the typology of:

- symbolic structures of anthropological sense;

- musical texts according to the ways of anthropological and sense

codification; semiotic principles of their organization and the criteria of

their ranking according to the levels of complicity of forming

anthropological sense;

- musical practice of anthropological and sense intonation including:

a) image and subject musical practice (musical text is regarded as the

project of manipulation of simulacra of the humanity’s archetypes initiated

by ‘producer-consumer’); b) symbol and meaning musical practice (musical

text is regarded as an author’s intellectual and affective construction of

Psychological and pedagogical problems of modern specialist formation

thinking image of anthropological sense in a space of sacred tradition);

c) sign and scheme musical practice (musical text is viewed as a spiritual

awakening, humble following a sacred canon and its translator is considered

to be a viewer of the human essence in a sacred space of their existence);

to acquire:

- the skills to define the limits of the ‘body’ of intonative sense of

rhetoric figures (of an icon, index, symbol) and disposition in order to

define the anthropological sense;

- the technique of inquiring the anthropological sense in different

types of musical texts interpretation specificall: a) sense shortage and

generalization in the process of changing the perspective; b) metaphorical

perception of allegorical-tropological-anagogical senses of musical texts;

c) the technique of logical organization of thinking search in the process of

figuring out (retro-, pro-, transpective reflection) the trajectory of

appearance and transformation of intonative and meaningful complexes;

d) hypothetical deductive explication of the process of proposed musical

modeling of the anthropological sense and multifunctional communication

by thoughts.

The desire to help a musician-listener to be aware of causal

conditions of homo musicus performing in sacred space – space of sacred

art – art space – space of producing-consuming (with the aim to follow

gradual and endless self-damaging transformation) has determined the

necessity to introduce the models of sense and hermeneutic didactic,

specifically:

- latent obligatory learning as observing the model of differentiating

the anthropological sense of the musical texts (artifacts);

- associative learning as an inborn differentiating icons and indices

of a person-archetype;

- dialogical incentive teaching to understand and interpret musical

texts; art-projects.

Realization of these didactic models is obviously based on the

following principles:

- improvisation as a means of unexpected and transforming

organization of the studying process;

- variability as a gradual variation of the plan in the process of

musical adapting the anthropological sense;

- paradoxality as a conflict between theoretical grounds and

ontological being of musical modeling anthropological sense;

- intonationability caused by the intonative nature of human

consciousness.

Collected articles Issue 2017

Results

The experimental implementation of the course in the studying

process proved that the final solution to the problem of the phenomenology

of intonative consciousness from the perspective of antonymic mutual

dependence between human nature and personality means spiritual rise of

Master students themselves: changing their direction from the faith in their

own almighty talent into realizing their creative weakness and belief in the

higher wisdom and hope (humble expectation) for help in the deal of

affective and intellectual owe of the powerful God’s Creation. Only this

pure faith is able to inspire a homo musicus to improve the gifted qualities

as factors of awakening and avoidance of possible art practice which are

characterized as ‘emptiness and decline into non-existence’.

Discussion and conclusions

Expertise evaluation of the results after having done the course of

Musical anthropology by Master students proved the importance to use the

techniques of narrative, hermeneutic, sense didactic as well as original

technique of spiritual receptions in the environment of both conscientious

will and believing thought which are able to inspire a young scientist to gain

anthropological competence with the aim to prevent their souls from

existential anxiety.

The problem of the limits of total evidentness of sense information

coded in artifacts, the ability of a recipient to perceive the confession

(iconic) of a certain fictional text and grounds for successful realization of

this process doesn’t lose its constitutiveness and still remains the horizons

for the theory and practice of the professional art education. The analysis of

the contents of the methodological and teaching sources proposed to

contemporary art teachers reveals, though, that it is mostly oriented to

Aristotle’s «nature aesthetics». Probably, for the mass culture epoch which

has substituted Madame Tussauds’ waxworks for the artists who had been

creating their masterpieces by means of dying this theory may be

reasonable. However, even in the situation of confrontation between

mechanic and philosophy of art this aesthetic concept appears to be

inappropriate. Moreover, in the case of post-dualistic paradigm what

implies self-referenceness of the essence of objectness when the structure of

the text and the structure of its sense coincide in adjusting and similarizing

the non-said and what cannot be said, it merely prevents from understanding

(Ch. Blanc, M. Brütje, H. Sedlmayer, Е. Panofsky).The situation cannot be

improved either by realization of the potential of an absolute emotion as an

elementary human ability (even if not just a separately taken affect or set of

affects but the experience of the spiritual rise and the rise of «I», what calls

a person to self-perfection, is meant) or fundamental (realized by ancient

Psychological and pedagogical problems of modern specialist formation

Greeks) statement «think by the thought about the world» [1, p. 75].

Because both positions don’t take into account the experience of perception

as experience of freedom which appears to be the result of getting the truth.

References

1. Gеtmаn, V. V. (2007). Spetskurs «Musykalnaya antpopologiya» v

sisteme podgotovki pedagoga-musykanta [Special course «Musical

Anthropology» in the system of training a music teacher]. Sredneye

professionalnoye obrazovaniye – Secondary vocational education, 3, 28-29

(in Ukrainian)

2. Suhanceva, V. К. (2000). Musyka kаk mir cheloveka. Ot ideyi

vselennoy – k filosofiyi musyki [Music as the world of man. From the idea

of the universe – to the philosophy of music]. Kyiv: Fakt. (in Ukrainian)

3. Toropova, А. V. (2002). Musykalno-psyhologicheskaya

antropologiya kak put issledovaniya musykalnogo soznaniya cheloveka

[Musical-psychological anthropology as a way to explore the musical

consciousness of a person]. Moscow: МPGU. (in Russian)

4. Blacking, J. (1998). Some problems of theory and method in the

study of musical change. Yearbook of the International Folk Music, 9, 1-26.

5. Nettl, B., & Bohlman, P. V. (Eds.). (1991). Comparative

Musicology and Anthropology of Music: Essays on the History of

Ethnomusicology. Chicago: University of Chicago Press.

6. Merriam, A. P. (1984). The anthropology of music. Chicago:

Northwestern University Press.

7. Merriam, A. P. (1987). Definitions of «Comparative Musicology»

and «Ethnomusicology»: an historical-theoretical perspective.

Ethnomusicology, 21, 189-204.

Людмила Кондрацька. Духовні перспективи музичної

антропології в постмодерністському контексті.

У статті здійснена спроба обґрунтувати концепцію змісту

магістерського курсу музичної антропології на основі апріорного

розуміння людини музикуючої в її причетності Божій повноті, тобто

як антиномічного взаємозв’язку даного Образу (її мінливої природи) і

заданої Подоби (незмінної особистості) на шляху завоювання

благодатної свободи і пасування перед її випробуваннями: обміну

достовірності Спасіння на квант «земного раю».

Ключові слова: феноменологія інтонуючої свідомості, стратегії

людини музикуючої, типи молитовного діалогу, музично-риторична

проповідь, новий сакральний простір, духовне подвижництво.

Collected articles Issue 2017

Ludmiła Kondratska. Duchowe perspektywy antropologii

muzycznej w postmodernistycznym kontekście.

W artykule podjęto próbę uzasadnienia koncepcji magisterskiego kursu

muzycznej antropologii, na podstawie apriorystycznego rozumienia muzyka

w związku z jego z boską pełnią, czyli antynomicznego związku tego Оbrazu

(jego zmiennego charakteru) i Wyglądu (niezmienna osobowość) na drodze

do uzyskania łaski i wolności. Sprostanie tym wyzwaniom jest możliwe

dzięki wymianie autentyczności zbawienia w ideę «ziemskego raju».

Słowa kluczowe: fenomenologia świadomośći intonacji, strategia człowieka

muzykującego, typy modlitewnego dialogu, muzyczno-retoryczne kazanie,

nowy sakralny obszar, duchowe wysiłki.

Received 25.06.2017

Information about the author:

Коndratska Ludmyla – Doctor of Pedagogic Sciences, Full Professor,

Professor at the Department of Musicology and Music Techniques, Ternopil

Volodymyr Hnatiuk National Pedagogical University.

Psychological and pedagogical problems of modern specialist formation

UDC 008 – 024.63:316.28]::316.772.2-045.7-04:376-054.62

DOI 10.26697/9789669726094.2017.57

Inna Zavaruieva

Dnipropetrovsk National University of Railway Transport

named after academician V. Lazaryan

INTERCULTURAL COMMUNICATION AND THE USE

OF NON-VERBAL MEANS IN THE LEARNING FOREIGN

The article considers the problem of using non-verbal components in the

teaching of Russian as a foreign language, analyzes the features of non-

verbal means of communication serving to create, transmit, and perceive

messages in intercultural communication. The study and teaching of a

foreign language should be carried out in close connection with the world

of the native speakers, in an inseparable unity with the cultures of peoples

who use these languages as a means of communication. In the process of

communication, an important role belongs to the culture of communication,

to which not only the form of speech relates, but also its non-verbal

component (body movements, mimics, gestures, etc.). Non-verbal

components are essential components of communication, since they are the

most important bearers of message values. An important contribution to the

problem of studying non-verbal communication was made by the domestic

and foreign scholars A. Piz, M. Kozzolino, T. M. Nikolaev, B. A. Uspensky,

V. P. Morozov. The importance of teaching methods for RCTs is a problem

related to the study of the linguistic and conceptual picture of the world of

the Russian person, knowledge through the language of axiology, the

emotional and ethical spheres of Russians. All this makes it possible to get

closer to the understanding of the Russian people, promote more successful

intercultural communication, and form a special attitude towards the

culture of the country of the language under study.

Keywords: nonverbal communication, communication culture, language

and conceptual picture of the world, the semantics of non-verbal

communication.

Introduction

One of the urgent problems in the teaching of a foreign language

today is the need for a deeper study of the world of its carriers. Without

understanding socio-economic systems, knowledge of cultures, studying

traditions that have shaped the way of thinking of those people with whom

it is necessary to interact, it is impossible to learn the language as a means

of communication. In modern linguistics, culturology, in the methodology

Collected articles Issue 2017

of teaching foreign languages, intercultural communication is the object of

close attention of scientists.

The pages of the scientific literature pay great attention to the

problem of intercultural communication in professional and pedagogical

activity. One of the aspects of this direction is the study of non-verbal

means of communication, which plays an important role in the process of

intercultural interaction, since it is known that various means of non-verbal

communication (gesture, facial expression, posture, view, distance) are in

some cases more expressive and effective than words. In modern linguistics,

culturology, the methodology of teaching foreign languages, intercultural

communication is the object of close attention of scientists. Among the

works in the field of cultural communication are the works of

Vereshchagin E. M., Ignatova I. B., Kostomarov V. G., Mitrofanova O. D.,

Furmanova V. P., Bakhtina M. M., Ter-Minasova S. G., Afanasyeva I. N.,

Busygina A. G., Busygina A. L., Grekova A. A. and others.

According to me Ter-Minasova S. G., the basis of any

communication is the «mutual code», mutual knowledge of the realities,

knowledge of the subject of communication between the participants in

communication [5], so the study and teaching of a foreign language should

be carried out in close connection with the world of the speakers of the

language being studied, in indissoluble unity with cultures of peoples using

these languages as a means of communication. Only in this way it is

possible to provide foreign language learners with the necessary

background knowledge, without it, real communication is impossible. In

every country, people communicate in different ways: in accordance with

their customs, traditions and mentality. In the process of communication, an

important role belongs to a culture of communication, which includes not

only the forms of speech, but also its non-verbal component (body

movements, facial expressions, gestures, etc.). Non-verbal components are

the most important components of communication, since they are the most

important carriers of message values. Most often the non-verbal

transmission occurs simultaneously with the verbal and can either enhance

or change the content of words. In the opinion of psychologists, 60-80% of

communication occurs due to non-verbal means only 20-40% - due to

verbal ones. This opinion is confirmed by researches of scientists in the

field of cultural communication, according to the data presented in the book

of Ter-Minasova’s S. G. «War and the World of Languages and Cultures»,

communication consists of: 7% verbal means proper, 38% phonetic

language design, 55% non-verbal means [4, p. 93].

A significant contribution to the problem of studying non-verbal

communication was made by domestic and foreign scientists Pease A.,

Koztsolino M., Nikolaeva T. M., Uspensky B. A., Morozov V. P.

Psychological and pedagogical problems of modern specialist formation

The relevance of the topic of this work is conditioned by the needs of

the communicative and activity-based methodology of teaching Russian as

a foreign language. The aim of the study is to comprehensively interpret the

non-verbal means of communication. Importance for the methodology of

teaching RCTs presents problems related to the study of the linguistic and

conceptual picture of the world of the Russian people, cognition through the

language of axiology, the emotional and ethical spheres of Russians. All

this allows us to approach the understanding of the Russian people,

contributes to a more successful intercultural communication, and forms a

special attitude to the culture of the country of the studied language.

Materials and methods

A foreign student who for the first time found himself in a new

socio-cultural environment without knowing the language can instinctively

(at the level of gestures and facial expressions) perceive certain information.

Often, facial expressions or gestures affect the addressee more than any

words - induce to action or, conversely, to relaxation. The gesture reports

what is between the lines and makes communication more complete and

vivid.

One of the most important qualities of a teacher is his ability to

organize interaction with students. Not only verbally, but also with non-

verbal means. When organizing the teaching of the Russian language for

foreign students, it is necessary to take into account that speech gestures are

nationally and socially conditioned: different gestures used to express one

feeling, and the same movement of the hand can mean different things in

different peoples – from anger to amazement; A gesture adopted in a

particular social environment can cause condemnation or misunderstanding

in other collectives. Accounting for this factor is important for the proper

organization of the teacher's communication with foreign students, and is

also an integral component of mastering Russian language by foreign

students. Thus, in order to avoid misunderstandings in parallel with other

aspects of the Russian language, it is necessary to acquaint foreign students

with the typical gestures and facial gestures. When the national-cultural

component is included in the content of teaching a foreign language,

adequate means are needed to assimilate it. Such means can be, first of all,

authentic materials: literary and musical works, objects of real reality and

their illustrative images, which are the most likely to bring the student

closer to a natural and cultural environment. There is no doubt that the

wordless language of the posture, gesture, look, spatial composition of the

pictorial canvas and the film frame has not been sufficiently studied. Thanks

to researches in the field of semiotics, sociolinguistics and the theory of

communication. The questions of studying sign language attract the

attention of scientists. Of course, the teacher of Russian as a foreign

Collected articles Issue 2017

language should take into account that there are national differences in the

use of gestures. In a foreign audience, it is especially important to

understand the teacher's gestures used by students, and to use non-verbal

means by the teacher, adequately perceived by the audience.

With inter ethnic communication, questions of semantics gesture

become especially important. Errors in interpretation occur mainly when

they coincide formally: a similar gesture is given to the meaning that it has

in its culture (the textbook example of misinterpretation with formal gesture

coincidence is the opposite movement of the head in the affirmation and

denial of Russians and Bulgarians, in the German and Ukrainian

communicative Behavior. There is a difference when the German begins to

count, then the bent fingers of the left hand unbend with the fingers of the

right hand, starting with the thumb, we have the opposite, the fingers bend

with a little finger). The teacher should also remember that foreign

communicative behavior has gestures that are absent in the native language

(for example, a gesture of tapping the table with bones of the fingers,

expressing approval and satisfaction from a well-read lecture or report at the

conference). Shallow penetration into the environment of the studied

language leads to errors and comic situations. There are general norms of

gesticulation adopted by different peoples (from the reserved to the

temperamental in the north), some specific differences in the sign language

have social, professional and confessional groups. All these facts should be

taken into account by teachers in the classroom. Knowledge of foreign

language students’ dictionaries will allow the teacher to receive feedback

when submitting material and to correct the information provided during the

course. But, nevertheless, not knowing the language of another country, he

can explain himself with foreign students using gestures. Hence, there are

some general rules for their application and decoding everyone, for

example, understands that a raised hand means calling for attention,

clapping hands – approval, nodding his head – consent threatening to shake

his fist – anger, shrugging his shoulders – lack of interest, passivity, yawn –

boredom, hand motion palm to himself – request to approach, etc.

Because of insufficient knowledge of vocabulary, foreign students

who first find themselves in a new social environment experience feelings

of anxiety and anxiety associated with a number of psychological reasons

they always cannot tell the teacher. The gestures are more eloquent than

their words. You just need to be able to notice the signals that are sent. An

attentive teacher in the gesticulation of students can determine their

emotional state. Each emotion has a special effect on body movements,

slowing or speeding them up. For example, joy, high spirits make the

movements quick, expansive, rhythmic, expressive. On the contrary, with

depression the person’s movements become slow, indecisive, and an attack

Psychological and pedagogical problems of modern specialist formation

of anger manifests itself in a delay in breathing and closing of the lips.

Various ways can also be expressed discontent, vexation or disgust. The

presence of such gestures and body movements in the student testifies the

appearance of psychological barriers before him.

The Incorrect interpretation of completely harmless gestures

sometimes leads to sad misunderstandings. Teachers of Russian as a foreign

language need to take this into account and develop their own specific

strategy and tactics that will help to remove psychological difficulties,

create conditions under which students will feel psychologically

comfortable in a foreign culture environment. The knowledge of culturally-

conditioned behavioral scenarios (the norm that native speakers of a

particular culture usually follow in communication) makes it possible to

decipher what they see, hear and helps to understand others as well [1]. In

the absence of non-verbal means of communication, the communication

process proves to be inadequate.

Discussion and conclusions

Thus, it should be said that non-verbal communication is of great

importance in cross-cultural relations. Studying a foreign language is

necessary to teach its silent options. Reading correctly the body language

and using it in communication between representatives of different cultures

can be successful and fruitful. The linguistic-cultural aspect in the study of a

foreign language provides with the allocation of linguistic units, signs that

have features of verbal and non-verbal design in the native and studied

language. Ethical norms of communication that reflect the mentality of this

cultural and linguistic community, to allow the statement to be adequately

addressed to a specific situation. And then the understanding will be

everywhere: in the streets of London, and in the Middle and Far East.

So, using non-verbal means of communication, the teacher raises the

effectiveness of the learning process, creates a positive tone of

communication, establishes and maintains contact, affects the verbal

activity of students and promotes the memorization of educational material

as well.

References

1. Vezhbitckaia, A. (1996). Jazyk. Kultura. Poznanie [Language.

Culture. Cognition]. Moscow: Russkie slovari. (in Russian)

2. Morozov, V. P. (1998). Iskusstvo i nauka obshhenija:

neverbal’naja kommunikacija [The art and science of communication: non-

verbal communication]. Moscow: IPRAN. (in Russian)

3. Nikolaeva, Т. М., & Uspenskij, B. A. (1966). Jazykoznanie i

paralingvistika [Linguistics and Paralinguistics]. In Т. М. Nikolaeva (Ed.),

Lingvisticheskie issledovanija po obshhej i slavjanskoj tipologii – Linguistic

Collected articles Issue 2017

researches on the general and Slavic typology (pp. 63-65). Moscow: Nauka.

(in Russian)

4. Piz, A. (1995). Jazyk zhestov: kak chitat’ mysli drugih ljudej po ih

zhestam [Sign language: how to read other people's thoughts by their

gestures]. Moscow: Aj-K’ju. (in Russian)

5. Ter-Minasova, S. G. (2007) Vojna i mir jazykov i kul’tur [War and

the world of languages and cultures]. Moscow: AST, Astrel’, Hranitel’. (in

Russian)

6. Ter-Minasova, S. G. (2000). Jazyk i mezhkul’turnaja

kommunikacija [Language and intercultural communication]. Moscow:

Slovo. (in Russian)

Інна Заваруєва. Міжкультурна комунікація і використання

невербальних засобів в процесі навчання іноземних студентів.

У статті досліджується проблема використання невербальних

компонентів під час викладання російської мови як іноземної,

аналізуються особливості невербальних засобів комунікації, що

служать для створення, передачі і сприйняття інформації в процесі

міжкультурної комунікації. Вивчення і викладання іноземної мови

повинно здійснюватися в тісному зв’язку зі світом носіїв мови, яку

вивчають, в нерозривній єдності з культурами народів, що

використовують ці мови як засіб спілкування. У процесі спілкування

важлива роль належить культурі спілкування, до якої відноситься не

тільки форма мови, а і її невербальна складова (рухи тіла, міміка,

жести і т.п.). Невербальні компоненти є значними складовими

комунікації, оскільки саме вони виступають найважливішими носіями

значень повідомлення. Істотний внесок в проблему вивчення

особливостей невербального спілкування внесли вітчизняні та

зарубіжні вчені А. Піз, М. Коццоліно, Т. М. Ніколаєва,

Б. А. Успенський, В. П. Морозов та інші. Ключовими для методики

викладання російської мови як іноземної є проблеми, пов’язані з

вивченням мовної та концептуальної картини світу людини, пізнанням

через мову аксіології, емоційної і етичної сфер росіян. Все це дозволяє

наблизитися до розуміння народу, сприяє більш успішній

міжкультурній комунікації, формує особливе ставлення до культури

країни мови, що вивчають.

Ключові слова: невербальні засоби комунікації, комунікація культур,

мовна і концептуальна картина світу.

