The article presents the method of applying the concept of visible thinking as an innovative method of teaching students majoring in 231 "Social Work". The main factors that require updating the content, forms and methods of social workers training are defined; it is also noted that the importance of using the capabilities of modern information and communication technologies (ICTs) in the teaching of compulsory and selective educational components is substantiated. Based on the study of scientific sources and materials of the latest educational Internet platforms, the content and features of the implementation of the concept of visible thinking as a tool to ensure conscious participation of the subjects of educational process are outlined. It is proved that the integration of this concept into the direct educational process within the educational program "Social Work" is carried out through its systematic, purposeful and multiple implementation, which allows to form soft skills of students such as: critical thinking, strategic thinking, information skills, creativity, cooperation and dialogue, emotional intelligence, tolerance for other points of view and other experiences. Based on the analysis of Project Zero results, methodological techniques and procedures of thinking are outlined, and their prospects in teaching the educational component "Leadership Self-Management and Social Leadership" at Zhytomyr Ivan Franko State University (using the case "Invisible Women") are extrapolated. The research potential of teaching methods based on the concept of visible thinking (observation and research of interesting things, in-depth research, intensification of search for causes and explanations, research of different points of view, broadening horizons, reflection of ways and factors of changing the opinion, verification of ideas and proposals, substantiation of facts data and judgments)is substantiated. The conclusion is formulated that the implementation of the concept of visible thinking in the educational process of Zhytomyr Ivan Franko State University allows to make the process of thinking conscious by encouraging the active participation of students in the study of the specified educational unit.
The article deals with the purpose and objectives of the course ''Social Fundraising'' which is necessary to form a complex of practice-oriented skills of the prospective social care teachers, which are developed completing several case studies or tasks while learning this course. The fundamental practice-oriented skills of the prospective social care teachers and connections with the decision of practical assignments in the process of exploring the social fundraising are analyzed in the article. The author provides vivid examples of practice-oriented assignments for the Social Fundraising by teaching experience of this academic discipline at the university. The main principles of modern fundraising in educational sphere, such as professional character, axiological correspondence, purposefulness, systematicity and information richness are defined. It has been found out that modern fundraising facilitates the opportunity to attract welfare funds and private individuals to educational sphere in such main forms: general support welfare, project or grant welfare, fundamental, corporate, natural, prospective and intermediate welfare. The proposals concerning fundraising development in the system of education (at regulatory, career-oriented, informative and technological, scientific and technical levels) are formulated. The supplement to social care teachers' professional training content for the purpose of training the fundraising activity is formulated.
У статті розкриваються особливості впливу соціального партнерства на процес інноваційного розвитку освітнього середовища закладів вищої освіти. Розглядається суперечливий характер поняття «освітнє середовище університету», що визначається його сутнісними характеристиками та взаємозв’язками учасників освітнього процесу. Ретельно аналізується зміст та структурні компоненти соціального партнерства, спрямованих на перетворення освітнього середовища університету. Теоретично обґрунтовані перспективи практичної реалізації моделі співпраці «QuadrupleHelix», яка спрямована на забезпечення керованої та скоординованої взаємодії всіх учасників процесу підготовки фахівців до майбутньої професійної діяльності. Розкрито можливості стратегії партнерської взаємодії в процесі створення відповідного освітнього середовища в закладах вищої освіти як головної умови підвищення якості підготовки майбутніх фахівців. Здійснено аналіз потенційних можливостей середовища для реалізації підготовки фахівців у закладах вищої освіти, спрямованих на актуалізацію середовищного підходу, застосування якого дало змогу розкрити значущість взаємовпливів спеціально створеного освітнього середовища (інноваційного, інклюзивного). Особливого значення набувають ознаки впливу на розбудову потенціалу середовища, які мають створювати та призводити до успішного функціонування освітнього середовища закладів вищої освіти, зокрема університетів. Доведено, що розширення можливостей освітнього середовища закладів вищої освіти на основі моделі співпраці «QuadrupleHelix» забезпечує його інноваційний розвиток задля удосконалення підготовки фахівців.
Висвітлено особливості здійснення соціальної адаптації студентів в умовах воєнного стану. Надано рекомендації ґарантам, розробникам і викладачам освітніх програм щодо врахування у процесі оновлення освітніх програм різних форм соціальної адаптації здобувачів освіти.
The article provides a periodization of the formation and development of inclusive education in the Scandinavian countries. Based on the theoretical analysis of the problem, the main problems in periodizing complex nonlinear pedagogical processes and phenomena, in particular, inclusion in the education system abroad, are identified. It is noted that despite the similarity of the main historical trends in the social development of the Scandinavian countries, each of them has gone its own way to create a system of inclusive education for children with special educational needs. Based on the analysis of domestic and foreign scientific publications, the author substantiates the opinion that the criterion for periodizing the development of inclusive education in the Scandinavian countries can be social and institutional. Based on the analysis, three main stages of development of the inclusive education system in the Scandinavian countries are identified: Stage 1 – the stage of charity in favor of special education (the second half of the nineteenth century – the first half of the twentieth century). Within this stage, the future inclusive system in the Scandinavian countries was developing in the area of special education. Charitable support became the main tool for the development of educational institutions for children with special educational needs and certain functional limitations. Stage 2 – the stage of regulatory and organizational formalization of inclusion as a social institution (second half – end of the twentieth century). During this period, inclusive education in the Scandinavian countries was legally formalized. It is noted that each of these countries established the legal framework for the organization of inclusive education in its own way; however, the general trend was to comply with international documents that defined the rights of a child to receive quality education regardless of their physical condition. Stage 3 – systemic, representing the stage of introduction of institutional innovations in the educational sphere (late twentieth century – to date). During this stage, the system of special education in the Scandinavian countries actually ceased to exist and was replaced by the system of inclusion with a corresponding model and theoretical concept of its implementation in each of the Scandinavian countries.
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