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Документ Analysis of the formation of personal and professional qualities of future social workers for street social work(2019-12) Vasylenko, Olena; Grach, Yulia; Gudz, Tatiana; Romanovska, Liudmila; Kravchyna, TetianaThe paper presents the diagnostics of the state of formation of personal and professional qualities of future social workers being able to carry out street social work. While undergoing the study, it has been found that the professional readiness of street social work specialists involves the formation of such a level of professional skills and competence of future social workers that will allow them to perform the various functions of street social work successfully. Interpersonal interaction with clients of street social work provides for the presence of such specialists’ traits as: empathy, compromise and speed of thinking, diplomacy in relations with others, optimism in perception of reality, communicativeness, sociability, high mental capacity, comprehensiveness of interests, mood stability, independence, initiative and business orientation in professional activity. To study the state of formation of the listed qualities of future social workers, we conducted a diagnostic study among students of second-fifth years-of-study of specialty “Social work” of Khmelnitsky National University. Diagnostic results show that the majority of future social workers, while studying in higher educational institution, have sufficiently low indicators of formation of both personal and professional qualities. They are diagnosed with low levels of business orientation and professional motivation for street social work, as well as low level of manifestation of diplomacy, pessimism in the perception of reality, rigid thinking, low mental capacity, changeability of interests, multilevel of mood, dependency, lack of initiative. Therefore, we propose to develop and introduce psychological-pedagogical and social-pedagogical conditions (for the formation of future social workers' professional readiness for street social work) into the educational process.Документ Distance learning in teaching English: advantages and disadvantages(Київський університет імені Бориса Грінченка (Україна), 2021-11-25) Kravchyna, TetianaЕлектронне навчання іноземних мов набуває великого значення через зростання інтересу до інтернету. Воно стає популярним методом завдяки своїй доступності, простоті та перспективності, які сприяють покращенню спектра та якості дистанційного навчання при викладанні англійської мови у вищих навчальних закладах в умовах пандемії. Механізм навчання – ключовий процес людського життя, який визначає розвиток особистості. Швидкі темпи розвитку інформаційних технологій призводять до витіснення традиційного навчання у вищих навчальних закладах за допомогою більш сучасних методів, включаючи дистанційне навчання при викладанні англійської мови. Ця стаття намагається відобразити сучасні тенденції у вивченні іноземних мов за допомогою дистанційних технологій. В даний час нові технології та інтернет дозволяють людині отримати необхідні знання, не виходячи з дому, користуючись персональним комп’ютером. У цій статті розглядаються переваги та недоліки дистанційного навчання у викладанні іноземної мови порівняно з денною та заочною формами навчання. Аналіз опитування підтверджує, що якість та структура навчальних курсів, як правило, набагато краща в дистанційному навчанні, ніж в традиційних формах навчання. Дистанційне навчання охоплює всі практичні методи навчання та пропонує велику кількість завдань, призначених для самостійного навчання, з ймовірністю отримання повсякденних консультацій. Воно використовує найновіші досягнення інтерактивних та інформаційних технологій та надає рівні можливості навчання студентам незалежно від стану здоров’я, місця проживання, фінансової безпеки та елітарності. Крім того, у статті наведено та пояснено недоліки цієї форми навчання над іншими формами та причини, чому дистанційна освіта може бути неефективною (відсутність бесіди віч-на-віч, одностороннє пояснення та відсутність конструктивних навичок). Студент також повинен мати певні психологічні риси та технічні засоби, такі як комп’ютер та доступ до інтернету. Висновки, зроблені в результаті порівняння, дозволяють визначити сфери, що потребують особливої уваги, а також вибрати найбільш зручні інструменти для ефективного вивчення іноземних мов та англійської, зокрема.Документ Dynamics of educational and professional attitudes formation of future social workers during studying at higher educational institution(Lumen Publishing, 2020-09) Vasylenko, Olena; Romanovska, Liudmila; Bryndikov, Yuriy; Chovgan, Olena; Oliynyk, Kateryna; Kravchyna, TetianaThe dynamics of formation of educational and professional attitudes of future social workers while studying at higher educational institution is viewed in the paper. During the study it has been found out that the concept of “attitude” means the readiness (perception of future events, forms of response to them, strategies for the professional tasks solution) of future social workers to carry out their own professional duties. The attitudes are closely connected with self-attitude – a structurally complex formation that contains a global feeling (for or against yourself), self-esteem, self-respect, auto-sympathy, self-interest, the expected attitudes of the others. In order to study the dynamics of formation of educational and professional attitudes of future social workers, we have conducted a diagnostic research among first-year students, Bachelors and Masters of the speciality “Social work” of Khmelnitsky National University. According to the results of the research, it has been found out that there is a positive dynamics of changes in the formation of educational and professional attitudes of students in the process of studying at higher educational institution. The need to work-out and introduce the program of formation of educational and professional attitudes of future social workers while studying at higher educational institution is defined by the fact that a certain number of Bachelors of the speciality “Social work” has rather weak indicators of formation of such important professional and personal attitudes as decisiveness, confidence in yourself and own strengths, independence, social importance, autonomy, self-control and control over important vital situations.