Psychological and pedagogical problems of modern specialist formation

Inna Zavaruieva. Międzykulturowa komunikacja i użycie

niewerbalnych środków w trakcie nauczania studentów

obcokrajowców.

W podanym artykule rozpatruje się problem wykorzystywania komponentów

niewerbalnych w nauczaniu języka rosyjskiego jako języka obcego. Oprócz

tego analizie poddane są właściwości niewerbalnych środków komunikacji,

służących do tworzenia, przekazywania oraz odbierania wiadomości w

komunikacji międzykulturowej. Nauka i nauczanie języka obcego powinny

odbywać się w ścisłym związku ze światem mediów badanego języka, w

nierozerwalnej łączności z kulturą narodów wykorzystujących języki jako

narzędzia komunikacji. W procesie komunikowania się znaczącą rolę

odgrywa kultura komunikacji, do której odnosi się nie tylko forma

wypowiedzi, ale i jej niewerbalne składniki (gesty, mimika itp.).

Niewerbalne środki są najważniejszymi elementami komunikacji, ponieważ

to one stanowią najistotniejsze nośniki wiadomości. Znaczący wkład w

problematykę nauki komunikacji niewerbalnej wnieśli krajowi i zagraniczni

naukowcy: A. Pease, M. Koccolino, T. M. Nikołajew, B. A. Uspienski,

W. P. Mrozów. Ważne dla metodyki nauczania języka rosyjskiego jako

języka obcego są kwestie związane z nauką języka oraz pojęciowy obraz

świata rosyjskiego człowieka, poznanie przez język aksjologii emocjonalnej

i etycznej sfer rosyjskich. Wszystko to pozwala zbliżyć się do zrozumienia

narodu, przyczynia się do skuteczniejszej komunikacji międzykulturowej,

tworzy szczególny stosunek do kultury kraju badanego języka.

Słowa kluczowe: niewerbalne środki komunikacji, komunikacja kultur,

językowy i konceptualny obraz świata.

Received 05.07.2017

Information about the author:

Zavaruieva Inna – Doctor of Philosophy in Philology, Associate Professor

at the Department of Humanitarian Disciplines for Foreign Students,

Dnipropetrovsk National University Of Railway Transport named after

academician V. Lazaryan.

Collected articles Issue 2017

UDC [316.444:37.091.212]-026.911-047.43

DOI 10.26697/9789669726094.2017.64

Alina Kozhevnikova

Peter the Great St. Petersburg Polytechnic University

STUDENT MOBILITY: INSIDE VIEW

The student mobility is examined in this article. International education

today is a way for cultural and knowledge sharing, self-development and

deleting stereotypes. Adaptation and integration are the most important

parts of the exchange study and it should be correctly organized by host

country. The current state of psychology has been analyzed by establishing

the meaning of intercultural communications and comparing two exchange

studying experiences of the author in Europe (In Sweden and Czech

Republic). There are pros and cons of exchange study systems established

and particularly discussed step by step. More practical needs and

availability of student mobility are also headlined.

Keywords: study, exchange, student mobility, intercultural, overview.

Introduction

Studying abroad is one of the best ways for sharing knowledge,

building communications and getting experience. Every university has its

own way of making intercultural communication, integrate incoming

students, but there are common principles. I was an exchange student twice

and I tried to complete an overview of such practice in this article.

Materials and methods

International educational ties today can be attributed to the most

important and promising areas of international cultural exchange. To note

that it can rightly be called one of the most dynamically connected aspects

of cooperation since students and scientists are characterized by mobility,

the desire to acquire new knowledge [2].

Modern international migration has a strong result, it adjusts the life

of both the host community and the donor, influences the policies pursued

by sovereign states, the relations between individual social groups within

the recipient countries, and also changes the personal characteristics [3].

A positive attitude towards the representatives of another culture is

also connected with such phenomena as adaptation and integration.

Psychological and pedagogical problems of modern specialist formation

Adaptation is associated with the desire of a person to adapt to the

conditions of another culture, without fundamentally changing their

identity, preserving their traditions, moral and ethical values.

A deeper penetration and comprehension of another culture is

associated with integration. Integration into another culture and cultural

environment is conditioned by certain living conditions and is possible

when the individual lives in another environment long enough.

The advantages of cooperation in higher education are obvious: it is

the pooling of resources, especially when they are so inaccessible as now;

Eliminates duplication and unnecessary copying of research topics; Better

identification of projects and increasing confidence in their feasibility in a

collective supervisory environment [1].

Results

The first exchange experience was in Umea, Sweden. The second

one was in Prague, Czech Republic, and I want to headline four positive

points with some comparing:

1. Good supporting team (or buddy program), where you can find

help for day-to-day life.

In Umea there were teams made of 15 students each. A team was

constant for all of the competitions. Additionally, teams made their

meetings.

In Prague there were personal buddies for every exchange student.

This is good for the first days and accommodation questions, but many

buddies are lost after a couple of weeks. Hence, the first approach is better

in accordance with human nature.

2. Clear document system, which you can easily complete even on

foreign language.

Step to step system, moodle and rewriting of information helps to be

ready with all documents in time and be in touch with every happening.

3. Wide cultural programs, which helps to assimilate at a new

country.

Excursions, games and language classes (Czech), dancing classes

(Sweden) become a good activity and intercultural diving.

4. High level of education and opportunities for studying different

fields.

Mixing your field of study with a couple of other additional courses

lets to get more experience.

At the same time I can add missed zones:

1. Scientific coaching. It would be more effective for students to

keep in touch with a supervisor, who will coordinate with conferences,

laboratories and everything concerning field of study.

Collected articles Issue 2017

2. Working on real projects or make a practice on real job in the

country.

3. It should be an easier way to participate in a short-term including

education program for every country.

Discussion and conclusions

Student mobility system is a perspective way for better education,

but it should be more practical and available. Wider cultural experience,

duplication of events and stuff helps to build stronger integration into a host

country.

References

1. Astafieva, L. S. (2009). Mezhdunarodnyye obrazovatelnyye

obmeny: istoriya i sovremennoye znacheniye [International educational

exchanges: history and contemporary significance]. Bulletin of Peoples’

Friendship University of Russia, 3, 40-46. (in Russian)

2. Bogolyubova, N. M., & Nikolaeva, Ju. V. (2009). Mezhkulturnaya

kommunikatsiya i mezhdunarodnyy kulturnyy obmen [Intercultural

communication and international cultural exchange]. Saint Petersburg:

SPbKO. (in Russian)

3. Ryazantsev, S. V., & Grebenyuk, A. A. (2014). «Nashi» za

granitsey. Russkiye, rossiyane, russkogovoryashchiye, sootechestvenniki:

rasseleniye, integratsiya i vozvratnaya migratsiya v Rossiyu [«Our»

abroad. Russians, Russian-speakers, compatriots: resettlement, integration

and return migration to Russia]. Moscow: ISPI RAS. (in Russian)

Аліна Кожевнікова. Студентська мобільність: внутрішній

перегляд.

У цій статті розглядається мобільність студентів. Міжнародна

освіта сьогодні є способом обміну культурами та знаннями,

саморозвитку та стирання стереотипів. Адаптація та інтеграція –

це найважливіші частини дослідження обміну. Поточний стан

психології було проаналізовано шляхом встановлення значення

міжкультурної комунікації та порівняння двох обмінних досліджень

автора в Європі (у Швеції та Чехії). Є плюси і мінуси систем обміну.

Більш практичні потреби та наявність мобільності студентів

також орієнтовані.

Ключові слова: навчання, обмін, студентська мобільність,

міжкультурний, загальний огляд.

Psychological and pedagogical problems of modern specialist formation

Alina Kozhevnikova. Mobilność studentów: wymiar zewnętrzny.

W niniejszym artykule omawiana jest mobilność studentów. Obecnie

edukacja międzynarodowa jest skutecznym sposobem poznawania obcej

kultury i zdobywania wiedzy, pomaga w samorozwoju i eliminowaniu

stereotypów. Adaptacja i integracja są najważniejszymi elementami

wymiany studentów. Aktualny stan psychologii został przeanalizowany

poprzez określenie znaczenia komunikacji międzykulturowej i przez

porównanie dwóch badań dotyczących wymiany autora w Europie (Szwecji

i Czechach). Są plusy i minusy systemów wymiany. Są również

uprawnienia do tworzenia dostępności praktycznych potrzeb i

mobilności studentów.

Słowa kluczowe: studia, wymiana, mobilność studentów, międzykulturowe,

przegląd.

Received 05.07.2017

Information about the author:

Kozhevnikova Alina – Master Student, Peter the Great St. Petersburg

Polytechnic University.

Collected articles Issue 2017

UDC 373:[005.336.4:005.961]:793.35"34"(4)

DOI 10.26697/9789669726094.2017.68

Nataliia Podcherniaieva

H. S. Skovoroda Kharkiv National Pedagogical University

EXPERIENCE OF REALIZATION OF DAY OF EUROPE

AT EUROCLUBS IN GENERAL EDUCATIONAL

ESTABLISHMENTS

In the article the problem of organization and realization of Day of Europe

is considered. Day of Europe is one of facilities for pupils to get acquainted

with European values at euroclubs of general educational establishments.

Essence of a concept «European values» is exposed, the role of a school

euroclub as one of forms of an extracurricular work for teaching an

information about European subjects, experience of Day of Europe

realization in general educational establishments of Ukraine is reflected. It

is found out, that application of proper forms of event realization assists the

best understanding of essence of certain European values. The experience

of Day of Europe realization at Ukrainian euroclubs demonstrates a widest

spectrum of interactive educator work forms for the best cognition of

culture and customs of European countries. It is found out, that an

important moment in education of schoolchildren is theirs knowledge, that

Europe is begun with each of them.

Keywords: Day of Europe, euroclub, European values, forms of work.

Introduction

The celebration of Day of Europe became an important step in

strengthening of self-definition of Ukraine as a European state participating

traditions and values of Europe. Day of Europe became an annual event in

our state according to the Decree of President of Ukraine from April, 19 in

2003 № 339 [1]. Greater popularity of this holiday is acquired by school

euroclubs. Euroclub is one of the most effective forms of extracurricular

work that assists mastering the information about European subjects.

Materials and methods

The problems of organization of work at euroclubs were researched

by scientists P. Verbytska [2], S. Lutsenko, A. Horon, O. Kaleniyk [3],

P. Kendzior [4], A. Kyrpa [5]. Practical advices in relation to work of

euroclub are given in publications of R. Dymek [6], Yu. Loburets [7],

L. Parashchenko [8]. Without a regard to an increasing interest of scientists

Psychological and pedagogical problems of modern specialist formation

and practical teachers in research of European projects and organization of

work at school euroclubs, a deeper study of essence of European values and

bringing up schoolchildren in spite of European values deserves attention

too.

The main aim of this article was to light up the question of

organization and realization of Day of Europe as one of facilities of

acquaintance with European values in an educational process at euroclubs in

general educational establishments.

Results

Common determination of essence of European values was offered

by N. Amelchenko, who determines it as a system of axiological maximas,

basic principles of development of a family, a society and a state, political,

economical, cultural, legal and other norms, that unites meaningful most of

Europe habitants and presents basis of their identity [9, p. 2]. European

values have a concrete practical expression as legal norms, base documents

of CE and European Union envisaged in a row, and found the reflection in

the Charter of basic rights of European Union [10]. Questioning in 27

countries of EU, conducted a few years ago on the order of European

Commission, educed such ideals of the polled Europeans: human rights

(37%), world (35%), democracy (34%), supremacy of law (22%), respect is

to other cultures (17%), solidarity (15%), respect is to life of man (14%),

equality (13%), personal freedom (11%), tolerance (10%), self-expression

(4%), religion (3%), did not know what to answer (5%) [11].

The main aim of marking of Day of Europe is an acquaintance of

students with European values and traditions, popularization of general

European cultural acquisition, and also realization of national self-

definition.

During last years the practice of scale celebration of Day of Europe

has been successfully approved in the regions of Ukraine.

Events take place both on school and on municipal and regional

levels. Euroclubs in all schools prepare actively to Day of Europe: every

class of junior and middle school studies and presents on a school festival

the history and the culture of one of European countries, symbolics, national

clothing and foods, acquaints with national literary heroes. Senior pupils

demonstrate generalism and ability to answer questions about European

subjects.

As a result of open Internet-resources analysis [12; 13; 14] it is

possible to draw a conclusion: aims, tasks and subjects of events, organized

by euroclubs in different Ukrainian regions in relation to celebration of Day

of Europe are overall. Applications of certain forms of events realization

assists the best understanding the essence of European values, mastering of

Collected articles Issue 2017

information about European subjects, bringing in students to active actions

in the processes of eurointegration of the country (see a Table 1).

Table 1

Use of forms of educator work by euroclubs at a celebration

of the Day of Europe for understanding the essence of the European values

Value

Essence of value

Form of event

Dignity (division 1,

art. 1-5) [10]

The right to life, to body

security, the prohibition of

behavior that humiliates

dignity, freedom from slavery

and dependent state

Conversations,

photo-exhibitions

Freedoms (division

2, art. 6-19) [10]:

fundamental civil

and political

freedoms envisaged

in European

convention for the

human rights

The right to freedom and

body security, the respect to

private and domestic life,

privacy of the personal

character, the freedom of

idea, conscience and religion,

the freedom of expression of

one’s opinion and freedom of

information, the freedom of

collections and associations,

social rights: right to

education, the freedom of

professional activity, right to

work, the freedom of

enterprise, property rights

Lessons of

communication,

lessons of

politeness, art

lessons, brain

rings, virtual trips,

literary

competitions,

quests, relay races

Equality (division

3, art. 20-26) [10]

Equality of people in rights,

non-admission of

discrimination, cultural,

religious and language

variety, equal rights for men

and women, protection of

rights of a child and old

people

Competitions of

graffities,

competitions of

connoisseurs of

European

countries` national

traditions, culinary

fairs, flash mobs,

round tables

Solidarity (division

4, art. 27-38) [10]

A right of workers to

information, right on services

from employment, the right to

defence in case of illegal

liberation

Trainings,

disputes,

tournaments

Psychological and pedagogical problems of modern specialist formation

Table 1

Citizenship

(division 5, art. 39-

46) [10]

Active and passive rights to

vote on elections, right to the

proper management, freedom

of movement and residence,

diplomatic defence

Wallpapers

competitions,

elections of a

president of a

euroclub, forums,

actions, projects

Justice (division 6,

art. 47-50) [10]

A right of effective legal

defence and access in an

uninterested court,

presumption of ungainliness

and right to defence

Informative

lessons,

bibliographic

reviews of

literature, role

plays, street

actions, seminars

Most mass and organized marking of Day of Europe took place in

2010, when Centers of European information [15] brought over 10 thousand

of Ukrainian euroclubs members to participate the event. In many cities

there were conducted Parades of Schuman and small tent towns were

organized. Thus, in Vinnytsya a tournament of self-made films among

euroclubs passed. A slogan of the tournament was: «Europe from the

Schuman Declaration until now». In Dnipro the European lesson for senior

pupils called «Day of Europe in Ukraine» was held, in Ivano-Frankivsk

there was a competition of drawings with a motto «Ukraine is a part of

Europe» and a quiz «What do we know about countries of EU». Euroclubs

of Kropyvnyckiy city arranged a photo-exhibition named «Europe from far

away and from near distance» and presented creative works, on the topic of

«Europe in pictures and words». In Luhansk the fair of European

personality passed and an interactive exhibition «Europe in personalities»

took place. Euroclubs of Lviv took part in a parade and a quest held in the

central boulevard of city. In Nikolaev Day of Europe was marked with an

ethnic forum named «European national traditions and traditions of

Ukrainian people». There also was a street action «What do we know about

EU». In Rivne euroclub members conducted such games as European

forfeits, trip, eurodarts, Europe, «Give a crab, Europe!» and participated a

radioquiz. Euroclubs of Sumy became participants of intellectually-sporting

competition «Eurofoot – quest». In Kharkiv a virtual trip took place. The

route of the trip was «Ukraine – Poland – Germany – France – Italy –

Ukraine». In Khmelnytskyi in a relay race «Learn more about countries of

European Union», euroclubs of each district presented an informative stand.

Collected articles Issue 2017

Euroclubs of Chernivtsi city arranged a photo-exhibition called «Europe in

my city: Architecture. Contemporaneity. Historical memory», participated

the round table «Europe of the future day». Event «Chernihiv is the cultural

capital of Europe» and a pilot excursion «Chernihiv as the European city»

was held on Day of Europe in Chernihiv.

Discussion and conclusions

Thus, the experience of Ukrainian euroclubs from realization of Day

of Europe demonstrates application of wide spectrum of interactive forms of

educator work for cognition of European values, culture and customs of

European countries. An important detail of European culture in Ukrainian

schools is a knowledge of schoolchildren that Europe begins with each of

them.

A perspective direction of further scientific researches is the

development of quests, flash mobs, ethnic forums as forms of acquaintance

with European values for students and active introduction of students in

work at euroclubs in general educational establishments.

References

1. Ukaz Prezydenta Ukrainy «Pro Den Yevropy» [A decree of

President of Ukraine is «About Day of Europe»]. (n.d.),

zakon2.rada.gov.ua. Retrieved from

http://zakon2.rada.gov.ua/laws/show/339/2003 (in Ukrainian)

2. Verbyts'ka, P. V. (2014). Diyal’nist’ molodizhnoho yevroklubu

yak efektyvna forma hromadyans’koho vykhovannya osobystosti [Activity

of youth euroclub as an effective form of civil personality’s education].

Theory and methodology of studies and education, 36, 160. (in Ukrainian)

3. Lutsenko, S. M., Horon, A. V., & Kalenyk, O. V. (2009).

Osoblyvosti orhanizatsiyi ta diyal’nist’ Yevroklubu v zahal’noosvitnikh

navchal’nykh zakladakh [Features of organization and work at Euroclub in

general educational establishments]. Sumy: Sumskyi oblasnyi instytut

pisliadyplomnoi pedahohichnoi osvity. (in Ukrainian)

4. Kendz’or, P. I. (2008). Yevrokluby v Ukrayini: orhanizatsiya

roboty ta uspishnyy dosvid [Euroclubs in Ukraine: organization of work

and successful experience]. L’viv: ZUKTS. (in Ukrainian)

5. Kyrpa, A. V. (2012). Osnovni polozhennya diyal’nosti yevroklubu

pry zahal’noosvitn’omu navchal’nomu zakladi [Substantive provisions of

activity of euroclub in general educational establishment]. Pedagogical

process: theory and practice: collection of scientific works, 1, 56-62. (in

Ukrainian)

Psychological and pedagogical problems of modern specialist formation

6. Dymek, R. (2006). Yevropeys’kyy klub u shkoli. Navishcho? Yak?

Chomu? [The European club at school. For what? How? Why?]. Varshava:

Polska Fundatsiia imeni Roberta Shumana. (in Ukrainian)

7. Loburets’, Yu., Brushchenko, V., & Babadzhanyan, B. (2010).

Metodychnyy posibnyk dlya yevroklubiv [A methodical manual for

euroclubs]. Кyiv: Salyutis. (in Ukrainian)

8. Parashchenko, L. (2004). Yak orhanizuvaty shkil’nyy Yevroklub

[How to organize a school Euroclub]. Kyiv: Mizhnarodnyi fond

«Vidrodzhennia» (in Ukrainian)

9. Ameljchenko, N. (2013). Cinnosti ob’jednanoji Jevropy [Values

of incorporated Europe]. Кyiv: GhO «Laboratorija zakonodavchykh

iniciatyv». (in Ukrainian)

10. Hartiya osnovnyih prav Evropeyskogo Soyuza [Charter of basic

rights of European Union]. (n.d.), zakon1.rada.gov.ua. Retrieved from

http://zakon1.rada.gov.ua/laws/show/994_524 (in Russian)

11. Jevropejsjki cinnosti: realjnistj chy mif? [European values:

reality or myth?]. (n.d.), radiosvoboda.org. Retrieved from

https://www.radiosvoboda.org/a/25131805.html (in Ukrainian)

12. Uriadovyi portal [Governmental portal]. www.kmu.gov.ua.

Retrieved from

http://www.kmu.gov.ua/control/uk/publish/article?showHidden=1&art_id=

223561792&cat_id=223561076 (in Ukrainian)

13. Ternopilska oblasna derzhavna administratsiia [Ternopils’k

regional state administration]. www.oda.te.gov.ua. Retrieved from

http://www.oda.te.gov.ua/data/upload/publication/main/ua/1125/zvit2017ev

ropa.pdf (in Ukrainian)

14. Jevropejsjkyj prostir. Portal projevropejsjkogho

ghromadjansjkogho suspiljstva Ukrainy [European space. Portal of the Pro-

European Civil Society of Ukraine]. eu.prostir.ua. Retrieved from

https://eu.prostir.ua/view/240863.html (in Ukrainian)

15. Merezha centriv jevropejsjkoji informaciji [Network of centers

of European information]. ukrcei.org. Retrieved from

http://ukrcei.org/?category=anouns&altname=u_14_rehionah_ukraini_mere

zha_centriv_evropeiskoi_informacii_provede_zahodi_do_dnya_evropi (in

Ukrainian)

Наталія Подчерняєва. Досвід роботи євроклубів

загальноосвітніх навчальних закладів з проведення Дня Європи.

