Purpose: Today physical training becomes an integral part of the European education system as it brings knowledge and insight centered on principles and concepts of the 21st-century learning skills. The article offers an analysis of the structural model, content and goals of the basic physical education projects in the professional teacher training system of Denmark. As this country has gained a positive experience in creating its own strategies for reforming of all the important teacher education components, based on the widespread use of modern motion-focused technologies in the learning process. Material: Data for this study were collected from multiple sources of Ukrainian, European and Danish educational environments at various time points from 1990 to 2019. Three cultural generations of 50 scientific articles that researched the topics of physical training teachers’ education have been chosen. Results: Our research reveals that the Danish strategy of “healthy nation” with the “sports-for-all” approach calls for the new generation teachers, pedagogically competent in their physical training subjects and able to promote healthy life thinking. Conclusions: Three major projects: “Learning in motion”, “Put the school into motion”, “Learning and Talent in Sport” brought considerable impact into physical training teacher education in the Danish environment, implementing innovative ideas of the close connection between learning abilities and physical activities. The research findings may be used in reforming physical training teacher education in Ukraine, especially its transformation from traditional to innovative type by means of the overall implementation of the modern strategies, assimilating movement and physical exercises into the teaching process.
The main theme of the research is Danish context of teachers training for Folkeskole in the system of higher pedagogical education. The article deals with the analysis of the main features in the teachers professional training system of Denmark that leads world in the impact of innovational and democratic education for the 21-st century society and has gained a positive experience in creating its own strategies for reforming of all the important teacher education components.
The article reveals the structure and content of the English language course downloaded into the Moodle platform. The analyzed course is used in tertiary education of students acquiring economic specialties. From the perspective of the present pandemic situation, when the global education requires substantial adjustment, Moodle system tools prove to be effective, and challenging.
Today with the demand of a knowledge-based society to adapt workforce to modern flexible and innovative production, sustainable and coherent adult education becomes an integral part of the European education system. The article offers a comparative analysis of the structural models, principles and new political initiatives of adults training in tertiary education systems of Ukraine and Denmark. The Danish context is the most important for the development of adult education policy in Ukraine as Denmark has gained a unique experience in creating of democratic adult training system existing as a component of lifelong learning. Multiple sources in Ukrainian, European and Danish educational environments at various time points from 2000 till 2020 have been used in data collection for this study. Adult education in Ukraine requires a substantial adjustment at the legislative, structural and technological levels. Based on a comparative analysis of the adult education systems characteristic features of Denmark and Ukraine, the author has substantiated suggestions for the construction of efficient adult training models in higher educational institutions of Ukraine.
The article reveals how the use of matching exercises increase the efficiency of teaching professional lexis to the students of management specialties in Ukrainian tertiary economic education. The author analyzes three main types of matching exercises from the contextual, structural, methodological, situational, and reasonable perspectives.
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