Документ Epistemology of Metaculture Metaphorization.(Lumen Publisher, 2020) Romanovska, Liudmila; Kondratska, Ludmyla; Kravchyna, Tetiana; Bryndikov, Yuriy; Kozachenko, SvitlanaThe purpose of the paper was to substantiate the essence of metaculture as a way of recognizing yourself as a person in the maze of free will and action; determination of the structure, morphology and functional typology of metacultural metaphors and epistemological conditions for their contemplation. The introduction of this typology into the theory and practice of contemporary cultural pedagogy makes it expedient: 1) to avoid the practice of “imposing” and “adjusting” the process of metaphorizing the cultural artifact to a “ready” model of classical or non-classical rationality; reduction of the cultural metaphor to the semiotic interpretation of the sign; 2) to organize the “co-creation” of historical forms of the “I” and “you” dialogue in the metaphorical modeling of cultural artifacts on the basis of social and cultural pluralism and relativism. The systematic mentality methodology of the presented research implemented phenomenological-hermeneutic and semiotic approaches, methods of coherent modeling and expert evaluation of conceptual integration theory, connective theory of metaphorical interpretation, concept of nonlinear epistemology, principles of antinomy, verification, complexity, disjunctive synthesis. The scientific novelty of the material is to discover the peculiarities of the metacultural metaphor and determine epistemological strategies for contemplating its essential meaning. Conclusions. Epistemic metaculture implies a reflective use of the cultural experience of the Other One for creative self-development. The performance of its semiotic subject is effectively realized in the process of metaphorical cognitive science. The metamodern epistemological strategy overcomes the elenctic cognitive irony by applying a methodology of nonlinear thinking.Документ Motivation of personnel for career growth(Publisher: Learning Gate, 2024) Kravchyna, TetianaThe purpose of the study is to develop scientific approaches to determining motivation methods that affect the career growth of employees depending on their length of service in the organization. The article identifies the main reasons for the insufficient use of personnel motivation methods aimed at fostering their career growth. In addition, three main stages in the career growth of personnel are defined: the stage of professional adaptation, the internal stage and the stagnation stage. Accordingly, at each stage there is a need to use certain motivational methods. The article also analyzes the components of motivation for career growth of employees with different years of experience in the organization. The research is based on the methods of survey, questionnaire, observation, self-observation and the correlation method according to the Spearman criterion. The study of motivation for career growth of employees was carried out according to the following structural components: career intuition, career involvement, career stability, orientation to power, material reward (orientation to money), aspiration to status growth, aspiration to achievement. It has been found out that the average indicators of the components of career motivation also change among employees depending on their length of service. Thus, the most significant correlations between the components of motivation for career growth were determined, in particular between the need for achievements and career involvement; career intuition and career involvement; career stability and the desire for status growth; career stability and orientation to power; orientation to power and orientation to money.Документ Nomadic Models of Postmodern Aesthetics: Soteriological Choice of the Teacher(2023) Kondratska, Ludmyla; Romanovska, Liudmila; Kravchyna, Tetiana; Kozachenko, Svitlana; Novak, MykolaAim. The aim of the article is to define the concept of aesthetic competence of the nomad teacher of postmodern era based on a comparative analysis of two aesthetic models (metis paraesthetics and soteriological aesthetics). Methods. The subject of study is anthropotemporal methodology of acquiring aesthetic competence as an act of spiritual transformation (approaches, paradigm, priorities, criteria of effectiveness). The analysis of the stages of nomad’s dianoic choice in the process of understanding beauty as a boon was carried out using the method of epistemological design, according to which emotions function cognitively in aesthetic experience. The technology of spiritual self-coaching was chosen to activate all the structural components of aesthetic competence – the intention to correct aesthetic apperception and the competencies of emotional-reflective, value--semantic, aesthetic and worldview revaluation. Results. The implementation of the chosen technology opened up the possibility of reorientation for the nomad teacher: from the drive of the performer-trickster to a humble and grateful anticipation of the beauty as transcendent – to overcoming the power of inertia of previous dependence, responses to the calls of a pure (still “adventurous”) mind. A cluster analysis of the results of the completed tasks was carried out for the regression description of the efficiency of the technology. Conclusion. The soteriological concept of the aesthetic competence of the nomad teacher focuses attention on the essential coexistence of the teacher with students throughout the entire process of his self-determination. The practical experience of its implementation can make a positive contribution to reforming postmodern aesthetic education.