У статті порушено проблему організації та проведення Дня Європи

як одного із засобів ознайомлення учнів з європейськими цінностями у

роботі євроклубів загальноосвітніх навчальних закладів. Розкрито

сутність поняття «європейські цінності», визначено роль шкільного

євроклубу як однієї з форм позакласної роботи для засвоєння учнями

Collected articles Issue 2017

інформації європейської тематики, висвітлено досвід проведення Дня

Європи в загальноосвітніх навчальних закладах України. З’ясовано, що

застосування відповідних форм проведення заходів сприяють кращому

розумінню сутності певних європейських цінностей. Обґрунтовано

думку, що досвід роботи євроклубів України з проведення Дня Європи

демонструє застосування широкого спектру інтерактивних форм

виховної роботи для пізнання культури та звичаїв країн Європи.

З’ясовано, що важливим моментом у вихованні школярів є

усвідомлення ними, що Європа починається з кожного з них.

Ключові слова: День Європи, євроклуб, європейські цінності, форми

роботи.

Nataliia Podcherniaieva. Doświadczenie pracy euroklubów

instytucje edukacyjne o charakterze ogólny z przeprowadzonego Dnia

Europy.

W artykule poruszono problem organizacji i przeprowadzenia Dnia Europy,

jako jednego ze środków zapoznania się uczniów z europejskimi

wartościami w pracy euroklubów. Przybliżono istotę pojęcia «europejskie

wartości», określono rolę szkolnego euroklubu jako jednej z form zajęć

pozalekcyjnych, które służą przyswojeniu przez uczniów informacji z

zakresu europejskiej tematyki, przedstawiono również doświadczenie z

przeprowadzenia Dnia Europy w ogólnokształcących edukacyjnych

zakładach na Ukrainie. Wyjaśniono, że stosowanie odpowiednich form

organizowania imprez sprzyja lepszemu rozumieniu istoty pewnych

europejskich wartości. Uzasadniono, że doświadczenie pracy euroklubów

Ukrainy (z Dnia Europy) ukazuje zastosowanie szerokiej gamy

interaktywnych form pracy wychowawczej w celu poznania kultury i

obyczajów krajów Europy. Wyjaśniono, że ważnym momentem w edukacji

uczniów jest uświadomienie im, że Europa zaczyna się od każdego z nich.

Słowa kluczowe: Dzień Europy, euroklub, europejskie wartości, formy

pracy.

Received 10.07.2017

Information about the author:

Podchernyayeva Nataliya – Postgraduate Student, H. S. Skovoroda

Kharkiv National Pedagogical University.

Psychological and pedagogical problems of modern specialist formation

UDC 355.426.4:303.425.2

DOI 10.26697/9789669726094.2017.75

Nicolay Orlov

National Academy of the National Guard of Ukraine

CLARIFICATION OF THE NOTION «INFORMATION AND

PSYCHOLOGICAL PROTECTION OF LAW ENFORCEMENT

FORCES» IN SCIENTIFIC RESEARCH IN THE FIELD

OF NATIONAL SECURITY

A concept vehicle and mechanism of informatively-psychological defense of

personnel of forces of guard of law and order, that is entered in scientific

researches in the field of national safety and degree of responsibility for this

defiance of corresponding organizational structures, are considered in the

article, given suggestions in relation to further research of the marked

problem. Text for is well-proven that informatively-psychological defiance

of forces of guard of law and order public authorities engage in, and organs

of certain power structures - carry out the role of propagandists of that it is

already done, or it is planned within the limits of the state. Warning is done

on impermissibility of statement, and moreover scientific ground of that

informatively-psychological defence of personnel of forces of guard of law

and order engage in the separate power structures of the state. A final

conclusion is done: national safety is a marathon, but not sprint and this

question it was, is and will decide public authorities with bringing in of

necessary forces and facilities certain power.

Keywords: sources of safety, information, protective contour, defiance,

forces of guard of law and order, public authorities.

Introduction

The forces of law enforcement, which include bodies and certain

units of the National Police of Ukraine, the National Guard of Ukraine and

other law enforcement agencies, require not only comprehensive provision

for solving certain tasks, but also information and psychological protection.

When solving this problem in scientific research, it is important to

determine: firstly, the essence of the categorical-conceptual apparatus of the

main terms, secondly, the mechanism of informational and psychological

protection; and thirdly, which organizational structure is responsible for this

problem and to what extent.

The purpose of the article. To clarify the concept of «Information

and psychological protection of law enforcement forces», which have use in

scientific research in the field of national security and to determine the

Collected articles Issue 2017

mechanism of real protection of the personnel of said forces from negative

information and which organizational structure is responsible for this

problem and to what extent.

Materials and methods

Questions of the formulation of the problem of information-

psychological safety and the main directions of its research were taken care

of [1; 2] Anosov V., Lepsky V., Emelyanov G. and others. The

classification of the main threats to information and psychological security

was substantiated by Averchenkoov V., Kozakov U. [3]. The requirements

for the formalization of semantic information in the machine translation

system were studied by Ros A., Nikolaevsky O. [4]. The peculiarities of

information influences and the possibility of counteracting them were

investigated by Kuril A., Zefirov S., Golovanov V. [5].

At the same time, the author did not know the works in which the

research was carried out on clarification of the notion «Information and

psychological protection of law enforcement forces» during the conduct of

scientific research in the field of state security.

Results

The category-conceptual apparatus on the subject of the study

contains such concepts as:

1. State security it is a category of political science that characterizes

the status of social institutions, which ensures their effective activity to

maintain optimal conditions for the existence of the individual and

society [6]. When solving the problems of state security, the state

authorities are asked (apply) the forces of law and order, by conducting a

series of measures on information protection of its personnel. Some of these

measures are discussed below.

2. Information. This is a general and deep concept that cannot be

explained in one phrase. In this word is put different content in technology,

science, in life situations. Within the limits of a definite research we will

understand the information about objects and phenomena of the

environment. Such information, which has a negative content, can be both

external (created by the hostile side) and internal (created in the middle of

the state on the order of the warring elements).

Regardless of its origin, if it contains negative elements, the

influence on the psyche of the personnel of the forces of law and order

protection will be the task of the relevant state authorities to reduce this

influence. To this end, certain measures are being taken to create a so-called

«protective circuit».

Psychological and pedagogical problems of modern specialist formation

3. «Protective contour» it is artificially create physical and

organizational obstacle, which to a certain extent reduces the negative

information influence on the personnel of the forces of law enforcement.

Negative information has been distributed using radio-electronic

means, printed materials, gossip, which are distributed by specially trained

people. Depending on this, the «protective contour» may be of a technical

origin, or as coercive measures and prohibitions. The choice of how to

create a «protective contour» is determine by the highest authorities of the

state, and implement by regional authorities and relevant specialists.

Known ways are: the creation of a system of radio technology to

suppress the signals of negative information; prohibition of the use of

services of certain operators of local area networks; preparation of printed

editions (for example, newspapers) of the Ukrainian direction and their free

distribution.

«Protective contour» whish create will partially reduce the negative

informational impact on the personnel of the forces of law enforcement,

which will positively affect their tasks in the field of national security. This

is the essence of the mechanism of information protection personnel.

4. Protection it is an action for the meaning of protecting, protecting,

defending, and protecting. Within the limits of the said study, the protection

of the personnel of the forces of law enforcement is engaged in: at the first

stage (within the framework of the creation of the «protective contour») –

the state authorities; at the second stage (with the information that «leaked

through the protective contour» – the relevant officials of the law

enforcement forces, by means of clarification, persuasion and own example.

If at the second stage it was not possible to completely eliminate

negative information and there are signs of the mental state of the

personnel, then this work involves psychologists and doctors in a specialty.

Discussion and conclusions

Thus, the clarification of the notion «Information and psychological

protection of law enforcement forces» in scientific studies in the field of

national security has shown that the said phrase does not fully correspond to

the task and mechanism of protecting the personnel of these forces from

negative information. This problem is mainly concerned with state

authorities, who are fully responsible for state security, and some secondary

tasks of this problem are performed by certain officials of the law

enforcement forces.

Continuation of the study on the chosen topic may be: a description

of the sources of negative information that affects the psyche of the

personnel of the forces of law enforcement.

Collected articles Issue 2017

References

1. Anosov, V., Lepsky, V., & Emelyanov G. (1996). Ishodnye

posylki problematiki informacionno-psihologicheskoj bezopasnosti [Initial

parcels of range of problems of informatively-psychological safety].

Problem of informatively-psychological safety, 7-11. (in Russian)

2. Gmelianov, G., Lepincki, V., & Strelkov, A. (1999). Problemy

obespechenija informacionno-psihologicheskoj bezopasnosti v Rossii

[Problems of providing of informatively-psychological safety of Russia].

Informative society, 3, 47-51. (in Russian)

3. Averchenkoov, V., & Kozakov, U. (2007). Aspekty monitoringa i

sistemnogo analiza predmetno orientirovannyj web-informacii [Aspects of

monitoring and analysis of the systems in detail oriented to web-

information]. In V. I. Averchenkoov (Ed.), Intellectual systems in industry

and science (pp. 138-139). Sumy: SGU. (in Russian).

4. Ros, A., & Nikolaevsky, O. (2013). Vymohy do formalizatsii

semantychnoi informatsii v systemi mashynnoho perekladu [Requirements

to formalization of semantic information in the machine translation].

Military-special sciences, 31, 59-63. (in Ukrainian)

5. Kuril, A., Zefirov, S., & Golovanov, V. (2006). Audit

informacionnoj bezopasnosti [Audit of informative safety]. Мoscow: Group

«BDS-Press». (in Russian)

6. Judas, О., & Bogysh, V. (2005). Informacijna bezpeka derzhavi

[Informative safety of the state]. Kharkiv: Konsym. (in Ukrainian)

Микола Орлов. Уточнення поняття «Інформаційно-

психологічний захист сил охорони правопорядку» в наукових

дослідженнях у сфері національної безпеки.

В статті розглянуто понятійний апарат і механізм інформаційно-

психологічного захисту особового складу сил охорони правопорядку,

який запроваджується в наукових дослідженнях у сфері національної

безпеки та ступінь відповідальності за цей захист відповідних

організаційних структур, подані пропозиції щодо подальшого

дослідження зазначеної проблеми. Автором доведено, що

інформаційно-психологічним захистом сил охорони правопорядку

займаються органи державної влади, а органи певних силових

структур – виконують роль пропагандистів того, що уже зроблено,

або планується в межах держави. Зроблено застереження на

неприпустимість ствердження, а тим паче наукового обґрунтування

того, що інформаційно-психологічним захистом особового складу сил

охорони правопорядку займаються в окремих силових структурах

держави. Зроблено остаточний висновок: національна безпека – це

марафон, а не спринт і це питання було, є і буде вирішуватися

Psychological and pedagogical problems of modern specialist formation

органами державної влади з залученням необхідних сил і засобів певних

силових структур.

Ключові слова: джерела безпеки, інформація, захисний контур,

захист, сили охорони правопорядку, органи державної влади.

Mykoła Orlov. Uściślenie pojęcia «informacyjno-psychologiczna

siła w tworzeniu porządku prawnego dotyczącego obrony

bezpieczeństwa narodowego» w badaniach naukowych w zakresie

narodowego bezpieczeństwa.

W artykule rozpatrzono aparat pojęciowy oraz mechanizm informacyjno-

psychologiczny w tworzeniu porządku prawnego, który został

wprowadzany do badań naukowych w zakresie narodowego

bezpieczeństwa, a także stopień odpowiedzialności za tę obronę

odpowiednich struktur organizacyjnych; podane są również propozycje do

późniejszego badania poruszanego problemu. Autor wykazał, że informacje

i psychologiczne siły obronne wykorzystywane są przez organy ścigania

władzy państwowej oraz niektóre organy mundurowe – działanie jako

propagandystów, co zostało zrobione lub jest planowane w państwie.

Udowodniono, że istnieje naukowe uzasadnienie tezy, że personel

informacyjno-psychologicznych sił obronnych zaangażowany jest, w

niektórych organach mundurowych, do egzekwowania prawa.

Przedstawiono też wniosek końcowy: bezpieczeństwo narodowe to maraton,

a nie sprint; pytanie zostanie podjęta przez władze publiczne pomoc

niezbędna w kwestii zdolności pewnych struktur władzy.

Słowa kluczowe: źródła bezpieczeństwa, informacja, obwód

zabezpieczający, obrona, siły ochrony porządku prawnego, władze

publiczne.

Received 15.07.2017

Information about the author:

Orlov Nicolay – Doctor of Public Administration Sciences, Docent,

Professor at the Department of Operative Art, National Academy of

National Guard of Ukraine.

Collected articles Issue 2017

UDC ((811.111’276.6+004.738.4):159.9):378.147

DOI 10.26697/9789669726094.2017.80

Anzhela Gordyeyeva

Taras Shevchenko National University of Kyiv

DEVELOPING FUTURE PSYCHOLOGISTS’

ENGLISH COMMUNICATIVE SKILLS

WITH THE ACADEMIC ENCOUNTERS SERIES

The paper presents teaching English for Specific Purposes (ESP) to

university students of psychology. The study investigates the problem of

preparing non-native speakers of English to study in English at the college

or university level. After observing during the last academic year the

second, third and fourth year students’ learning when working with

different course books and using a variety of authentic materials, the

research has shown the necessity of analyzing the Academic Encounters

series. The objective of the study is to reveal the advantages of application

of the Academic Encounters series, which can provide students of

psychology with the communicative skills they need to be successful in

academic courses.

Keywords: English for academic study, the Academic Encounters series,

professional communication skills, students of psychology.

Introduction

In ESP teaching is considered an effective tool used to efficiently

receive and convey messages for academic and professional purposes. For

example, students of a psychology department may need a suitable

command of English to succeed in their academic careers (English for

Academic Psychological Purposes – EAPP). Or they may also need English

to communicate effectively at their place of work dealing for example with

people who have psychological problems (English for Vocational Purposes

– EVP). This paper will draw attention to academic approach (EAPP) and

will present the analysis of the Academic Encounters series with the

purpose to show how much it can help future psychologists to develop their

academic skills for further study in English at university level and, of

course, for their professional activity in the future.

Materials and methods

Course books selection, application and adaptation to students’ needs

is an important area in EAPP teaching, representing a practical result of

Psychological and pedagogical problems of modern specialist formation

effective course development and providing students of psychology with all

necessary materials with the purpose to equip them with the skills they need

in their study at university.

One of the most arguable points regarding EAPP course book choice

is what the most appropriate ratio of general English to subject-specific

English in the course book is. General English focus of a course book is

good for the development of general ability to communicate more

effectively, while specific focus of a course book is perfect for improvement

of specific academic skills. Both general and specific oriented course books

will provide students with necessary skills and knowledge, but the specific

orientation of the course books in the Academic Encounters series is better

for EAPP learners’ special demands. Thus, if the choice of a course book

does depend on the students’ needs in relation to their future study at

university in our case, we are inclined to choose the Academic Encounters

series as a perfect source of EAPP materials that can be useful to develop all

necessary academic skills like note-taking, study and discussion skills as

well as can help improve students’ academic reading, writing and listening.

The first course book Academic Encounters: Human Behaviour

includes texts for reading taken from psychology and human

communications textbooks used in English-speaking colleges and

universities. It is designed to help learners improve their skills in reading

when working with authentic samples of academic texts, and in writing

when high-interest content of the texts also provides stimulus for students’

writing assignments.

The second course book Academic Listening Encounters: Human

Behaviour offers learners a large variety of tasks which involve listening

and note-taking and which focus on critical thinking, sharing personal

experiences or cultural perspectives. The course book contains authentic

audio materials designed to involve students in listening informal and

formal interviews, academic lectures in English with the purpose to expose

them to different styles of discourse.

Thus, the Academic Encounters series includes the course books

which are able to provide learners with authentic teaching materials

adequate to their academic needs. It prepares students of psychology for

success in academic settings as well as presents relevant cultural content,

with the view to promoting discussion of cultural differences and

universals. Therefore, progressing through the books, working on their

academic skills, students will be able to acquire a basic foundation in the

concepts and vocabulary of human behaviour on the one hand, and will

manage to do an academic course when studying in English at university

level in the future on the other hand.

Collected articles Issue 2017

Results

Using a content-based approach to teach students of psychology the

skills they require to be able to do an academic course at university, the

books presented in the Academic Encounters series have been chosen as

major course books for future psychologists who are going to do an

academic course in English. The series includes two course books and two

teacher’s books. The Academic Encounters Book helps students of

psychology develop their reading, writing and study skills. The academic

Listening Encounters Book helps learners improve their listening, note-

taking and discussion skills. The two Teacher’s Books are useful to get

extra advice on the selection of structures, vocabulary, and measurement of

students’ progress and achievements through the academic course.

Discussion and conclusions

As we can see the course and teacher’s books presented in the

Academic Encounters series give EAPP teachers a possibility to offer their

students a complete four-skills course in English for academic purposes.

The great advantage of this series is that it offers students of psychology the

possibility to work with carefully selected authentic materials which can

provide a stimulus for students’ great involvement into the academic course

in the future.

References

1. Seal, B. (2009). Academic Encounters. Human Behaviour.

Reading. Study Skills. Writing. Glasgow: Cambridge University Press.

2. Council of Europe. (2001). Common European Framework of

References for Languages: Learning, Teaching and Assessment. Strasbourg:

Council of Europe.

3. Hutchinson, T., & Waters, A. (1994). English for Specific

Purposes. Glasgow: Cambridge University Press.

4. Espeseth, M. (2009). Academic Encounters. Human Behaviour.

Listening. Note taking. Discussion. Glasgow: Cambridge University Press.

5. Espeseth, M. (2009). Academic Encounters. Human Behaviour.

Lectures. Audio Materials [CD ROM]. Cambridge University: Microsoft.

Анжела Гордєєва. Розвиток у майбутніх психологів

англомовних професійно орієнтованих комунікативних умінь з

використанням серії підручників Academic Encounters.

У статті розглянуто питання навчання студентів-психологів

англійської мови професійного спрямування. Робота досліджує

проблему підготовки студентів, які не є носіями англійської мови, до

навчання в англомовних коледжах і університетах. Після

Psychological and pedagogical problems of modern specialist formation

спостереження минулого навчального року за процесом вивчення

студентами другого, третього і четвертого курсів факультету

психології фахової англійської мови, які використовували різні

підручники та велику кількість автентичних матеріалів, ми дійшли до

висновку про необхідність аналізу книг серії Academic Encounters.

Розглянуто два підручника для студентів і дві книги для вчителя, які

представлені в рамках цієї серії. Метою роботи є виявити переваги

використання книг Academic Encounters для забезпечення студентів-

психологів комунікативними вміннями, необхідними для успішного

опанування академічного курсу.

Ключові слова: англійська для академічних цілей, серія підручників

Academic Encounters, професійно орієнтовані комунікативні вміння,

студенти-психологи.

Angela Gordeeva. Rozwój u przyszłych psychologów

anglojęzycznych profesjonalnych umiejętności komunikacyjnych za

pomocą serii podręczników Academic Encounters.

Artykuł dotyczy szkoleń studentów psychologii w języku angielskim o

kierunku profesjonalnym. Niniejsza analiza dotyczy problemu

przygotowania przyszłych psychologów języka angielskiego do nauczania w

języku angielskim w college’u czy na uniwersytecie. W trakcie zeszłego roku

akademickiego, na podstawie obserwacji studentów drugiego, trzeciego i

czwartego roku kierunku „profesjonalny język angielski w psychologii”,

zauważono, że studenci wykorzystywali różne podręczniki i dużą ilość

oryginalnych materiałów. Doszliśmy do wniosku, że konieczna jest analiza

książek z serii Academic Encounters. Rozpatrzono dwa podręczniki dla

studentów i dwie pozycje dla nauczycieli, które ukazały się w ramach serii.

Cel studiowania ‒ ukazanie istoty serii Academic Encounters, która może

pomóc studentom psychologii zmienić ich przyzwyczajenia i przygotować do

akademickich kursów językowych.

Słowa kluczowe: angielski dla celów akademickich, seria podręczników

Academic Encounters, profesjonalne umiejętności komunikacyjne, student

psychologii.

Received 24.07.2017

Information about the author:

Gordyeyeva Anzhela – Doctor of Philosophy in Pedagogy, Docent,

Associate Professor at the Department of Foreign Languages, Taras

Shevchenko National University of Kyiv.

Collected articles Issue 2017

UDC [028.1(4/9)37]"712.9"-043.96

DOI 10.26697/9789669726094.2017.84

Oleksii Savchenkov

Odessa National Polytechnic University

BOOK PERSPECTIVES IN MODERN EDUCATION:

THE DEATH OR REBIRTH

This article explores the phenomenon of «clip thinking» and change of the

perception information in modern society. As the book, familiar to us for

centuries, transforms into something new. In the clip method presenting of

the information, through the perception of nonlinear, individual and not

always ordered pieces of information. This is confirmed by the analysis of

such indicators as the growth of literacy rate in the last almost seventh

centuries, constant growth of book printing and a comparative overview of

generated information on the Internet. They clearly show that, despite many

pessimistic forecasts, the amount of perception of information significantly

increased in comparison with the linear method. And the book as a method

of disseminating information does not disappear, but only transformed into

a more convenient source. Which is more adapted to the new conditions for

the modern reader.

