The concept of the New Ukrainian School is aimed at organizing effective inclusive education for students, in particular younger students with special educational needs, and their cooperation with healthy peers. The paper aims to theoretically justify and experimentally verify psycho-pedagogical conditions for teaching future primary school teachers how to interact with students' parents in inclusive practice. The experimental group (EG) involved 203 respondents and the control group (CG) 215 respondents, as well as 12 university teachers, 36 primary school teachers and 115 students' parents of students with/without special educational needs. The psycho-pedagogical conditions are determined as follows: developing future primary school teachers' motivational, values-based and responsible attitude to acquiring knowledge, abilities and skills needed for the interaction with students' parents in inclusive practice; using the opportunities of an educational environment in higher education institutions to develop future primary school teachers' certain competencies by improving and integrating the content of professional and specialized academic courses, applying innovative and traditional technologies of teaching and learning; focusing academic training and teaching placement towards improving the experience of future primary school teachers in interacting with students' parents in inclusive practice). The paper employs some author's methodologies (adapted to Raven's (1991) socio-pedagogical methodologies): surveys, interviews, student questionnaires, tests, assignments. The ratio between the levels of future primary school teachers' readiness to interact with students' parents in inclusive learning is the following: the experimental group-a high level 45.32%, an average level 41.87%, a low level 12.81%; the control group a high level 16.74%, an average level 36.75%, a low level 41.51%. The obtained results indicate some dynamic positive changes in the levels of EG respondents' readiness under the influence of the proposed psychopedagogical conditions.
Currently, higher education system is characterized by the growing role of personal ability to adapt to the challenges of COVID-19 and finding opportunities for further development considering the global changes in all spheres of life. It puts pressure on the institutions in general and academic staff in particular. This paper aims at studying the challenges academic staff of the English Language and Methods of Teaching Department of Pavlo Tychyna Uman State Pedagogical University has faced during the COVID-19 pandemic and staff’s preparedness and consequent adaptation amid new conditions that are constantly appearing because of the pandemic. The article presents a case study research to answer the following questions: What is the level of academic staff readiness to teach under conditions of the COVID-19 pandemic from a diachronic perspective? In what ways has academic staff adapted to the challenges of the COVID-19 pandemic? The study uses predominantly quantitative and occasionally qualitative analysis to gain insights into our researched issues. The research has shown a steady increase in the number of department lecturers who feel ready for the challenges of online and blended teaching caused by the pandemic and comfortable with their professional competence due to sustainable adaptation to the current situation. The research prospects are clearly seen in the further process of adaptation and professional activities paradigm re-evaluation under the constantly changing global and local conditions as well as researching the issue in a broader context of similar or corresponding cases.
A comparative assessment of the dynamics of technological development of Ukraine and Russia for 2014–2019 has been carried out in the context of the Russian-Ukrainian war. A method for assessing the economic losses of the conflicting parties due to a slowdown in their technological development, under the influence of militarization, based on the parameter of technological progress of the Solow-Tinbergen production function, built according to the World Bank 1991–2019 data, was proposed and tested. It is substantiated that during the Russian-Ukrainian war, starting from 2015, the technological development of the Russian Federation was curtailed and the economy transitioned to an extensive basis, when the parameter of technological progress acquired a negative value. In the case of Ukraine, a deterioration in technological development was detected due to a decrease in the values of the parameter of technological progress during 2014–2019. It has been proven that the economic recession of the aggressor is the worst in comparison with the victim country, but the relative losses of GDP due to the curtailment of technological development caused by the war are much less. In the case of the Russian Federation as an aggressor country, it is substantiated that the main catalyst for the economic recession was the curtailment of the participation of the real sector of the economy in the international transfer of technologies under the influence of international economic sanctions. In the case of Ukraine, as a country-victim of military intervention, it is justified that the replacement of international partnership in the field of technological cooperation ensured a slowdown in the economic recession. The results of the development of methodological support for the process of assessing GDP losses of the parties to a military conflict are universal for use in international comparisons. The proposed methods are relevant in assessing the technological development of countries that are or were in a state of military confrontation, which significantly expands the basis for future research by the authors
Анотація. У статті проаналізовано використання методики змішаного навчання на заняттях з англійської мови у закладах вищої освіти (на прикладі Уманського державного
Purpose: The article deals with the problem of the formation of the legal culture of bachelors in economics through conducting a pedagogical experiment. Methodology: Conducting a pedagogical experiment required the study of the structure of the legal culture of the future bachelor of economics considered by us through the prism of the "block" method, on the basis of which three criteria were identified - motivational-value (MV), cognitive-informational (CI), activity-behavioral (AB) formation of legal culture Bachelor of Economics. Result: the growth of the quantitative indicators of the formation of the legal culture of future bachelors in economics in the EG regarding the CG shows the effectiveness of the process of forming the legal culture of students in the EG. Applications: This research can be used for bachelors and students in economics. Novelty/Originality: In this research, the model of the legal culture of future economic bachelor is presented in a comprehensive and complete manner.
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