Keywords: information society, clip thinking, text, blip-culture.

Introduction

Researches of time of informative society assert that the traditional

forms of assimilation of information experiencing deep crisis and must yield

more corresponding to time of «network technologies». Modern

researchers: A. Toffler, J. Bodriyar and other experts noticed, what the

source of information as a «book» is pretty soon remain in the past, but A.

Toffler assumed, that the future would remain colorful magazines [1], and

the J. Bodriyar predicted the «Internet age» – age of simulacra [2]. Indeed,

in ХХІ century people stop to read large texts, they give advantage to the

short volumes of information, but not large books. Instead of the full textual

expressing thoughts and feelings, often began to use pictures or photos with

a small comments. This was entails extinction the classical perception and

text by itself. What leads us to the so-called «clip» perception of

information.

Psychological and pedagogical problems of modern specialist formation

Materials and methods

The problem of «blip» or «clip» culture were studied by outstanding

scientists as E. Toffler, M. McLuhan, M. Castells. Among recent works

should be noted researches of F. I. Hyrenok, T. V. Semenovskyh,

G. P. Bakhtina.

For example, M. McLuhan writes: «Society at the present stage is

transforming in the «electronic society» or «global village» and sets, by

electronic means of communication, multi-dimensional perception of the

world. The development of electronic communication returns the human

mind to pre-text era, and linear sequence of characters ceases to be a basis

of culture» [3].

In addition to electronic information there are still remaining text

information, but were significantly transformed, it’s main principle becomes

the «picture». According to A. Toffler: «Third Wave people, by contrast,

are more at ease in the midst of this bombardment of blips – the ninety-

second news-clip intercut with a thirty-second commercial, a fragment of

song and lyric, a headline, a cartoon, a collage, a newsletter item, a

computer printout. Insatiable readers of disposable paperbacks and special-

interest magazines, they gulp huge amounts of information in short takes.

But they also keep an eye out for those new concepts or metaphors that sum

up or organize blips into larger wholes. Rather than trying to stuff the new

modular data into the standard Second Wave categories or frameworks, they

learn to make their own, to form their own «strings» out of the blipped

material shot at them» [1].

The book adjusts to system sequential perception of large amounts of

information, but features of new type of consciousness are unable to handle

such large volumes because its main feature is «fragmentariness and

illogicality». T. V. Semenovskyh notes that «Clip thinking is a process of

displaying a wide variety properties of objects, without links between them,

which is characterized by fragmentation of the information flow,

illogicality, full heterogeneity of information, high speed switching between

the parts, pieces of information, the lack of a coherent picture of the

perception of the world» [4].

In some ways the trend described is true, but is it true conclusions?

Are these changes harmful? Did it really cutting our knowledge’s? Does the

information received by us decreasing in such circumstances?

The purpose of this article is to study whether the eligible these

pessimistic forecasts of worsening perception of modern information and

deaths books as information sources.

The main point of the prosecution, which predicts death of the book

– a tendency to replace text by images on modern Internet sites and

magazines. In the usual sense replacement linear text by short phrase with

Collected articles Issue 2017

image may seem degradation. But let us compare it from the point of view

of history and equivalent amounts of data at different times.

According to the online source «Our world in data» [10] for the

period 1751-1800 in the UK, France and Germany were printed books

(Table 1).

Table 1

Production of printed books for half a century (in thousands of books),

1454-1800

Age

France

Germany

1501-1550

2 807

34736

15 603

1551-1600

7 999

39 084

32 112

1604-1650

32 912

61 257

40 553

1651-1700

89 306

85 163

57 708

1701-1750

89 259

73 631

78 205

1751-1800

138 335

157 153

116 814

As for 1800 at average was 0,19 books per person in Britain and

around 0,12 in France and Germany printed in year.

Until 1800 Great Britain had 54% of population learned to read and

write, in France it was 50%, in Germany – 35% (Figure 1).

Figure 1. Literacy rates around the world from the 15th century to 2003 [9]

Dr Matthew Taunton at the University of East Anglia wrote: «In the

19th century, more people were reading more publications than ever

before ... The Times went from a circulation of 5000 a day in 1815 to

Psychological and pedagogical problems of modern specialist formation

around 50000 in the middle of the century ... In 1896, the Daily Mail – «The

Busy Man’s Daily Journal» – was launched at the cost of only half a penny,

and by 1900 it was selling nearly 1000000 copies a day .... Mudie’s Select

Library opened in 1842, and made the Victorian triple-decker novel

accessible to a wider public, with 25000 subscribers by 1890 ... Census data

can scarcely tell us much about the nature or quality of the population’s

encounters with the printed word, but they nevertheless show a rise in male

literacy from 69,3% in 1851 to 97,2% in 1900, and an even more striking

growth in female literacy, from 54,8% to 96,8% over the same period» [5].

During this period the population of Great Britain varied from

16300000 to 41154600 inhabitants [10]. What gives us is sufficient small

amount of printed text per capita.

Now take a look at the statistics on the use of the Internet among the

population as an analogy of the modern sources of information.

According to the resource «Internet live stats» at the current moment

in the UK have access to the internet about 60273385 (92,6% of the

population). In France – 55860330 (86,4% of the population). In Germany

71016605 (88,0% of the population) [7].

In 2013, company Intel has made calculation [6], which shows the

amount of information totally produced and absorbed by all users of the

network in general (Figure 2).

Figure 2. What happens in an internet minute? [6]

Collected articles Issue 2017

These data can be systematized as follows (Table 2):

Table 2

Systematized data from Figure 2

Action per minute

Total

worldwide

Great

Britain

(1,8%)

France

(1,6%)

Germany

(2,1%)

Wiki page views

438801

7898,418

7020

9214

WeChat messages

10000000

180000

160000

210000

Instant message MIM send

34700000

624600

555200

728700

Photos uploaded

38194

687

611,104

802,074

Pages views of sites

57870

1041

925,92

1215

Searches in Google

4100000

73800

65600

86100

Hours of video uploaded

in YouTube

100,0

1,8

1,6

2,1

Hours if video watched

138889

2500,002

2222,224

2916,669

Messages sent in Facebook

6900000

124200

110400

144900

Pieces of content shared in

Facebook

3300000

59400

52800

69300

This is more than clearly illustrates that we have become to receive

the information in several orders more than our ancestors.

But not all of this information is textual. Maybe in terms of classical

literature, ten-pages of description of the sunset is more developed and

correct approach. But in terms of information transfer quality photo or video

are certainly informative. Even if you do not take as a basis the idea that

only a few of us can express in words the perfection of nature, its beauty

and uniqueness. Do not forget that during the transfer, we always change

the original information. Changing the extent of our senses. Conscious or

not, miss something from a picture or put emphasis on something particular.

Photography allows each of us to see something different, something

important that close to him in the one same picture. While retaining the

basic mood wanted to show us by author.

With all that we are still have control over – how much time we

should spend on study photography, how far we want to or can now dive

into it. Do we want to study it carefully and understand the author, or we

just do not have time and we watch it for general information about the

events in the text.

Often this as example bring to show that in this way we lose the

depth of the author’s ideas. So maybe. But anyone who reads a lot, in itself

knows that the level of diving into the text also depends from our mood, our

free time and skill of the author. We are not machines. Sometimes we want

Psychological and pedagogical problems of modern specialist formation

to reread something for deeper understanding. Another paragraph we just

run over. Some pages we are leaf through when author does not excite us.

Therefore, the perception of information in the information society becomes

even more developed and multifactorial, but not so monotonous as before,

when in addition to text information, we simply had no other applications.

And this feature we have kept working with nonlinear/clip

information. Which is by its structure gives us more free treatment. It is

help us easier to sink into the picture, run through unimportant, grasp the

meaning or flip vain.

Results

Although at first sight this is completely fragmented information.

But if we are compare this amount of data, received by us now, with

information from the text era, it will be obvious that the values are

absolutely incommensurable. Now a person is not just read. In

correspondence we using audio and visual data. For a couple of hours a

person can see the whole history of some country. Or see the story about

someone's day, week, month, and even year. And this, at first look, a

kaleidoscope of information, is actually an ordered data. Which is ordered

by us, in our minds, according to our needs. It's has come time when to

obtain the necessary information we need more than one or few books.

More than one source. We already have the feasibility to almost parallel not

only learn something but also shared something and watch what was shared

with us. To collect the data used in this article was conducted search,

reading and verification of more than 30 different sources in order to find a

more optimal. With almost half of them, the work was at the same time.

That probably would not able to afford the average person of XIX century.

Therefore, we can reach the conclusion that the book is not dead, and

reading is not lost. Just our needs have increased, and the classic format has

not had time to adapt. In the beginning we broadcast information by

primitive pattern on stones and rocks. When this became insufficient, we

have created a written language, developed mathematics. Then began to mix

it all. With the development of typography books began to acquire schemes,

drawings and photos for transmission deeper meaning. Is that killed a book?

Have people stopped reading books? And now we are on the dawn of a new

era. We still do not understand what will book become at the end. What will

remain in past of it, as once happened with rock art, and that it will remain

as an essential part. It is too early to make a verdict, the book is simply not

caught up with us yet. Where from arise so many concerns about the death

of the book? E. Toffler writes: «The sudden shift of social ground rules

today, the smudging of roles, status distinctions, and lines of authority, the

immersion hi blip culture and, above all, the breakup of the great thought-

system, indust-reality, have shattered the world-image most of us carry

Collected articles Issue 2017

around in our skulls. In consequence, most people surveying the world

around them today see only chaos. They suffer a sense of personal

powerlessness and pointlessness» [4]. It is this inability to adapt to changes

causes pessimistic and very negative assessment of the current

transformation of perception, such as the following: «Based on the views of

researchers, we can say that clip thinking leads to : mass attention deficit

disorder; losses desires of a new knowledge; destruction of needs and

ability to creativity; aided by consistent use of secondary information on the

level of processing and combining; no structuralization in desires and

actions; discrepancy way of thinking of lifestyle; inconsistency in decisions

to resolve problems even purely everyday and weakening the responsibility

for the consequences; operate only the content of fixed length, inability to

work with semiotic structures of arbitrary complexity and focus on any

information for a long time; Mass ignorance of youth and their phenomena

of their passion of their ignorance; absolute confidence in their correctness,

because the people who personify anti-intellectualism, not aware of the

problem; disparities between formal and actual level of knowledge; a sharp

decline in the actual learning and learning success; falsification of

assessment» [4, p. 151].

Discussion and conclusions

According to the study, we found:

1. The process of assimilation information in modern society does

not decrease, but rather becomes more developed and multifactorial. The

amount of information extends through audio and video inserts, making

reading not as monotonous as before, when in addition to text information,

we simply had no other options.

2. The book does not die, it’s transformed into a new presentation.

Currently, we need large amounts of information, so the structure of the

presentation should be bright so that we can more easily remember. To

obtain the necessary data we can do it longer with one or more books. Most

researchers now read in parallel up to the 30 articles in different tabs in

browser, which allows us to immediately compare the data and do a lot

more detailed conclusions about innovations of contemporary world of

science and culture. The term «text reading» itself developing, our needs

have increased, and the classical format of the book did not have time to

adjust yet.

Psychological and pedagogical problems of modern specialist formation

References

1. Toffler, A. (1980). The Third Wave. New York: William Morrow

and Company.

2. Baudrillard, J. (1993). Symbolic exchange and death. London:

Sage Publications, Inc.

3. McLuhan, M. (1962). The Gutenberg Galaxy: The Making of

Typographic Man. Toronto: University of Toronto Press.

4. Semenovskyh, T. V. (2013, February 18). «Klipovoe mishlenie» –

fenomen sovremennosti [«Clip thinking» – the phenomenon of modernity].

Optimal’nyye kommunikatsii – Optimal communications. Retrieved from

http://jarki.ru/wpress/2013/02/18/3208/ (in Russian)

5. Taunton, M. (2014). Print culture. Discovering Literature:

Romantics and Victorians. Retrieved from http://www.bl.uk/romantics-and-

victorians/articles/print-culture

6. Intel Corporation. (2013). What Happens in an Internet Minute?

Retrieved from

http://www.intel.com/content/www/us/en/communications/internet-minute-

infographic.html

7. Internet live stats. (2014). Internet Users by Country [table].

Retrieved from http://www.internetlivestats.com/internet-users-by-country

8. Roser, M., & Ortiz-Ospina, E. (2017). Literacy. Retrieved from

http://ourworldindata.org/data/education-knowledge/literacy/

9. Roser, M. (2017). Books. Retrieved from

http://ourworldindata.org/books/

10. Naselenie Velikobritanii [Demography of the United Kingdom].

(2017, June 16). Retrieved July 21, 2017, from RuWiki:

https://ru.wikipedia.org/wiki/Население_Великобритании (in Russian)

Олексій Савченков. Перспективи книги у сучасній освіті:

смерть чи переродження.

У цій статті досліджується феномен «кліпове мислення» та зміни

сприйняття інформації у сучасному суспільстві взагалі. Те, як звична

нам століттями книга, як лінійна подача інформації,

трансформується в щось нове – в кліпову подачу шляхом сприйняття

нелінійних, окремих і не завжди упорядкованих шматочків інформації.

Це підтверджується проведеним аналізом таких показників, як

зростання рівня грамотності протягом останніх, майже сьомі

сторіч, постійне зростання друку книг та порівняльний огляд

інформації в мережі інтернет. Вони однозначно показують, що,

незважаючи на багато песимістичних прогнозів, обсяги сприйняття

інформації при кліповому мисленні багаторазово збільшуються в

порівнянні з лінійним методом. А книга як метод поширення

Collected articles Issue 2017

інформації не зникає, а лише трансформується у більш зручне

джерело, яке більш адаптовано до нових умов сучасному читачеві.

Ключові слова: інформаційне суспільство, кліпове мислення, текст,

бліп-культура.

Ołeksij Savchenkov. Perspektywy książki we współczesnej

edukacji: śmierć czy przeistoczenie.

Ten artykuł analizuje zjawisko «clip myślenie» i zmiany postrzegania

informacji we współczesnym społeczeństwie. Od lat zwykła książka, która

stanowi liniowe podanie informacji, przekształca się w przekaz clip poprzez

nieliniową percepcję, przez postrzeganie nieliniowych, oddzielnych i nie

zawsze uszeregowanych fragmentów informacji. Analiza potwierdziła, że

nastąpił wzrost umiejętności, w ciągu ostatnich siedmiu stuleci, dzięki

zwiększeniu ilości wydrukowanych książek i korzystaniu z informacji w

internecie. Widać wyraźnie, że mimo wielu pesymistycznych prognoz

wielkość percepcji w clip myśleniu rośnie w porównaniu z metodą liniową.

Książka jako sposób rozpowszechniania informacji nie znika, tylko ulega

transformacji w bardziej wygodne źródło, lepiej zaadaptowane do nowych

warunków współczesnego czytelnika.

Słowa kluczowe: społeczeństwo informacyjne, clip myślenie, blip-kultura.

Received 25.07.2017

Information about the author:

Savchenkov Oleksii – Postgraduate Student, Odessa National Polytechnic

University.

Psychological and pedagogical problems of modern specialist formation

UDC [004.855+608.7::008]-043.83-057.4:658.286

DOI 10.26697/9789669726094.2017.93

Elena Perezva,

Sergey Mironenko

Odessa Automobile and Road College

Odessa National Polytechnic University

THE FORMATION OF COMPUTER LITERACY AND

INFORMATION CULTURE AMONG FUTURE SPECIALISTS

OF THE TRANSPORT INDUSTRY

Present the problems of technological education; the issues of increasing

the effectiveness of the educational process and pedagogical skill;

specificity of teaching computer disciplines for students studying in the

specialty «Transport Technologies»; particular qualities of studying

computer science and computer technologies in specialties connected with

transport and its processes.

Keywords: technological education, pedagogical skills, transport

technologies, educational process.

Introduction

The problems of the formation of computer literacy among the

younger generation and the application of information technologies in the

educational process were concerned by a lot of researchers as

I. T. Zaretskaya, L. P. Babenko, B. Kolodyazhny, N. V. Morse,

V. Y. Bykov and many others. Based on the practical advice of these

authors, their theoretical materials, teachers and students very often use

them in their educational activities, but the problems of development and

effective use of information and communication technologies in education

are still very relevant in modern Ukraine. Create conditions which would

most effectively operated such information space and an appropriate

educational environment, which would be for the students as comfortable

and interesting, would encourage them to self-development, have stepped

up their cognitive activity, develop their critical thinking and ability to

analyze. All of that is the purpos that should be tried to reach not only by

teachers in the field, but the government generally.

So information and communication technologies (ICT) are rapidly

developing, accelerating all the processes of scientific, technical and social

development of the country, influencing the nature of the development of

pedagogical systems and the education system as a whole. However, to

ensure the integration of Ukrainian education system into the European and

Collected articles Issue 2017

world educational space, we should take steps to modernize the target and

technological aspects of education, based on widespread use of ICT.

Informatization of education system is a through, comprehensive directions

of innovative development of the education system, resources are still not

used properly [3].

In our country there are many problems and difficulties that have a

negative impact on the development of education informatization process,

including the following:

- in the state are not defined strategic goals and development

objectives, no long-term and medium-term forecasting and planning of

socio-economic development, as envisaged in the developed world and the

European Union;

- critical state of national scientific and technical sphere is largely

due to the lack of an effective system of public administration science,

would be responsible advocated compliance with the law and the current

needs of the development of national science and provide its interaction

with the production, carried out the necessary coordination of research and

development [1];

- imperfection of the legislation on the use of ICT in education;

- a large number of documents (in the form of reports, plans, etc.),

must be systematically filled by teachers and through the fact that there is

no time for self-education;

- the constant change of curricula also reduces the effectiveness of

the work of teachers is one of the reasons for the acceleration of their

«teacher burnout»;

- insufficient financing of educational institutions and, accordingly,

low motivation of teachers and many other problems.

In modern conditions, developed countries, in which science plays

the role of the main economic-reproduction factor, ensure their development

through science, the improvement of existing technologies, technology and

the use of fundamentally new scientific achievements.

One of the most important strategic goals that the Ukrainian society

should set for itself in the modern world is the search for opportunities and

the introduction of effective measures aimed at enhancing the development

of scientific and technical potential for accelerating the technological

development of the state's economy, increasing its competitiveness and

innovativeness [1].

Accordingly, information technology training in Ukraine still require

some improvement to reach the international advanced level, and this is

reflected in the quality of education, the level of training of future

specialists and the teachers.

Psychological and pedagogical problems of modern specialist formation

Increasing the level of computer literacy of the future specialist is an

urgent issue and requires both high professional skills of the teacher himself

and the availability of proper software and hardware that do not always

meet modern education requirements.

Materials and methods

The Odessa Automobile and Road College of the Odessa National

Polytechnic University has been working the division of transport systems

for 15 years now. Taking into account the geopolitical position of Ukraine

in general and the South region of Ukraine, in particular, is very predictable

need for staff in areas of «Transport technologies». Today, college

graduates have a demand not only in the south of Ukraine, but also in the

country generally.

To ensure that the future specialist was competitive and highly

qualified, on the basis of the college several theoretical and theoretical

conferences of international level were held with the participation of

representatives of Ghent University, employees of Odessa transport

organizations and other specialists of this branch. During such events,

students were given the opportunity to analyze modern transport problems,

to get acquainted with the modern integrated package of multimodal

transportation planning for OmniTRANS. This software is successfully

used in transport planning in transportation systems, thanks to its powerful

data processing center programming language and interface provides

convenient. OmniTRANS transport planners a powerful set of tools used to

solve a wide spectrum in the transport modeling problems. One of the main

issues facing the planner is the control and management of potentially large

and complex data sets that need to be collected and then used in models

where a large number of options can be obtained. OmniTRANS established

to carry out this difficult task, ensure effective and consistent storage of data

in a relational database, and there are no restrictions on the number of

zones, nodes or links that make up the transport network. In the near future

this software will be introduced in the educational activities of our

educational institution.

The future specialist of the transport industry should work day by

day with information, presented in the form of tables of data, both textual

and numeric, and analyze large amounts of data. Using the Microsoft Excel

table processor, a student can perform automated calculations much faster

and without errors. The use of tools such as «Finding Solutions» and

«Parameter Selection» helps students solve optimization planning problems,

transport tasks and other linear programming tasks. Everything has

particular importance, since future professional activity will be connected

with solving problems of this type.

Collected articles Issue 2017

Using the experience of the colleges from Gent University, such as

Frank Whitlock and Dominic Gillis, as well as the teachers of colleges, a

methodical manual for diploma and course design for the specialties

«Organization of transportation and management on motor transport»,

«Organization and regulation of road traffic» in the field «Transport and

transport infrastructure» was developed. The aim is to familiarize students

with the computer model and the design of traffic on the streets of Odessa.

The high level of methodical work of the teachers of the college, the

availability of technical facilities and modern software is the basis that

encourages students to work harder while performing tasks on computers.

Free access to the Internet in the classroom, making tasks more effective

and interesting. The use of «BlendedLearning» and Internet resources

allows students to improve cognitive activity and to carry out a search

operation, and allows teachers to combine traditional methods and current

technology. The use of information and communication technologies in the

classroom improves students’ attitude to knowledge, as well as the quality

of communication between students and teachers.

Results

The success of educational process will be provided only by the

quality of the technologies. They are considered to be the guarantor of

obtaining good pedagogical results. Although the same technology can be

used by teachers with different levels of professionalism, however, there

will be no significant differences in their work. The development of

education in the future from these positions is not associated with an

increase in professionalism, and with the introduction of high-quality

technology.

Paying tribute to the idea of technological education, we cannot

disagree with the opinion that it eliminates the problem of pedagogical skill.

Certainly, XXI century will make adjustments to the development of

pedagogical paradigms; the public functions of the teacher will change.

However, it is difficult to imagine a truly humanistic society without a

teacher – spiritual guide, mentor, helper, and then – a teacher who knows

the art of influence, to awaken thought, to encourage, to infect [2].

In the process of teaching, the teacher must have a high level of

pedagogical skill. Pedagogical skills – a set of personality traits, providing a

high level of self-organization of professional activities on the basis of the

reflexive.

All the components of pedagogical skill are interrelated, they

inherent self-development, and not only growth under the influence of

external factors.

Psychological and pedagogical problems of modern specialist formation

So, to make teacher acted creatively, independently analyzed the

results of its operations and adjusting means of the orientation of the target,

it has to have a certain inner base, certain properties, characteristics, the

development of which will provide professional self-development of the

teacher, and through it – and student development.

The foundation of pedagogical skill is professional competence. The

teacher's knowledge is addressed, on the one hand, to the discipline he

teaches, and on the other hand to students whose psychology should be

well-known. In preparation for the lesson, the teacher think over its

contents, methodology takes into account the perception of students of a

certain age group, their own capabilities. The content of professional

competence is the knowledge of the subject, the methods of teaching it,

pedagogy and psychology.

The criteria of the teacher’s skill are expediency (in terms of

direction), productivity (by results), dialogicality (by the nature of relations

with students), optimality in the choice of means, creativity (in terms of

content) [2].

Discussion and conclusions

The formation of information society in Ukraine determines how to

direct its influence on the modernization of the education system, and

indirect, associated with the emergence of a new lifestyle, a change in its

quality. The rapid development of ICT, the dissemination of new

methodological training systems create conditions for unlimited access of

all subjects of education to electronic educational resources. This process is

gaining in scale and intensity, and its results convince that there is no

alternative for ICT in the modern world [3]. However, in Ukraine there are

still unresolved problems that hinder maximum efficiency of the

introduction of ICT in the education system, so the question remains open.

The need for effective use of modern computer-oriented training

systems to ensure the harmonious development, training and education of

students, requiring the teacher high professional competence and

pedagogical skills. To effectively form a future specialist, the teacher needs

not only as a source of knowledge, but also as a navigator on the life path of

personality formation, providing the cardinal needs of the student in self-

actualization.

To achieve this goal it is necessary to create such a comfortable

environment in which students and teachers will be able to develop and

implement as much as possible their abilities, knowledge and skills, but it is

necessary to consolidate the efforts of not only the teachers and

management of individual schools, and first and foremost the government.

Collected articles Issue 2017

References

1. Postanova Verkhovnoi Rady Ukrainy «Pro Rekomendatsii

parlamentskykh slukhan na temu: «Pro stan ta zakonodavche

zabezpechennia rozvytku nauky ta naukovo-tekhnichnoi sfery derzhavy»

[Resolution of the Verkhovna Rada of Ukraine «On the Recommendations

of Parliamentary Hearings on the topic: «On the State and Legislative

Support for the Development of Science and the Scientific and Technical

Sphere of the State»]. (n.d.), zakon2.rada.gov.ua. Retrieved from

http://zakon2.rada.gov.ua/laws/show/182-19 (in Ukrainian)

2. Ziaziun, I. A., Kramushchenko, L. V., & Kryvonos, I. F. (2004).

Pedahohichna maisternist [Pedagogical Excellence] (2nd ed.). Kyiv:

Vyshcha shkola. (in Ukrainian)

3. Bykov, V. Y. (2011). Tekhnolohii khmarnykh obchyslen –

providni informatsiini tekhnolohii podalshoho rozvytku informatyzatsii

systemy osvity Ukrainy [Cloud computing technologies – leading

information technologies for the further development of the informatization

of the Ukrainian education system]. Kompiuter u shkoli ta simi – Computer

in school and family, 6, 3-11. (in Ukrainian)

Олена Перезва, Сергій Мироненко. Формування

комп’ютерної грамотності та інформаційної культури в

майбутнього фахівця транспортної галузі.

Відображено проблеми технологізації освіти, питання підвищення

ефективності навчального процесу, педагогічну майстерність і

викладання комп’ютерних дисциплін для студентів, які навчаються за

спеціалізацією «Транспортні технології»; особливості вивчення

інформатики та комп’ютерних технологій на спеціальностях, які

пов’язані з транспортом та процесами, які пов’язані з ним.

Ключові слова: технологізація освіти, педагогічна майстерність,

транспортні технології, навчальний процес.

Elena Perezva, Sergey Mironenko. Kształtowanie

komputerowego piśmiennictwa i kultury informacyjnej u przyszłego

fachowca branży transportowej.

Przedstawiono tu problem innowacji edukacji, rozpatrzono zagadnienia

dotyczące podwyższenia efektywności procesu edukacyjnego i umiejętności

pedagogicznych; ukazano specyfikę wykładania przedmiotów

informatycznych dla studentów, którzy studiują na kierunku «Technologie

transportowe»; właściwości studiowania informatyki i komputerowych

technologii na specjalnościach, które są związane z transportem i

skorelowanymi z nim procesami.

Słowa kluczowe: innowacja edukacji, pedagogiczne umiejętności,

technologie transportowe, edukacyjny proces.

Received 26.07.2017

Psychological and pedagogical problems of modern specialist formation

Information about the authors:

Perezva Elena – Lecturer, Odessa Automobile and Road College Odessa

National Polytechnic University.

Mironenko Sergey – Doctor of Philosophy in Techniques, Docent,

Director, Odessa Automobile and Road College Odessa National

Polytechnic University.

Collected articles Issue 2017

UDC 159.925:001.11

DOI 10.26697/9789669726094.2017.100

Larysa Behun-Trachuk

Mukachevo State University

THE CATEGORY «PROFESSIONAL BURNOUT»:

THE ESSENSE AND CHARACTERISTIC

The article is devoted to the problem of burnout as a destructive

phenomenon in the work of university teachers. Three main approaches to

the definition of professional burnout have been outlined. A generally

accepted theory of viewing the structure of burnout as the one including the

emotional debilitating, depersonalization process of personal achievement

has been scrutinised. Main mental and physical symptoms and hallmarks of

debilitation reflected in physical, psychological, and behavioral spheres of

a teacher’s life have been identified. The article deals with a problem of

professional burnout of staff. Considered occupational stress factor leading

to the emergence of professional burnout and some views on the nature,

symptoms, and consequences of professional burnout and exhaustion of

energy in emotional and personal resources of the university teacher.

Keywords: burnout, depersonalization, university teacher, professional

activity.

Introduction

In existing conditions of globalization, the growth of information,

communicative, emotional stresses, lack of motor activity and interference

in the harmonious lifestyle of modern man as a result of the intensification

of professional activity, the professional burnout has become a present-day

phenomenon.

As a phenomenon of the subject of lab our existence, the

professional burnout sone of the major problems of theoretical and applied

psychology of labor, the subject of work psychology, psychology of

management and human resources management.

The urgency of professional burnout issues is related to the

phenomenon conceptualization of the burnout in the context of labor

activity, the definition of mechanisms and risk factors of its evolution aimed

at development of scientifically grounded technologies for counteraction to

its negative consequences.

100

Psychological and pedagogical problems of modern specialist formation

Materials and methods

There is no clear updated vision and understanding of the deep

psychological mechanisms of the phenomenon of «burnout» at the

conceptual level.

So, for example, in the analyzed dictionary sources (Great

Dictionary of Modern Ukrainian Language / Formation and editors,

V. T. Busel; Philosophical Dictionary / Ed. V. V. Shynkaruk; Psychological

Dictionary etc.) there are not clear definitions of concepts «burnout»,

«emotional extinction», «professional burnout». This proves that, despite of

a number of investigations, dealing with certain aspects of the burnout, a

significant number of issues remain unresolved.

Among them: the lack of unambiguous understanding and definition

of the subject area of the phenomenon of burning; A variety of views on

nature, the root cause of burnout and its structure; unreasonably wide

interpretation of the phenomenon of burning and its spread to various

spheres of human life, except for professional.

Therefore, the purpose of this article is to substantiate the essence

and highlight the characteristic of the category of «professional burnout» on

the basis of theoretical analysis of science sources.

To do this, consider the concept of «emotional burnout».

The term «burnout» was proposed by the American psychiatrist

H. J. Freidenberg in 1974. Sometimes this term is translated as «emotional

burning». H. J. Freidenberg investigated the syndrome that manifested itself

in the following manifestations:

а) Feelings of indifference, emotional devastation, exhaustion (one

can not give up work as it was before);

b) dehumanization (development of negative attitude towards its

colleagues and clients);

c) negative self-perception in a professional plane – a feeling of

insufficient professional skills.

There are three main factors that play a significant role in the

emotional burnout syndrome – personal, role and organizational.

Personality factor. The conducted studies show that age, family

status, herds of this work, do not affect the emotional burnout. But women

in a greater degree develop emotional exhaustion than men, they fail to

connect the motivation (arranged wages) and the development of the

syndrome due to the importance of work, satisfaction with professional

growth.

Psychologist H. J. Freidenberg describes «burning down» as

sympathetic, humane, mummy, idealistic, oriented to people, and – at the

same time – unstable, introverted, obsessed with fixed ideas.

V. Boyko points out the following personal factors contributing to

the development of a syndrome of professional burnout: a tendency to

101

Collected articles Issue 2017

emotional coolness, a tendency to intensive experience of negative

circumstances of professional activity, weak motivation of emotional

dedication in professional activity.

Role factor. Established relationship between role conflict, role

uncertainty and emotional burnout. Work in the situation of distributed

responsibility limits the development of the syndrome of emotional burnout,

and with a not clear or unevenly distributed responsibility for their

professional actions, this factor sharply increases even at a significantly

lower work load. Contribute to the development of emotional burnout those

professional actions in which general efforts are not coordinated, there is no

integration of actions, there is competition, while the successful outcome

depends on the concerted actions.

Organizational factor. The development of the emotional burnout

syndrome is associated with the presence of intense psycho-emotional

activity: intensive communication, reinforcement of its emotions, intensive

perception, processing and interpretation of the information received and

decision-making. The second factor in the development of emotional

burnout is the destabilizing organization of activities and the disadvantaged

psychological atmosphere. This is a fuzzy organization and planning of

work, lack of necessary funds, the presence of bureaucratic moments, many

hours of work, which has a difficultly measured content, the presence of

conflicts both in the system «leader – subordinate» and among colleagues.

There is another factor that contributes to the syndrome of emotional

burn-up – the presence of a psychologically complex contingent, which has

to deal with a professional in the field of communication (serious patients,

«complex» adolescents, etc.)

Currently, there are several theories that distinguish the stages of

emotional burnout.

J. Grinberg proposes to consider emotional extinction as a five-step

progressing process.

1. The first stage of emotional burnout («honeymoon»). An

employee is usually happy with work and tasks, and is enthusiastic about

them. However, as work continues to continue, professional activity begins

to bring less satisfaction and the worker becomes less energetic.

2. The second stage («fuel shortage»). Fatigue, apathy appear, there

may be problems with sleep. In the absence of additional motivation and

incentives, the employee loses interest in his work or disappears

attractiveness of work in this organization and the productivity of its

activities. Possible violations of labor discipline and disqualification

(distancing) from professional duties. In the case of high motivation, the

worker can continue to burn, using internal resources, but at the expense of

his health.

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3. Third stage (chronic symptoms). Excessive work without rest,

especially «workaholics», leads to such physical manifestations as

exhaustion and predisposition to illnesses, as well as psychological

experiences – chronic irritability, acute malice or depression, «tucked into

the corner». The constant experience of lack of time.

4. The fourth stage (crisis). As a rule, chronic diseases develop,

resulting in a person partially or completely losing capacity for work.

Increasing dissatisfaction with their own efficiency and quality of life.

5. Fifth stage («breaking the wall»). Physical and psychological

problems become more acute and can provoke the development of

dangerous diseases, threatening the person’s momentum. The employee has

so many problems that his career is in jeopardy.

Scientists B. Perlman and E. A. Hartman proposed a «Dynamic

Model» that includes four stages of emotional burnout:

1. The first stage is the tension associated with additional efforts to

adapt to situational work requirements. Such tensions call the two most

likely types of situations. First: skills and abilities of an employee are

insufficient to meet the status-roles and professional requirements. Second:

work may not meet its expectations, needs or values. These and other

situations create a contradiction between the subject and the work

environment, which triggers the process of emotional burnout.

2. The second stage is accompanied by a strong feeling and stressful

experience. Numerous stressful situations do not cause relevant experiences,

because there is a constructive assessment of their capabilities and

awareness of the requirements of the working situation. Movement from the

first stage of emotional burn-up to the second depends on the resources of

the individual and on the status-role and organizational components.

3. The third stage is accompanied by the reactions of the main three

classes (physiological, affective, cognitive) in individual variants.

4. The fourth stage is an emotional extinction as a multifaceted

experience of chronic psychological stress. Being a negative consequence of

psychological stress, the burnout experience manifests itself as a physical,

emotional exhaustion, as an experience of subjective misfortune – physical

and psychological discomfort. The fourth stage is figuratively comparable

to the «attenuation of combustion» in the absence of the required fuel.

According to M. Burisch the model, the development of the

emotional burnout syndrome is a series of stages. At first, there are

significant energy costs – the result of an extremely high positive

installation for professional activities.

As the syndrome develops, there is a sense of fatigue, which is

gradually replaced by disappointment, decreased interest in their work.

However, it should be noted that the development of emotional burnout is

individual and is determined by the difference in the emotional and

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motivational sphere, as well as the conditions in which the professional

activities of a person.

In the development of a syndrome of emotional burnout, M. Burisch

distinguishes the following stages and phases:

Preventive phase

Excessive part:

- Excessive activity;

- Sacrifice of needs that are not linked with work, conscientious

removal from your mind of failures and disappointments;

- Limitation of social contacts.

Exhaustion:

- Feeling of tiredness;

- Insomnia;

- Risk of accidents;

Reduction of personal participation

In relation to colleagues:

- Loss of positive conception of colleagues;

- Step up from assistance to control and supervision;

- Shifting of guilt for one’s failures onto others;

- Dominance of stereotypes in personal behavior towards other

employees manifestation of inhuman approach to a person.

In relation to other people:

- Absence of empathy;

- Indifference;

- Cynical remarks.

In regard to professional activities:

- reluctance to perform their own duties;

- unsubstantiated prolongation of pauses in work, late arrivals,

leaving work sooner;

- focus on material side with unhappiness with work.

Growing requirements:

- loss of life ideal, focus on one’s needs;

- feeling of being used by other people;

- envy.

Emotional reactions

Depression:

- Constant feeling of guilt, decline in self-esteem;

- Uncalled for fears, mood changes, apathy.

Agression:

- protective behavior, accusation of others, ignorance of one’s own

inputs in failures;

- lack of tolerance and ability to compromise;

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Psychological and pedagogical problems of modern specialist formation

- suspicion, conflict with other.

Phase of distructive behavior

Intellectual sphere:

- Decrease of concentration, inability to perform complicated tasks;

- Rigid thinking, lack of imagination.

Motivation area:

- Lack of initiative;

- Decrease in effective activities;

- Performing duties strictly following instructions.

Emotional social sphere:

- Indifference, avoidance of informal contacts;

- Lack of participation in other people’s lives or excessive

attachment to a specific person;

- Avoiding subjects linked to work;

- Self-sufficiency, loneliness, abandonment of hobbies, boredom.

Psycomatic reactions and decline in immunity:

- Inability to relax in a free time;

- Insomnia, sexual disfunctions;

- Increased blood pressure, tachycardia, headaches;

- Pain in the back, digestive disorders.

Disappointment and negative approach to life:

- Feeling of impotence and lack of meaning in life;

- Existence despair.

According to M. Burysch, a strong dependence on work leads in the

end to complete despair and existential emptiness.

Results

Thus, according to the results of the theoretical analysis of the

concepts of «emotional burnout», «professional burnout» is extremely

important in the professional activity of the individual.

The study of the mechanisms of counteraction to professional

burnout as a systemic effect of subjective-personal, organizational and

social factors is important for many branches of science and practice related

to practice, professional maladaptation, deformation, mental well-being and

professional health, labor motivation, social interaction of employees in

various professional groups.

Professional burnout is a system quality of the subject of

professional activity, which is formed as a result of the violation of optimal

functioning in the system of «subject – profession – organization – society».

It is manifested in negative psychic conditions, attitudes towards

oneself or in their own achievements, to other subjects of professional

activity, as a cause and effect of reducing the supply of resources at

different levels of psychological regulation.

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Discussion and conclusions

Thus, professional burnout is an inserted into the system quality of

the individual, which manifests itself in the deformation of professional

objectives by way of semantic alienation. The dynamics of the development

of professional burnout is due to contradictions between the organizational

and professional requirements to the subject of labor, its expectations, the

activity of attracting resources to the activities and management of them.

With the negative development of professionalization, these contradictions

contribute to the violation of semantic regulation, semantic alienation (loss

of faith and the content of active activity), decrease in the activity of life

position and confidence, are manifested in a significant change of subjective

assessment of the ratio of vital «losses» and «achievements».

References

1. Boyko, V. V. (1996). Energija emozij v obshenii: vzgljad na sebja

i na drugich [Energy emotions in communication: a look at ourselves and

others]. Moscow: «Filin». (in Russian)

2. Boiko, V. V. (2004). Energija emozij [Energy of emotions].

St. Petersburg: «Piter». (in Russian)

3. Freudenberger, H. J. (1974). Zapobigannja emozinomu vigoraniju

[Staff burn-out]. Journal of Social Issues, 30, 159-166 (in Ukrainian)

4. Jackson, S. E., & Maslach, C. (1982). After-effects of job-related

stress: Families as victims. Journal of Occupational Behaviour, 3, 63-77.

5. Maslach, C. (1997). The truth about burnout: How organization

cause personal stress and what to do about it. San Francisco: CA, Jossey-

Bass.

6. Perlman, B. (1982). Burnout: summary and future research.

Human relations, 35(4), 283-305.

Лариса Бегун-Трачук. Сутність та характеристика категорії

«професійне вигорання».

У статті розглядається важлива проблема професійного вигорання

персоналу. Розглянуто чинник професійного стресу, що призводить до

виникнення професійного вигорання, і деякі погляди на суть, симптоми

та наслідки професійного вигорання й виснаження емоційно-

енергійних і особових ресурсів викладачів вищої школи. Проаналізовано

сучасний стан визначення предметної області феномену вигорання;

різноманіття поглядів, його першопричину та структуру;

трактування феномену вигорання і його поширення на різні сфери

людської життєдіяльності. Було розглянуто механізми протидії

професійному вигоранню, питання, пов’язані з професійною

дезадаптацією, деформацією, душевним благополуччям та

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Psychological and pedagogical problems of modern specialist formation

професійним здоров’ям, трудової мотивації, соціальної взаємодії

викладачів вищої школи.

Ключові слова: вигорання, деперсоналізація, професійне вигорання.

Larisa Behun-Trachuk. Treść i charakterystyka kategorii

«wypalenie zawodowe».

W artykule rozpatruje się ważny problem wypalenia zawodowego

personelu. Analizie poddano czynniki zawodowego stresu, który

doprowadza do powstawania wypalenia zawodowego, oraz niektóre

poglądy na istotę, symptomy i skutki wypalenia zawodowego, a także

wyczerpania emocjonalnych, energetycznych oraz osobowych zasobów

wykładowców wyższych uczelni. Przeanalizowano aktualny stan określenia

przedmiotowego obszaru zjawiska wypalenia; przedstawiono różne

poglądy, praprzyczynę tego zjawiska i jego strukturę; a także jak

traktowany jest ten problem i jak rozprzestrzenił się na różne obszary

ludzkiego życia. Rozpatrzono także mechanizmy przeciwdziałania

zawodowemu wypaleniu, zagadnienia związane z zawodową dezadaptacją,

deformacją, jak również psychiczną kondycją i zdrowiem, z motywacją

zawodową i społecznym współdziałaniem wykładowców wyższych uczelni.

Słowa kluczowe: wypalenie, depersonalizacja, wypalenie zawodowe.

Received 29.07.2017

Information about the author:

Behun-Trachuk Larisa – Postgraduate Student, Assistant at the

Department of Pedagogy Music Education and Performance Art,

Mukachevo State University.

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UDC 811.111:37.091.33

DOI 10.26697/9789669726094.2017.108

Olga Lazareva,

Olena Kovtun

National Technical University «Kharkiv Polytechnic Institute»

DEVELOPING SOFT SKILLS AT ESP CLASSES

IN TECHNICAL HEIS

The growing role of social competencies, also referred to as soft skills, for a

future working career is discussed, given a significant altering of the

concepts of job families and functions, profession, workplace, working

hours in the changing economy. The major attention is paid to such soft

skills as collaboration, communication, critical thinking and problem-

solving and the ways they can be developed at ESP classes in technical

HEIs. Some exercises based on student-centred approach aimed to form

these important skills are mentioned. To assess the effectiveness of the

teaching methods applied through the module devoted to communication in

academic and professional environments, a survey was undertaken among

students of the first year. Its results show that innovative methods including

role plays, team work and brain-storming are generally perceived by

students as less appealing and efficient than more traditional ones such as

reading or translation. It is concluded that more efforts are needed to

introduce student-centred practices for developing soft skills.

Keywords: soft skills, social competencies, ESP, innovative teaching

methods, student-centred learning.

Introduction

In the coming years the global workforce is expected to experience

significant altering of job families and functions. The World Economic

Forum recently stated that «65% of children entering primary school today

will ultimately end up working in completely new job types that do not yet

exist» [1]. Even today we can see that the concept of «profession» itself has

blurred, with an employee having to master still new skills and sometimes

becoming literally jack-of-all-trades. For instance, emerging small-scale

start-uppers usually simultaneously become experts in accountancy,

logistics, management etc. apart from their major occupation.

Moreover, the workplace is no more as it used to be. The

introduction of advanced information technologies, creation of

intercontinental companies, rearrangement of traditional economies have

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Psychological and pedagogical problems of modern specialist formation

made and will continue making work and workers more flexible, adjustable

to new conditions and challenges. This means that employees are no more

strictly tied to a definite workplace and working hours; members of teams

may be located in different cities, countries and even continents. And the

work itself is less routine requiring skills and knowledge of many adjacent

fields. For example, being at least basically computer literate is now a must

in almost all areas, while 30 years ago access to computers was a privilege

of the few. Project work, one example of non-routine activity, has increased

40-fold over the past 20 years, making collaboration and teamwork more

important than ever [2].

This is especially apparent in middle-class jobs that will increasingly

depend on a worker’s ability to process and convey information [3]. To

succeed at work, people must be able not only to analyse problems without

the benefit of instructions but also to communicate their findings to others,

across borders and time zones.

Another reason to rethink the approach to preparing for future jobs is

the huge rise of AI technologies and robotics, which have penetrated into all

spheres of our life. While robots have been historically confined to

performing manufacturing tasks explicitly preset by designers, now

advanced robotic systems have been successfully implemented carrying out

a wide range of once only human cognitive tasks. And this tendency is

going to ever grow in future. The estimates [4] show that «about 47 percent

of total US employment is in the high risk of being automated relatively

soon, perhaps over the next decade or two».

The U.S. Department of Education emphasises [5] that 60 percent of

all new jobs in the early 21st century will require skills that only 20 percent

of the current workforce possesses, which means urgent necessity in

reshaping the whole process of preparation for a future working career,

especially in higher education.

An individual starts to make choices in education that will affect the

skills needed in their career at least a decade before they enter the

workplace – by which time technology and consumer preferences will have

changed significantly.

In 2015, the World Economic Forum published a report [6] that

focused on the pressing issue of the 21st-century skills gap. In that report,

they defined a set of 16 crucial proficiencies for education in the 21st

century. Those skills include six «foundational literacies», such as literacy,

numeracy and scientific literacy, and 10 skills that are labelled

«competencies» and «character qualities». Competencies, which are also

referred to as soft skills [7], are the means by which students approach

complex challenges; they include collaboration, communication, critical

thinking and problem-solving. Character qualities are the ways in which

students adjust to changing environment; they include curiosity, adaptability

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and social and cultural awareness. Overall, they argue that social skills –

such as persuasion, emotional intelligence and teaching others – will be in

higher demand across industries than narrow technical skills (or hard skills),

such as programming or equipment operation and control. In essence,

technical skills will need to be supplemented with strong social and

collaboration skills.

That is why it is clear that our education system needs to adapt by

providing training that places more emphasis on developing these abilities

in students, moving beyond the current learning-for-exam focus to more

group-based projects, in-class presentations, and team-working exercises.

Materials and methods

In this article we will focus on soft skills and the ways they can be

developed at English classes. We assume that active methods of teaching

based on student-centred approach are more efficient in fostering social

skills than traditional ones. Our discussion will be based upon the analysis

of the survey made in National Technical University «Kharkiv Polytechnic

Institute» (NTU «KhPI») aimed at learning how students perceive

innovative teaching approaches compared to traditional ones.

Recently, the department of foreign languages has designed and

implemented a competence-based syllabus for the students of technological

departments who study ESP during their first and second years. The first

module, 64 hours long, is devoted to socialising in professional and

academic environments. And it is during this time when communication and

collaboration skills are mostly developed. The activities fostering these

abilities in students are embedded into the syllabus through various tasks

including time-proven classical ones such as reading or vocabulary

exercises as well as more active pursuits, i.e. role-plays, surveys, interviews,

research work etc. The latter are sometimes called innovative methods of

teaching despite the fact that they are known and have been used for

decades. Nevertheless, it should be admitted that most students have no or

little experience in applying them. That is why the word innovative is quite

appropriate in this context.

Advocates of the 21

-century skills favour student-centred methods

– e.g. problem-based learning and project-based learning – that allow

students to collaborate, work on authentic problems, and engage with the

community [8]. And, yet, Ukrainian teachers still rarely use them. But most

teachers of our department after duly organized ESP teacher development

seminars given by the trainers of the British Council (Ukraine) have started

effectively using their teaching strategies based on student-centred

approach.

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Psychological and pedagogical problems of modern specialist formation

Following are the ways we applied during the English classes for

non-native speakers to maintain some of the basic soft skills in the

framework of this approach.

- Communication. As a soft skill, communication is not about being

just loquacious. Able communicators can adjust their speaking style in

agreement with their audience, and explain complex issues to their

colleagues and collaborators. Communication is also an important aspect of

leadership, with the University being the place to raise future leaders in

scientific and technological spheres.

To develop this skill in ESP class it is necessary to create a

language-rich environment. We can achieve this e.g. using audio- and

videofiles of different situations from everyday life and proposing students

to role-play them after listening or watching (buying tickets at the booking-

office, leaving a message on the phone, booking a hotel room, etc.).

One way of promoting communication is arranging discussion in

pairs or groups. The ability to communicate ideas and to be an active

listener has been the less developed skill both in Ukrainian secondary

school and at the university. Besides, most students with poor English are

shy enough to demonstrate their English to the teacher and the whole class,

they are afraid of making mistakes preferring to be silent rather than

stumbling every other moment. Moreover, the usual practice of the teacher

asking the students one after another steals time and demotivates those not

engaged in interaction. That is why pair and small-group work, that

provides full-scale involvement in the activity, may serve as a technique

which can repair communication training gap.

- Collaboration (or Teamwork). Good teamwork involves a

combination of other soft skills. Working in a team towards a common goal

requires the intuition and interpersonal acumen to know when to be a

leader, and when to be a listener. Good team players are perceptive, as well

as receptive to the needs and responsibilities of others.

To train this skill, it is important to foster greater respect and

tolerance for others and provide opportunity for group work. Only working

on a definite task of the project students can have a practical experience of

teamwork and learn how to distribute or assign roles in the team and

achieve the required goals.

As an example we can discuss preparing a presentation by a small

team (3-4 students). They select the topic in the area in question, choose the

head of the group who set the tasks. After the presentation is delivered, their

work is assessed collectively.

- Problem solving (Critical thinking) does not just require analytical,

creative and critical skills, but a particular mindset: the efficiency of the

problem solution should also depend on measured judgment and rely on

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strong teamwork. Individuals who solve problems with the aid of the team

have a great advantage over those who toil alone.

Creative problem solving requires corresponding creative activities.

So our teachers use exercises and techniques to help students define the

problem, brainstorm ideas, decide on a solution and even implement the

solution and review the results. The purpose of these activities is to get

students to think about the problem in different ways and have some fun

while solving it. The activities can be performed individually (for example,

make a rule out of examples) or as a group work when a team of members

analyze information, negotiate and cooperate with one another. It also

encourages them to listen to each other and to think about the way they

make decisions. One example may be suggesting that after reading a

professional text the students should discuss and propose another way of

solving the same problem.

Results

To assess the effectiveness of the teaching methods applied through

the first module, a survey was undertaken among students of the first year.

There were 41 respondents from different student groups who evaluated

their attitude to the methods and activities. The questionnaire included a

randomly arranged list of activities and an evaluation grid. For each

activity, students were asked to score from 0 to 5 (1) the frequency of its

use; (2) how they like it and (3) its efficiency for them personally. The

activities included both traditional ways of teaching, e.g. oral and written

translation, learning texts and dialogues by heart, vocabulary exercises, tests

etc., and active ones such as pair work, role-plays, presentations,

brainstorming, totalling 26 items. This does not mean that all these activities

and techniques were used equally by all teachers. The main idea was to

receive students’ feedback mainly on the perception of active methods

compared to traditional ones.

After collecting data from the respondents, we averaged the scores

(1), (2) and (3) across each method/activity and then aggregated them into

two groups corresponding to the abovementioned traditional and innovative

approaches. The obtained data are presented in the following chart

(Figure 1).

From the chart it is evident that traditional methods are evaluated

higher than innovative ones on each of the three aspects, while the

respondents express almost the same positive attitude to both. These results

have absolutely proved our assumption on students’ little experience in use

of the innovative methods. It really took time and effort to make the learners

accustomed e.g. to pair work or brainstorming activities. This is one of the

reasons, in our opinion, why the scores for innovative methods are a little

lower.

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Psychological and pedagogical problems of modern specialist formation

Figure 1. Students’ average scores of frequency, likes/dislikes and

efficiency of traditional and innovative teaching methods and activities

It is worth, though, mentioning that one of the active practices

received the highest possible scores far outranking all others. This is role-

plays, their likes averaging 3,87 points and effectiveness – 3,90 points,

exceeded only by the traditional way of teaching when students work under

the guidance of the teacher with 3,96 and 3,97 respectively. It was evident

both in class, when students eagerly participated in such activities, and by

the results of the questioning.

The lowest grades out of the innovative methods were given to

preparing a presentation: likes – 1,95 and effectiveness – 2,23 points. The

reason for students’ underestimation of this activity and innovative methods

in general may be overwhelming tradition of teacher-centred classes where

students rely in obtaining knowledge and skills mostly on the teacher but

not themselves or their peers. So changing students’ attitude towards active

learning methods is really vital.

Discussion and conclusions

Soft skills are an integral part of the 21

century skills required by

ever evolving economy. Soft skills give the opportunity to be successful

beyond the field of activity and the way of work. They are significant both

in work and in life. The higher you climb your career ladder the greater role

social skills play in your life. Creation of soft skills is obviously built on the

basis of training logical skills with the help of exercises and practical

simulations making students to solve problems by themselves. It is hard to

check the degree of mastering these skills that is why the development of

proper exercises is so important.

More efforts are needed on the part of students and teachers as well

as educational policymakers to shift the emphasis from passive receiving

knowledge to active knowledge-mining not least via communication and

collaboration.

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References

1. World Economic Forum. (2016). Executive Summary: The Future

of Jobs and Skills. Geneva: World Economic Forum. Retrieved from

http://www3.weforum.org/docs/WEF_FOJ_Executive_Summary_Jobs.pdf

2. McFarlan, F. W., & Benko, C. (2004). Managing a Growth

Culture: How CEOs Can Initiate and Monitor a Successful Growth-Project

Culture. Strategy & Leadership, 32 (1), 34-42.

3. World Economic Forum. (2016). New Vision for Education:

Fostering Social and Emotional Learning through Technology. Geneva:

World Economic Forum. Retrieved from

http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf

4. Frey, C. B., & Osborne, M. A. (2013). The future of employment:

how susceptible are jobs to computerisation? Oxford: Oxford Martin

School, University of Oxford.

5. Augustine, N. R. (2007). Is America Falling Off the Flat Earth?

Washington, D.C.: National Academies Press. doi:10.17226/12021

6. World Economic Forum. (2015). New Vision for Education:

Unlocking the Potential of Technology. Geneva: World Economic Forum.

Retrieved from http://www3.weforum.org/docs/WEFUSA_NewVisionfor

Education_Report2015.pdf

7. Soft skill (2017). In online Business Dictionary. Retrieved July 29,

2017, from http://www.businessdictionary.com/definition/soft-skill.html

8. Rotherham, A. J., & Willingham, D.T. (2010). «21

-Century»

Skills: Not new but a worthy challenge. American Educator, Spring 2010,

17-20.

Ольга Лазарєва, Олена Ковтун. Розвиток соціальних

компетенцій (soft skills) на заняттях з англійської мови за

професійним спрямуванням (ESP) в технічних ВНЗ.

Обговорюється зростаюча роль соціальних компетенцій, які також

називаються «гнучкими навичками» (soft skills), для майбутньої

професійної кар’єри, з огляду на значні зміни у сутності роботи та

робочих функцій, професії, робочого місця, робочого часу в умовах

мінливої економіки. Основна увага приділяється таким соціальним

компетенціям як співпраця, комунікація, критичне мислення та

вирішення проблем, а також способам їхнього розвитку на заняттях

з англійської мови за професійним спрямуванням (ESP) у технічних

ВНЗ. Розглядаються деякі вправи, основані на студентоцентрованому

підході, які спрямовані на формування цих важливих навичок. Для

оцінки ефективності методів викладання, що застосовуються у

навчальному модулі, присвяченому спілкуванню в академічному та

професійному середовищі, було проведено опитування серед студентів

першого курсу. Його результати показують, що інноваційні методи,

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Psychological and pedagogical problems of modern specialist formation

такі як рольові ігри, командна робота та мозковий штурм, як

правило, сприймаються студентами як менш привабливі та

ефективні, ніж традиційні, наприклад, читання чи переклад. Зроблено

висновок, що необхідні додаткові зусилля з впровадження

студентоцентрованих вправ та завдань для розвитку гнучких

навичок.

Ключові слова: гнучкі навички, соціальні компетенції, англійська мова

за професійним спрямуванням, інноваційні методи навчання,

студентоцентрований підхід.

Olga Lazarjewa, Ołena Kowtun. Rozwój społecznych

umiejętności (soft skills) na zajęciach z języka angielskiego zawodowej

specjalizacji (ESP) na wyższych uczelniach technicznych.

Omówiona została wzrastająca rola społecznych umiejętności, które

nazywa się również «miękkimi umiejętnościami» (soft skills), dla przyszłej

kariery zawodowej, ze względu na znaczne przemiany w istocie pracy i

funkcjach zawodowych, zawodzie, miejscu pracy i czasie pracy w

warunkach zmiennej gospodarki. Główną uwagę zwraca się w tym artykule

na takie społeczne umiejętności, jak współpraca, komunikacja, krytyczne

myślenie i rozwiązywanie problemów, a także sposoby ich rozwoju na

zajęciach z języka angielskiego zawodowego profilu (ESP) na wyższych

uczelniach technicznych. Rozpatrzono pewne ćwiczenia oparte na

indywidualnym podejściu do uczniów, mające na celu kształtowanie w nich

owych istotnych umiejętności społecznych. Dla oceny efektywności metod

wykładania tych umiejętności, stosowanych w edukacyjnym module,

poświęconym relacjom w akademickim i zawodowym środowisku,

przeprowadzono wywiad wśród studentów pierwszego roku. Jego wyniki

pokazują, że innowacyjne metody, takie jak gra fabularna, praca zespołowa

i burza mózgów, z reguły postrzegane są przez studentów jako mniej

atrakcyjne i efektywne zadania niż tradycyjne, na przykład czytanie czy

tłumaczenie. Sformułowano wniosek, że konieczne są dodatkowe wysiłki,

żeby wprowadzić ćwiczenia i zadania nastawione na uczniów dla rozwoju

miękkich umiejętności.

Słowa kluczowe: miękkie umiejętności, socjalne kompetencje, język

angielski, specjalizacja zawodowa, innowacyjne metody nauczania,

podejście nastawione na uczniów.

Received 07.08.2017

Information about the authors:

Lazareva Olga – Doctor of Philosophy, Docent, Associate Professor at the

Department of Foreign Languages, National Technical University «Kharkiv

Polytechnic Institute».

Kovtun Olena – Associate Professor at the Department of Foreign

Languages, National Technical University «Kharkiv Polytechnic Institute».

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UDC 378:[37.011.3-051:54+57]

DOI 10.26697/9789669726094.2017.116

Natalia Chuvasova

Kryvyi Rih State Pedagogical University

METHODOLOGICAL APPROACH TO THE RESEARCH

OF THE PROBLEM OF FUTURE CHEMISTRY AND BIOLOGY

TEACHERS’ CREATIVE POTENTIAL DEVELOPMENT

IN HIGHER EDUCATIONAL ESTABLISHMENTS

In the article on the basis of the pedagogical theory and practice analyses

there were investigated and discovered the opportunities of the

methodological approach to the research of the problem of future chemistry

and biology teachers’ creative potential development in the process of

specialist training in the higher educational establishments. It is declared

that a particular way reference enables to determinate the teaching

activities strategy, the lines of approach, to explain the project conception

of the developing model of the researched phenomenon. It has been

investigated that the paradigmatic approach usage, being realized through

the system of such approaches: system-practical, person-centered,

competent, dialogical which compose methodological basis of the problem

investigation, just provide a means of system development of future

chemistry and biology teachers’ creative potential.

Keywords: approach, future chemistry and biology teachers’ creative

potential development.

Introduction

Under the condition of the industrial society the role of higher

education in the society functioning and in man’s life has been changed

essentially: the high rate of scientific and practical mankind knowledge

accumulation, the complicacy of all kinds of man’s activities set much

higher conditions to the level of specialist training with the diploma of

higher educational establishments compared to the previous practice.

Firstly, this is reflected in proficient higher level of knowledge use that will

help future chemistry or biology teacher to fulfill effective professional

implementation; secondly, in qualitative deeper and system acquisition

variety of skills, technologies and strategies of cognitive and practical

activity; thirdly, in motivation training to individual study which rise in

arms and from the sphere of «intellectually» advanced merge into

something of minimal necessity as a result of rapid alternation in

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Psychological and pedagogical problems of modern specialist formation

professional and social spheres. The scientific literature analyses claims that

modern teacher’s creative potential is a very important characteristics of the

professionalism, as well as a multiplex and dynamic phenomenon. The

creative potential is connected with the search of some new paradigm

attitude and methodological approaches, which characterize the pedagogical

reality, its methodological basis without which one cannot reach the

effective research problem solution.

Materials and methods

For the achievement of the objective, challenges implementation and

hypothesis proof there was used such complex of methods: analysis,

synthesis and philosophic psychologically-pedagogical systemization and

methodical research, inquiry (filling a form, testing, discussion),

pedagogical experiment for discovering of results rating of future chemistry

and biology teachers’ creative potential development in higher educational

establishments.

Discussion

Category «approach» is used in the pedagogical practice as a

practical commitment of a teacher on «certain totality of interrelated

concepts, ideas and methods of pedagogical activity» (O. Stepanov and

L. Luzina [3, p. 83]). L. Kondrashova considers the concept «approach» in

scientific literature is interpreted as an orientation on those or other aspects

of student’s cognitive activity, the process of personality individuality

becoming. Any approach unites initial concepts, principles and technologies

of studies [1].

For different students is characteristic for different degree or

intensity in the active cognition. A student’s degree display of creative

potential in the educational process is a dynamic, constantly new index. For

realization of our research we must know the initial level of the creative

potential development.

Experimental work was conducted on the basis of the articles of the

chemical-biological cycle, because during the process of chemical processes

analysis, solving chemical problems, implementation of laboratory and

practical work from the courses of biology, chemistry and other studies,

students get used to the valuable argumentation of their actions. It allows to

avoid groundless generalizations, analogies, keep the formally – logical

chart of reasoning, develop the ability to work in a necessary rate to all

members of the group, carry out self-control.

During the ascertaining experiment the level of creative potential

development of future chemistry and biology teachers was found out. 53,2%

students have a low level of this difficult personality education, 41,9% have

middle level, 5% have high level.

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The analysis of the received facts allows to talk about unefficiency

of traditional studies. Paradigm approach to the lessons organization does

not get the proper attention which confirms supposition about the absence

of the focused effort on future teachers of chemistry and biology’s creative

development. The ascertaining experiment discovered that essence of

development of creative potential is understood far not by all teachers (and

if it is understood, it’s very approximately) that is why it is not used.

The obtained information gives the opportunity to suggest that at

traditional studies there can be seen spontaneous development of creative

potential of future teachers of chemistry and biology, that does not provide

high – quality studies. All process of studies carried intuitional spontaneous

character, self-organization and self-control were fragmentary.

One need to search the reasons of such circumstances not only in

social terms but also in genesial system of studies. Methodical and subject

content side of the visited lessons were not aimed at the students’ creative

potential development, providing of creative atmosphere which stimulates

the students’ creative approach to the solution of creative cognitive tasks.

The focused effort of teachers in relation to the development of students’

positive motivation and cognitive interest was absent.

The place of student in the role of a passive listener, a simple

performer of teacher’s will, when he is forced mainly to reproducing the

mastered, leads to the decline of creative potential’s level, low degree of

getting creative knowledge and skills, the subject specific of terminology.

Teachers pay not enough attention to the development of students’ creative

potential, to its emotionality, expressiveness, sequence, conviction that

leads to the decline of creative potential level.

Paying attention to the fact that in pedagogical practice not full scope

of paradigm approach is used by students during studies, we made attempt

to find out the possibilities for development of creative potential future

teachers of chemistry and biology.

Today the problem of development of creative potential is fully

described with system – practical approach, which is based on theoretical

positions of A. Asmolov, L. Vigotskiy, P. Galperin, V. Davidov,

D. Elkonin, A. Leontiev.

Using the system – practical approach in the process of preparation

of future chemistry and biology teacher the studies were organized as an

active process of mastering of different types of professional activity. At the

same time the purpose of studies included not only the acquiring of

knowledge and abilities but also forming practical skills (competence),

which confirm the profession selected. Exactly this skills set afterwards will

come forward as a basic criterion of competence of future of chemistry and

biology teacher.

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Psychological and pedagogical problems of modern specialist formation

The system – practical approach presented the variety of variants of

the development of the the same preparation system of future chemistry and

biology teacher. In relation to higher professional education this approach

excludes the presence of the unique and universal system of professional

preparation for all specialities. The research of process of development of

future chemistry and biology teacher’s creative potential demands bringing

in such categories, as «system», «unit», «part», «relation», «structure»,

which represent an ambiguousness and dynamic of researched fenomena.

The components of this difficult personality education of future chemistry

and biology teacher were analysed through the prism of integral approach,

as the main function of each component of creative potential is work for

«the unit».

From the point of view of system – practical approach, the main

sense of any pedagogical theory consisted in the exposure of integral

properties of every component of the system. At every level of preparation

of competent chemistry and biology teacher of we dealt with integral

personality and in the total got a graduate who not only obtained a

university diploma, but also owned qualified characteristics of a chemistry

and biology teacher. Without regard to that a graduate has the opportunity

to apply the obtained education to practice, the marked levels are the

components of the integral multilevel system of higher professional

education, because they are interrelated.

The basis of personality – oriented approach in studies comprised the

conceptual positions of psychologists about the dominant role of activity in

intercourse and forming of a personality. Taking into account that fact, the

educational process was directed not only on knowledge mastering, but also

on the methods of mastering and thinking process, on the development of

cognitive forces and creative capabilities of future of chemistry and biology

teachers. We considered that in accordance with that there must be a student

in the centre of studies, his aims, reasons, interests, inclinations, the level of

his proficiency and capabilities.

Competency – based approach, in obedience to V. Serikov’s position

[2, p. 112], comprises the progress of culturological and practical

approaches to the content of education and at the same time refreshes the

pragmatic, effective component of the professional culture. A competence

similarly comes forward as personality quality which is based on

knowledge, intellectually and personality predefined social – professional

description of a man.

For preparation of chemistry and biology teacher presented a most

valued was practical – oriented component of competency – based

approach, as it strengthens the actuality of professional education, promotes

its quality and results efficiency. Strengthening of practical essence of

studies resulted in displacement of accents on character of actions

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conducted by the future of chemistry and biology teacher. It similarly

influenced on the integration of professional and personality (especially,

motivational) structures of specialist.

It is clear, that dialogic approach which today is intensively

developed in pedagogical science comes into a large notice in

methodological basis of development of creative potential of future of

chemistry and biology teachers.

The questions of the effective use of linguistic activity are examined:

linguistic activity as index of development of subject activity (G. Schukina);

pedagogical organization of linguistic activity is in an educational process

(A. Ksenofontova); connection of language and thought (L. Vigotskiy); the

practical approach to the language (O. M. Leontiev, O. O. Leontiev).

The creative potential of future of chemistry and biology teachers is

an attribute property of any personality, inseparable component of its

structure. If student’s creative potential does not develop, he stops feeling

his or her creative personality. But creative potential does not develop by

itself. It can remain at a low level in every student, if in the process of

studies in higher educational establishment he was not plugged into creative

process, did not obtain experience of some active creative activity. The

search of more detailed approaches to the creative potential development

generates the necessity of lining up an educational process so, that not a

single talented personality went out, that the active cognitive capabilities of

every student could be realized to the full extent. At dialogic approach

character of creative activity and position of student differ considerably.

During organization of educational process on principles of dialogic

approach creative potential rises to the higher level, students are ready for

independent work, display of initiative, creativity. Have the opportunities to

be equal in rights students, to influence on character of creative activity, feel

responsibility for themselves and for the result. For dialogic approach the

peculiar personal character of creative activity is characteristic of, as well as

display of the attitude towards the obtained knowledge, their usage as the

instrument of solution of creative practical tasks.

The dialogic approach allowed to develop intercourse skills in

different situations with surrounding people, ability to listen to others, chose

the reference point, capacities for self – realization, to self – knowledge, the

situation of favourable creative display and development of individual

capabilities was created.

The teachers activity in groups, where there prevailed students with

the low level of creative potential, were lead for the creation of some special

emotional lesson atmosphere, which pushed the future chemistry and

biology teachers to plugging in a creative educational process. So there was

a chain: state of students’ comfort, absence of fear, and then sense of

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Psychological and pedagogical problems of modern specialist formation

confidence, readiness and expectation of meeting, with a teacher,

expectation of a lesson with creative activity. Psychological pre-conditions

were created for student’s passing to the higher level of development of

creative potential.

During the forming experiment the degree of development of

creative potential was studied. Diagnostic materials which enabled to find

out the level of development of creative potential of future of chemistry and

biology teachers in the process of professional preparation of pedagogical

university were developed.

The results of research showed that realization of the offered

experimental program had provided the improvement of components state

of the probed creative potential from low to the middle and high levels in

experimental groups.

As it can be seen, the first level (the high one) of development of

creative potential is owned by 29,5% students, by the second level (the

middle one) – 61,3%, by the third level (the low one) – 9,2%.

The obtained facts confirm, that students become more mobile,

unchained, active, they are able to conduct a dialog, capable to offer

different ways and methods of solutions of creative educational tasks, prove

their viewpoint and methods of the task implementation, are ready for a

discussion, defend their own vision of educational problem, and its creative

solution. Introduction of the paradigm approach of studies as a base

principle of planning and conducting of lessons on his basis considerably

extended possibilities for studies, development and growth of creative

potential of future chemistry and biology teachers. Students developed their

skills of the active listening, choosing the main idea, argumentative

defending their own viewpoint, their creative potential increased to a higher

level. Students developed their creative skills for solution of various

problems, that enabled to find an output in any situation, creatively to solve

the tasks.

The realization of the research – experimental program in

experimental groups reflected positively at the level of development of

creative potential of future chemistry and biology teachers. On the basis of

the conducted experiments we can state that the most favorable situation for

awakening and development of creative potential of future chemistry and

biology teachers in the process of professional preparation in the

pedagogical university involves providing of positive motivation

development, proof cognitive interests to creative activity, cognitive

necessity; providing self-management of studies process and successful

forming of the knowledge system, successful applying of the intellectual

abilities, related to processing of the gained information, by abilities of

lingually – mental activity; pedagogical educational environment,

collaboration and co-work of a teacher and students for providing the

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success situation, psychological comfort of every student, stimulation of

self-perfection, self-criticism, confidence in themselves are necessary for

development of creative potential of future chemistry and biology teachers.

Introduction of the paradigm approach to the development of

creative potential of future chemistry and biology teachers extends the

possibilities for studies, development and increase of student’s creative

personality. For students the creative approach develops the solution of

various problems, that gives an opportunity to compensate the effect of

aging of the scientific information gained at the university. Every lesson

must create a favourable situation for the display of students’ creativity,

forming the skills of making decision and readiness to the creative personal

responsibility for their result.

Conclusions

Combining in the educational process various approaches and

principles provides gaining the main aim, that is the preparation of

competitive specialist, able to creative pedagogical activity at the level of

world standards, ready to the permanent pedagogical development, social

and pedagogical mobility. A clearness, logic, scientific validity of

conceptual positions, predetermines efficiency of the development of

creative potential of future of chemistry and biology teachers, as the

important description of their professionalism.

References

1. Kondrashova, L. V. (2014). Pedagogika vishei shkoly: problemy,

poiski, resheniya [Pedagogics of higher education: problems, searches,

solutions]. Kryvyi Rih: Bohdan Chmelnitskiy ChNU. (in Russian)

2. Serikov, V. V. (1998). Lichnostno orientirovannoe obrazovaniye:

poisk novoy paradigmy [Personally oriented education: the search for a

new paradigm]. Moscow: Znanie. (in Russian)

3. Stepanov, E. N., & Luzina, L. M. (2002). Pedagogu o

sovremennyh podhodah i kontseptsiyah vospitaniya [Teachers about

modern approaches and concepts of education]. Moscow: TS Sphera. (in

Russian)

Наталія Чувасова. Методологічні підходи до дослідження

проблеми розвитку творчого потенціалу майбутніх учителів хімії

та біології у вищих навчальних закладах.

У статті на основі аналізу педагогічної теорії і практики

проаналізовані та розкриті можливості методологічних підходів до

дослідження проблеми розвитку творчого потенціалу майбутніх

учителів хімії та біології у процесі фахової підготовки у вищих

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Psychological and pedagogical problems of modern specialist formation

навчальних закладах. Наголошено, що орієнтація на той чи інший

підхід дозволяє визначити стратегію педагогічної діяльності, шляхи

та способи вирішення досліджуваної проблеми, обґрунтувати

проектування моделі формування досліджуваного феномена.

Досліджено, що використання парадигмального підходу реалізується

через систему підходів: системно-діяльнісного, особистісно-

орієнтованого, компетентнісного, діалогічного, які складають

методологічну основу дослідження проблеми й припускають розробку

системи розвитку творчого потенціалу майбутніх учителів хімії та

біології.

Ключові слова: підхід, розвиток творчого потенціалу майбутніх

учителів хімії та біології.

Natalia Chuvasova. Metodyczne podejście do badań problemów

rozwoju potencjału twórczego przyszłych nauczycieli chemii i biologii w

szkolnictwie wyższym.

Na podstawie analizy teorii i praktyki pedagogicznej ujawniono możliwość

podejścia metodologicznego do studiowania problemu twórczego

potencjału przyszłych nauczycieli chemii i biologii, w trakcie szkolenia w

wyższych instytucjach edukacyjnych. Podkreślić należy, że skupienie się na

konkretnym podejściu do określenia strategii działań edukacyjnych,

sposobów i środków rozwiązania badanego problemu uzasadnia model

konstrukcyjny analizowanego zjawiska. Zbadano, że stosowanie

paradygmatycznego podejścia realizowanego poprzez: aktywność

systemową, zorientowanie na osobowość, kompetencje stanowią

metodologiczną podstawę do badań problemów rozwoju potencjału

twórczego przyszłych nauczycieli chemii i biologii.

Słowa kluczowe: podejście, rozwój twórczego potencjału przyszłych

nauczycieli chemii i biologii.

Received 10.08.2017

Information about the author:

Chuvasova Natalia – Doctor of Philosophy in Pedagogy, Associate

Professor at the Department of Chemistry and Teaching Techniques, Kryvyi

Rih State Pedagogical University.

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UDC 159.9.07:316.613.4::159.925]37.091.12:159-051-021.412.1::005.523

-027.561:116

DOI 10.26697/9789669726094.2017.124

Natalia Grankina-Sazonova

V. N. Karazin Kharkiv National University

THE STUDY OF PSYCHOLOGY STUDENTS’ EMOTIONAL

INTELLIGENCE AS AN IMPORTANT FACTOR

OF PROFESSIONAL FORMATION

The article is devoted to the study of psychology students’ emotional

intelligence and comparison of their index with other specialties students’

level. It is stated that EI is an important treat for psychologist`s

professional formation. The study found, that the Psychology Students’ EIQ

is higher, than Physics Students’ and Clinical Laboratory Diagnostic

Students’ EIQ, which confirms the idea that psychology students pay more

attention to emotional sphere. But at the same time their emotional

intelligence doesn’t differ significantly from other humanitarian science

students’ level and needs to be developed purposefully as a professional

skill of psychologist in the process of education.

Keywords: emotional intelligence, psychology students, psychologist

professional formation.

Introduction

The profession of psychologist relates to the «man-man» system, that

is why it requires development of some specific personal features from the

specialist. The professional competence of the psychologist includes not

only professional knowledge and skills, but also such qualities as empathy

capability, communication competence, readiness to establish contact and

other treats that promote opened relationships with other people.

An important base for successful interaction with another person and

growing trust and mutual understanding, which are required for diagnostic,

corrective and therapeutic work of psychologist, is Emotional Intelligence.

Emotional Intelligence (EI) is the ability to perceive, use, understand, and

regulate emotions [6]. Therefore, the professional formation of psychologist

demands development of EI in education process for successful work in

future.

An important role of EI for psychologist formation as a specialist

underlines a raw of modern researchers in their studies [1-5; 7].

A. M. Dvoinin and G. M. Danilova note that development of EI and

reflexiveness is a significant part of professional formation of psychology

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Psychological and pedagogical problems of modern specialist formation

students [2]. A. F. Kachanov names EI as one of four personal traits, which

promote effectiveness of Psychology students in communication [3].

A. S. Obukhova considers that «personal features and Emotional

Intelligence are the instruments for professional activity» of

psychologists [5, p. 292].

Different studies show different results on EI level of psychology

students. For example, A. M. Dvoinin found average level [2], and

I. N. Mescheryikova found low EI level among psychology students, and

proposed a special program to develop EI [4]. Besides, the studies of EI in

the post-soviet countries are mostly held with the help of reflexive

questionnaires.

The purpose of the study is to measure EIQ (Emotional Intelligence

Quotient) of Psychology students and to compare it with EIQ of other

faculties` students, using Mayer-Salovey-Caruso Emotional Intelligence

Test MSCEIT V.2.0, which has another reliability comparing to subjective

questionnaires [6], and to find if the development of Psychology Students’

EI needs additional efforts.

Materials and methods

187 students of 4 different Faculties took part in the research: 55

Psychology Faculty students (5 male, 50 female), 42 Historical Faculty

students (18 male, 24 female), 56 Clinical Laboratory Diagnostics (CLD)

Faculty students (10 male, 46 female) and 34 Physics Faculty students (26

male, 8 female). The age of the students ranges from 18 to 23 years old,

average age is 20 years old. In this way, the representatives of different

scientific dimensions took part in the study: humanitarian, natural and exact

sciences.

To measure the EIQ the MSCEIT (Mayer-Salovey-Caruzo

Emotional Intelligence Test) v.2.0 Russian language version, adaptation by

E. A. Sergienko and I. I. Vetrova, was used. It is an ability-based test

designed to measure the four branches of the EI model of Mayer and

Salovey. The branches of EI according to this model are:

- Perceiving Emotions: The ability to perceive emotions in oneself

and others as well as in objects, art, stories, music, and other stimuli;

- Using Emotions: The ability to generate, use, and feel emotion as

necessary to communicate feelings or employ them in other cognitive

processes, to facilitate thought;

- Understanding Emotions: The ability to understand emotional

information, to understand how emotions combine and progress through

relationship transitions, and to appreciate such emotional meanings;

- Managing Emotions: The ability to be open to feelings, and to

modulate them in oneself and others so as to promote personal

understanding and growth.

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Also two Areas scores are provided by MSCEIT v.2.0. They are the

Expereintial EIQ (recognizing emotions, comparing them to other

sensations, and determining how they interact with thought; includes

Perceiving Emotions and Facilitating Thought branches) and Strategic EIQ

(understanding emotional meanings, their implication for relationships and

how to manage them; includes Understanding emotions and Managing

Emotions branches) [6].

The Program StatSoft Statistica v.6.0 was used for statistical

processing of the data, which included Comparison of groups by the Student

t test method and Fisher`s angular transformation.

Results

We compared the results of testing of four groups of students using

the Student t test method and received following data, represented in

Table 1 (only statistically significant data are represented):

Table 1

Results of comparison of EI of four groups of students

Item

Group 1

Group 2

t-value

EIQ

PsSt

CLD St

2,0616

p<0,0416

Strategic EIQ

PsSt

CLD St

3,4547

p<0,0007

PsSt

HSt

2,1374

p<0,0351

Using Emotions

PsSt

PhSt

2,4541

p<0,0161

Understanding

Emotions

PsSt

CLD St

3,4919

p<0,0006

* Group 1 is the group with higher index, and Group 2 is the group

with lower index in pare comparison;

** PsSt – Psychology Students, PhSt – Physics Students, CLD St –

Clinical Laboratory Diagnostics Students, HSt – History Students.

As far as some studies show difference between men and women in

EIQ, we used Fisher`s angular transformation to evaluate reliability of

differences in groups considering different quantities of males and females

in each of them. The result showed that the differences in relation of sex in

groups are reliable, so the differences in EIQ may be connected with sex,

not with study direction.

To check this supposition we compared the females of the same

groups. Females were chosen because of two reasons:

1) The total quantity of women in current research is higher than the

quantity of men;

2) The studies show that women have higher EIQ, than man in

young age.

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Psychological and pedagogical problems of modern specialist formation

The results of comparison of women EIQ is represented in Table 2

(only statistically reliable differences).

Table 2

Results of comparison of women EIQ in four groups of students

Item

Group 1

Group 2

t-value

EIQ

PsSt

PhSt

2,3098

p<0,0247

Expereintial

EIQ

PsSt

PhSt

2,0438

p<0,0458

Strategic EIQ

PsSt

PhSt

2,0311

p<0,0471

PsSt

CLD St

2,8125

p<0,0059

Using Emotions

PsSt

PhSt

2,4727

p<0,0165

CLD Stt

PhSt

2,0918

p<0,0413

HSt

PhSt

2,9035

p<0,0069

Understanding

Emotions

PsSt

PhSt

2,4652

p<0,0169

PsSt

CLD St

3,0798

p<0,0027

* Group 1 is the group with higher index, and Group 2 is the group

with lower index in pare comparison;

** PsSt – Psychology Students, PhSt – Physics Students, CLD St –

Clinical Laboratory Diagnostics Students, HSt – History Students.

Discussion and conclusions

As we can see from the results, though the Fisher’s angular

transformation didn’t affirm the reliability of the results considering

different relation of men and women in groups, three statistically reliable

differences of five are confirmed in comparison of women`s results in

different groups. We can`t say exactly if the differences exist due to

selection to the faculties or form during study process and characters,

needed for future profession, but we can scan the current picture for the

moment of testing.

Therefore, we can state that Psychology students have reliably higher

Strategic EIQ and higher rate of Understanding Emotions, than CLD

Students. Besides, comparison of women showed that Psychology female

students have higher general EIQ than female CLD Students. This may

mirror the dimension of activity of CLD «man-machine», when the person

is oriented first of all to receive exact information from the equipment, and

to give exact description of these data. They don`t contact directly to other

person in their professional activity, so they don`t need to develop EI to

reach success in professional formation. On the other hand, profession of

psychologist suggests constant contacting other people and building

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relations with them to become successful. EI is a kind of «tool» for

psychologist, and students have to examine and develop emotional sphere.

Another fact, which was confirmed, is that Psychology Students

have statistically reliable higher level of Using Emotions than Physics

Students. Besides, in comparison of female groups Physics Students also

showed lower level of Using Emotions, than CLD and History Students.

Probably the character of problems they have to resolve explains it. Mostly

those are exact tasks, which require «cold mind», i. e. they try to put the

emotions aside, but not to use them in their work. Thus, it may be a

common fallacy, and excited interest, happiness in process of resolving the

physical or mathematical task may contribute to higher achievements.

The comparison of women groups also presented that female

Psychology Students have statistically reliable higher index of general EIQ,

both Experiential and Strategic EIQ, and Understanding Emotions level,

than female Physics Students. In this way, the orientation to numerical

information, exact data in study process makes the emotional information

less evaluated and important, like in the case with CLD Students.

At the same time we didn’t find statistically reliable differences

between female groups of humanitarian sciences: psychologists and

historians. This fact may mirror the common interest for human and

humanity, which makes humanitarian students examine its inner nature,

from the one hand. From the other hand, it may be a sign that psychology

students need more studies, directed specifically to developing EI as an

important professional «tool», a skill, which is extremely important for

specialist formation in this area. It is EI, that makes possible to understand

another person, to create an open contact, to build trustful relations, which

are necessary for psychological work.

We can make next conclusions from our study:

1. There were found several statistically reliable differences in EIQ

level between students of various faculties. In all described cases, the EI of

psychologists was found to be higher, than EI of other faculties’ students.

Consequently, we can suggest that the study of future psychologists

promotes development of EI function.

2. At the same time, we do not observe significant differences

between female groups of psychologists and other humanitarian oriented

students (historians) in EI level. This fact may be a sign that psychology

students need more studies, directed specifically to developing EI as an

important professional character.

3. We found that students taking different studies have statistically

reliable differences in levels of EI. It should be further examined if it

happens due to selection or during study process because of various

educational tasks.

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Psychological and pedagogical problems of modern specialist formation

References

1. Volkodav, T. V. (2016). Formirovanie emotsionalnogo intellekta

budushchikh pedagogov-psikhologov [Formation of emotional intelligence

of future teachers-psychologists]. Istoricheskaia i sotsialno-obrazovatelnaia

mysl – Historical and Socio-Educational Thought, 8(5/3), 51-53. (in

Russian)

2. Dvoinin, A. M., & Danilova, G. I. (2012). Emotsionalnyi intellekt

i refleksivnost studentov-psikhologov [Emotional intelligence and

reflexivity of psychology students]. Vestnik PSTGU: Pedagogika.

Psikhologiia – Bulletin PSTGU: Pedagogy. Psychology, 1(24), 121-134. (in

Russian)

3. Kachanov, A. F. (2012). Razvitie lichnostnykh kachestv,

sposobstvuiushchikh effektivnosti v obshchenii u studentov-psikhologov

[Development of personal qualities that promote efficiency in

communication among students-psychologists]. Severo-Kavkazskii

psikhologicheskii vestnik – North Caucasian Psychological Herald, 10(2),

19-22. (in Russian)

4. Meshcheriakova, I. N. (2010). Formirovanie emotsionalnogo

intellekta studentov-psikhologov v protsesse obucheniia v VUZe

[Formation of emotional intelligence of students-psychologists in the

process of studying at the university]. Vestnik TGU: Pedagogika i

psikhologiia – Bulletin TGU: Pedagogy and Psychology, 1(81), 157-161.

(in Russian)

5. Obukhova, S. G. (2015). Vzaimosviaz pokazatelei emotsionalnogo

intellekta i lichnostnykh osobennostei studentov-psikhologov [Interrelation

of indicators of emotional intelligence and personal characteristics of

students-psychologists]. Mezhdunarodnyi nauchnyi zhurnal «Simvol nauki»

– nternational scientific journal «Symbol of Science», 8, 291-293. (in

Russian)

6. Sergienko, E. A., & Vetrova, I. I. (2010). Test J. Mayer,

P. Salovey, D. Caruso «Emotsionalnyi intellekt» (MSCEIT v. 2.0) [The

Mayer-Salovey-Caruzo Emotional Intelligence Test (MSCEIT v. 2.0)].

Moscow: Izdatelstvo «Institut psikhologii RAN». (in Russian)

7. Valeeva, R. A., & Khakimova, E. K. (2015). Study of Educational

Psychologists’ Emotional Competence Development. Review of European

Studies, 7(5), 91-100.

Наталя Гранкіна-Сазонова. Дослідження емоційного

інтелекту студентів-психологів як важливого чинника

професійного становлення.

Стаття присвячена дослідженню емоційного інтелекту студентів-

психологів та порівнянню його показників з показниками студентів

інших спеціальностей. Стверджується, що емоційний інтелект є

129

Collected articles Issue 2017

важливою складовою для професійного становлення психолога.

Дослідження виявило, що рівень емоційного інтелекту студентів-

психологів вищий, ніж рівень емоційного інтелекту студентів-фізиків

та факультету клінічної лабораторної діагностики, що підтверджує

припущення про те, що студенти-психологи звертають більше уваги

на емоційну сферу. Але, в той же час, їхні показники емоційного

інтелекту не відрізняється значимо від показників студентів інших

гуманітарних факультетів. Необхідний цілеспрямований розвиток

емоційного інтелекту в якості професійного навику у студентів-

психологів в процесі навчання.

Ключові слова: емоційний інтелект, студенти-психологи, професійне

становлення психолога.

Natalia Grankina-Sazonova. Studium inteligencji emocjonalnej

studentów psychologii jako ważny czynnik rozwoju zawodowego.

W artykule omówiono inteligencję emocjonalną studentów psychologii i

porównano jej wydajność z inteligencją emocjonalną studentów innych

specjalizacji. Zarzuca się, że inteligencja emocjonalna jest ważnym

elementem rozwoju zawodowego psychologa. Studium pokazuje, że poziom

inteligencji emocjonalnej studentów psychologii jest wyższy niż poziom

inteligencji emocjonalnej studentów fizyki oraz Wydziału Laboratorium

Klinicznego, co potwierdza założenie, że studenci psychologii zwracają

większą uwagę na sferę emocjonalną. Ale w tym samym czasie ich wskaźniki

inteligencji emocjonalnej nie różnią się znacząco od wskaźników innych

studentów humanistyki. Dlatego lepiej ukierunkować rozwój inteligencji

emocjonalnej jako umiejętność zawodową studentów psychologów podczas

szkolenia.

Słowa kluczowe: inteligencja emocjonalna, studenci psychologii, rozwój

zawodowego psychologa.

Received 10.08.2017

Information about the author:

Grankina-Sazonova Natalia – Postgraduate Student, V. N. Karazin

Kharkiv National University.

130

Psychological and pedagogical problems of modern specialist formation

UDC [37.014.542+005.7-056.13]-027::37.014.6:005.6

DOI 10.26697/9789669726094.2017.131

Ganna Polyakova

Simon Kuznets Kharkiv National University of Economics

ENVIRONMENTAL, MARKETING-MONITORING AND

STAKEHOLDER APPROACHES TO INSTITUTIONAL QUALITY

ASSURANCE IN HIGHER EDUCATION

The content of environmental, marketing-monitoring and stakeholder

approaches has been actualized and developed. The ways of their

implementation for internal quality assurance in higher education

institutions are proposed. The essence of the environmental approach in

higher education is considered as theory, methodology, tools of indirect

(through the environment) management of personal and professional

students’ formation, development, self-development and self-actualization of

the educational process subjects. The implementation of this approach is

presented through the introduction of a system of actions for the integral

quality assurance and development of educational environment components

in higher education institutions (value-oriented, socio-psychological,

informative-communicative, spatially-objective, the use of educational

monitoring technologies and feedback tools for the educational process

subjects. The marketing-monitoring approach involves studying the external

and internal environment in the higher education institutions as marketing

and creating strategies for education quality on this basis. Its

implementation will be presented in undertaking marketing-monitoring

studies, which form the basis of information quality management in higher

education institutions. The stakeholder approach allows to consider a

higher education institution as a stakeholder-company concentrating on the

parties concerned interests. The implementation of this approach is in

defining the parties concerned groups in a higher education institution

(external and internal stakeholders), studying their positions (aims,

interests, expectations, requirements, needs, etc.), as a consequence

presenting educational services quality evaluation and providing

appropriate changes in higher education institutions activity.

Keywords: quality assurance of higher education, environmental approach,

marketing-monitoring approach, stakeholder approach.

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Introduction

The training of modern specialists is carried out in the conditions of

active reformation of the national system of higher education in Ukraine,

which is aimed at joining the European educational environment, ensuring

the quality of higher education at the level of national and international

standards.

In the Communiqué of the Conference of European Ministers

Responsible for Higher Education «The Bologna Process 2020 – the

European Higher Education Area in the new decade» (28-29 April 2009),

the following priorities for the development of the European higher

education area are outlined: Social dimension: equitable access And

completion, Lifelong learning, Employability, Student-centered learning,

and the teaching mission of higher education, Education, research and

innovation, International openness, Mobility, Data collection,

Multidimensional transparency tools, Funding [19].

The main components of the quality assurance, that a higher

education institution has to focus on, are identified in the Standards and

Guidelines for Quality Assurance, that is: Policy for quality assurance,

Design and approval of programs, Student - centered learning, teaching and

assessment, Student admission, progression, recognition and certification,

Teaching staff, Learning resources and student support, Information

management, Public information, On-going monitoring and periodic review

of programmes, Cyclical external quality assurance [18, p. 9-17].

The construction of internal quality assurance systems in higher

education institutions makes it necessary to turn to the international and

local research of theory and practice, to look for new approaches to the

management of the quality of educational activities and the results of higher

education. We propose to draw attention to the following methodological

approaches: 1) environmental, as the quality of educational results depends

on the quality of educational conditions and resources of higher education

institutions; 2) marketing-monitoring, as the providing of educational

services is carried out in open market conditions; 3) stakeholder approach,

as the quality of higher education must meet the requirements and needs of

the parties concerned.

Materials and methods

The article presents methods of analysis and generalization of

scientific research for studying the state of development of the problem;

modeling for determination the essence of environmental, marketing-

monitoring and stakeholder approaches to quality assurance in higher

education.

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Psychological and pedagogical problems of modern specialist formation

Results

Ensuring the quality of higher education is directly related to the

formation of a qualitative model of the educational environment, its ability

to respond to external and internal changes, the availability of tools

(methods, technologies), monitoring demand and satisfaction of

stakeholders in higher education.

Quality of higher education is defined as «A multi-dimensional,

multi-level, and dynamic concept that relates to the contextual settings of an

educational model, to the institutional mission and objectives, as well as to

specific standards within a given system, institution, programme or

discipline» [14, p. 70].

Quality assurance – «An ongoing, continuous process of evaluating

(assessing, monitoring, guaranteeing, maintaining, and improving) the

quality of a higher education system» [14, p. 74].

Quality assurance at the institutional level will be facilitated by the

environmental approach.

Referring to the environmental approach in higher education was

considered by A. Artyukhina [1], M. Bratko [4], O. Horchakova, [8],

T. Menh [11], O. Yaroshinskaja [20] and others.

The study of above-mentioned research allows to consider the

environmental approach in higher education as: theory, methodology, tools

of indirect (through the environment) management of personal and

professional students’ formation, development, self-development and self-

actualization of the educational process subjects.

On the basis of the analysis and generalization of scientific research

of M. Bratko [4], O. Horchakova [8], and our previous studies

(G. Polyakova [13]) as for the educational environment in the higher

education institutions essence and structure, we define the educational

environment of a higher educational institution as a conceptually holistic,

loosely-coupled interconnections, conditions, impacts and resources that

excite, direct, support the activity of higher education institutions subjects

(internal stakeholders) for personal professional development, personal

potential realization and satisfaction of educational needs. Components of

the educational environment are the following: value-oriented, socio-

psychological, informative-communicative, organizational-active, spatially-

objective (physical and virtual).

An environmental approach to institutional quality assurance in

higher education will consist of introducing a complex of actions with the

higher education institutions educational environment, aimed at the integral

quality assurance and development of its components, taking into account

external and internal changes, equipped with educational monitoring

technologies and feedback tools for the educational process subjects.

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The second approach we have highlighted for providing quality

education in higher education institutions is the marketing approach. The

basis of the marketing approach in education can be found in the studies of

B. Bratanich [3], V. Dmitriiev [5], P. Gibbs [7], Ph. Kotler, K. F. A. Fox

[10], A. Pabedinskaite, M. Friman [12], Z. Riabova [16] and others.

In the marketing approach, the external environment in the higher

education institutions is considered as a marketing environment and

сreating strategies for education quality on this basis, that is «a set of active

subjects and intensity operating outside the firm and affect the ability of the

marketing service management to establish and maintain relationships of

successful cooperation with target clients» [10, p. 103].

The marketing-monitoring approach to the internal quality assurance

in higher education institutions will be presented in creating a system of

marketing-monitoring studies, which form the basis of information quality

management: the study of world and national trends in the development of

higher education; the study of the labor market (demand, supply,

requirements); determination the higher education institutions

competitiveness (its image, attractiveness, competitive advantages,

positioning in national and international ratings); definition of strategic

development state in higher education institutions; the study of competitors

in providing educational services.

Due to the growth of human-centred orientation in social-

pedagogical systems, the stakeholder approach based on R. E. Freeman

theory of the parties concerned focuses attention.

The stakeholder approach in higher education was considered by,

O. Belash, M. Popov, N. Ryzhov, Y. Ryaskov, S. Shaposhnikov [2],

M. Rahmanova, K. Solodukhin [15], V. Savvinov, V. Strekalovskij [17] and

others. In these studies, consideration of stakeholders’ interests in

management, strategic analysis and image formation are considered.

The stakeholder approach allows higher education institutions to be

viewed as a stakeholder company, that is «an organization whose

precondition is the ability to establish and maintain relationships with the

parties concerned» (M. Rachmanova, K. Solodukhina) [15].

By R. E. Freeman definition, the parties concerned of the company

are «any individuals, groups or organizations that have a significant

influence on the decisions made by the firm and/or are under the influence

of these decisions» [6, p. 25].

V. Savvinov, V. Strekalovs’kij distinguish two groups of

stakeholders in higher education institutions: external and internal

stakeholders. External stakeholders include a state; regional executive

authorities and local self-government bodies; employers (representatives of

business and social sphere); students, entrants, their parents; different

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Psychological and pedagogical problems of modern specialist formation

educational institutions located in the region; various public organizations

and associations [17]; to this list we suggest adding ratings agencies, quality

certification agencies (international, national); mass-media. The internal

stakeholders include students of all levels of education (undergraduate,

master's degree), post-graduate students, doctoral students; their parents;

scientific and pedagogical staff; educational auxiliary and administrative

staff [17]. To this list it is necessary to add functional structural units

(departments, faculties, laboratories, centres, groups, student youth

organizations).

The use of the stakeholder approach for ensuring the quality of

educational activities in higher education institutions will be presented by

means of technologies, tools for studying the positions of external and

internal stakeholders of higher education: their attitudes, demand,

requirements, needs, expectations, and satisfaction with the quality of

educational services. These data should be taken into account for the

appropriate changes in the organization and updating of the educational

process content.

Discussion and conclusions

The concept of «quality of higher education», «quality assurance»

has been considered. On the basis of analysis and generalization of local

and foreign experience, the content of environmental, marketing-

monitoring, and stakeholder approaches in higher education institutions has

been reviewed and actualized. The ways of their implementation for internal

quality assurance in higher education institutions are proposed.

The use of environmental approach suggests the following:

1) defining the educational environment of a higher education institution as

a conceptually holistic, loosely-coupled interconnections, conditions,

impacts and resources that excite, direct, support the activity of higher

education institutions subjects (internal stakeholders) for their personal

professional, personal potential realization and satisfaction of educational

needs; 2) identification the structural components of the educational

environment (value-oriented, socio-psychological, informative-

communicative, spatially-objective); 3) providing a system of actions with

the higher education institutions educational environment, aimed at the

integral quality assurance and development of its components, taking into

account external and internal changes; 4) the use of educational monitoring

technologies and feedback tools for the educational process subjects.

Using the marketing-monitoring approach is assumed: 1) defining

the external and internal environment in the higher education institutions as

marketing; 2) conducting marketing - monitoring studies, that form the

management information basis of marketing management in higher

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Collected articles Issue 2017

educational institutions; 3) making on this basis management decisions as

for educational activity quality and higher education results quality.

The implementation of the stakeholder approach to institutional

quality assurance in higher education is as follows: 1) to consider higher

education institutions as stake-companies; 2) to identify parties concerned

groups (external and internal stakeholders); 3) to study external and internal

stakeholders’ positions (aims, interests, expectations, requirements, needs,

etc); 4) to present educational services quality evaluation; 5) to provide

appropriate changes in higher education institutions.

The use of the above-mentioned approaches in higher education

institutions will allow to create such an internal quality assurance system

that takes into account changes in the external and internal environment of

higher educational institutions, will be based on a marketing strategy in

providing educational services, will have operational information support to

identify the main interests and educational needs quality of all the parties

concerned.

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Communique.pdf

20. Yaroshynska, O. O. (2014). Metodolohichni zasady

proektuvannia osvitnoho seredovyshcha profesiinoi pidhotovky maibutnikh

uchyteliv pochatkovoi shkoly [Methodological principles of designing an

educational environment for the intended primary school teachers].

Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii –

Pedagogical sciences: theory, history, innovative technologies, 7(41), 380-

389. (in Ukrainian)

Ганна Полякова. Середовищний, маркетингово-

моніторинговий, стейкхолдерський підходи до інституаційного

забезпечення якості вищої освіти.

Актуалізовано та розкрито зміст середовищного, маркетингово-

моніторингового, стейкхолдерського підходів. Запропоновано шляхи їх

застосування для внутрішнього забезпечення якості у вищому

навчальному закладі. Сутність середовищного підходу у вищій школі

розглядається як теорія, методологія, інструмент опосередкованого

(через середовище) управління особистісно-професійним

становленням студентів, розвитком, саморозвитком та

самореалізацією суб’єктів освітнього процесу. Застосування цього

підходу полягає у: запровадженні системи дій із інтегрального

забезпечення якості та розвитку компонентів освітнього середовища

вищого навчального закладу (ціннісно-орієнтаційного, соціально-

психологічного, організаційно-діяльнісного, інформаційно-

комунікаційного, просторово-предметного); використанні технологій

освітнього моніторингу та інструментарію зворотного зв’язку із

суб’єктами освітнього процесу. Маркетингово-моніторинговий підхід

передбачає вивчення зовнішнього і внутрішнього середовища вищого

навчального закладу як маркетингового та побудову на цій основі

стратегій забезпечення якості освіти. Його застосування полягатиме

у проведенні маркетингово-моніторингових досліджень, які

складають інформаційну основу управління якістю освітньої

діяльності ВНЗ. Стейкхолдерський підхід дозволяє розглядати вищий

навчальний заклад як стейкхолдер-компанію, зосереджувати увагу на

врахуванні інтересів зацікавлених сторін. Застосування цього підходу

полягає у визначенні груп зацікавлених сторін (внутрішніх та

138

Psychological and pedagogical problems of modern specialist formation

зовнішніх стейкхолдерів), дослідження їх позицій (цілей, інтересів,

очікувань, вимог, потреб тощо), визначенні на цій основі якості

надання освітніх послуг, рівня задоволеності якістю освіти та

здійснення відповідних змін у діяльності вищого навчального закладу.

Ключові слова: забезпечення якості вищої освіти, середовищний

підхід, маркетингово-моніторинговий підхід, стейкхолдерський підхід.

Ganna Polyakova. Podejście środowiskowe, podejście

marketing-monitoring i podejście interesariuszy do zapewnienia jakości

wyższego wykształcenia.

Ujawnia się treść podejścia środowiskowego, marketing-monitoring,

podejścia interesariuszy. Omówiono sposoby jego zastosowania do

wewnętrznego zapewnienia jakości w szkolnictwie wyższym. Istotą

podejścia środowiskowego w szkolnictwie wyższym jest teoria, metodologia

narzędzia (poprzez środowisko) zarządzania osobistą i zawodową formacją

studentów, rozwój, samorozwój i samorealizacja podmiotów procesu

edukacyjnego. Zastosowanie tego podejścia polega na wprowadzaniu

zintegrowanych operacji systemowych i zapewnieniu jakości komponentów

środowiska edukacyjnego uczelni wyższej (oceniający, orientacyjny,

społeczno-psychologiczny, organizacyjny działalność, informacyjny

komunikacyjny, przestrzenny); za pomocą narzędzi edukacyjnych

technologii monitorowania i informacji zwrotnej z podmiotów procesu

edukacyjnego. Podejście marketing-monitoring obejmuje badanie

wewnętrznego i zewnętrznego środowiska uczelni wyższej jako marketing i

budowanie na tej podstawie strategii zapewniania jakości. Jego stosowanie

będzie polegało na prowadzeniu badań marketingowych i monitorowaniu,

co umożliwi stworzenie bazy wiedzy zarządzania jakością edukacji w

uczelni. Podejście interesariuszy pozwala rozważyć wyższej uczelni jako

interesariuszy-firmy, skupić się na uwzględnieniu zainteresowania stron.

Jego stosowanie polegało w identyfikacji grup interesariuszy

(wewnętrznych i zewnętrznych), badanie ich pozycji (cele, zainteresowania,

oczekiwania, wymagania, potrzeby etc.), wyznaczanie podstaw jakości

usług edukacyjnych, poziomu zadowolenia z jakości kształcenia i wdrażania

odpowiednich zmian w działalności uczelni.

Słowa kluczowe: zapewnienie jakości wykształcenia wyższego, podejście

środowiskowe, podejście marketing-monitoring, podejście interesariuszy.

Received 14.07.2017

Information about the author:

Polyakova Ganna – Doctor of Philosophy in Pedagogy, Docent, Head of

the Department of Education Quality Assurance and Innovation

Development, Simon Kuznets Kharkiv National University of Economics.

139

Collected articles Issue 2017

UDC 159.9.018.4::008-024.63:165.192-047.22-057.4:33

DOI 10.26697/9789669726094.2017.140

Yeva Khachatrian

Simon Kuznets Kharkiv National University of Economics

ASPECT ANALYSIS OF CROSS-CULTURAL DISCOURSE

COMPETENCE OF FUTURE SPECIALISTS IN ECONOMICS

The article emphasises vital importance of formation of cross-cultural

discourse competence of future specialists in economics as pledge of a

country’s prosperity and its citizens’ well-being. The necessity of all-aspect

study of the notion «cross-cultural discourse competence of future

specialists in economics» is proved. The aspect analysis of the given notion

is realised in various branches of knowledge, in particular philosophy,

culture studies, psychology, linguistics and applied economics. The essence,

structure and functions of cross-cultural discourse competence of future

specialists in economics are revealed on the basis of the aspect analysis.

Keywords: aspect analysis, discourse, cross-cultural discourse competence,

cross-cultural communication, future specialists in economics.

Introduction

In conditions of social and economic transformations of the society

one of the dominating tasks of the state is to train competent future

specialists in economics, whose professional activity influences economic

prosperity of the country and well-being of its citizens. Improvement of the

quality of economists’ professional education that activates the necessity to

use a competence approach, presupposes training for professional

communication in conditions of international cooperation. Attaining

economic goals during cross-cultural communication with business-partners

of other countries is provided by a high level of professional

communication culture, the basis of which is cross-cultural discourse

competence (CDC). The relevance of the given problem is revealed in the