Документ Personal Reflection Development as Means of Forming Culture of Scientific Text Perception by Humanitarians(2020-12) Romanovska, Liudmila; Kravchyna, Tetiana; Korolova, Nataliia; Oliynyk, Kateryna; Nagachevska, OlenaThe paper presents the structure, contents, principles of the organization of the forming experiment on personal reflection development, the results, the interpretation and conclusions of the research. The program of development of creative abilities during the process of understanding the scientific text is described and tested, and it testifies about the significance of creative interpretation for the success of educational and professional activity of students of Humanities of higher educational institutions. The purpose of the paper is to prove that the process of creative interpretation promotes text understanding, determines the formation of adaptive strategies of behavior and reduces the probability of occurrence of stereotyped and maladaptation strategies. The forming activities include training for developing creative abilities, in which group discussion, psychotechnical and psychotherapeutic exercises, elements of psychoanalysis (psychoanalysis, symbol-drama) are used. The paper explores and discusses a concept of personal reflection, which has been used as a means of forming culture of perception of the scientific text during 2019-2020 among the students of the Humanities Faculty at Khmelnytsky National University, Ukraine. In conclusion, the author emphasizes the guided questions for the development of personal reflection as a means of forming culture of perception of the scientific text by humanitarians. Besides, the paper lists and explores benefits and drawbacks of interpretation levels (scientific, emotional-sensitive, creative) and their relations due to the components of intellect, strategies of interpreted behavior, success of educational and professional activity and creativity.Документ Personnel Career Advancement Factors: Evidence from Educational Institutions(European center of sustainable development, 2024-06-01) Kravchyna, TetianaThe article offers an up-to-date interpretation of the concept ‘personnel career advancement factors’. It also defines different approaches to the distribution of factors that greatly affect the career growth of personnel in educational institutions. The analysis of the factors of personnel career advancement in the educational institution is proposed to be carried out according to the developed step-by-step scheme of analysis of factors that have the greatest impact on the career advancement of employees in educational institutions. It is suggested to use cluster and discriminant analysis to establish the regularities of the relationship between these factors and to determine the relevant factors. To construct discriminant functions, the method of step-by-step inclusion is used, which involves the step-by-step addition of various combinations of factors to the calculations. As a result, a model has been developed that reflects the relationship between the factors that have the greatest impact on the career growth of employees in the educational institution. With the help of cluster analysis, the factors that influence the career growth of personnel in the educational institution are determined and, accordingly, clusters are built.Документ Post-Digital Art Practice in Educational Environment(2024) Kravchyna, TetianaThe purpose of the article is to project the conceptual design of post-digital art education, the purpose of which is to return to the practice of pre-Socratic times, when sensory perception was (for the Greek) a form of knowledge of the essence, discovery or revelation. According to this concept, the rapidly changing relationship between digital technologies and art forms is initiated by humans. The anthropotemporal methodology of organizing the hybrid space of art practice is based on a transcendental approach, which involves harmonizing the intellectual and emotional interaction of the subjects of post-digital art education to project a possible future – Salvation. Its priority is the open gestalt of artistic questioning and realization of the network design of beauty as a spiritual-ontological factor, and the criteria are: the ability to recognize the artistic meaning of the happiness of existence in the polysemy of the text; the competence of theoesthetic modeling of artistic dialogue in the post-digital space and the experience of creating beauty as a good. Implementation of this concept is facilitated by the introduction of spiritual self-coaching technology. Its essence is determined by the laws of the antinomy of alternative and co-evolutionary ways of the performer's self-knowledge; overcoming dissipativeness and diffusivity as a factor in establishing the coherence of his self-image. These technological regularities are based on the principles of: integrative mobility, entropy-informational and adaptive-selective development, performative improvisation, personification of the educational activity of the attraction (in our case, a person's "peek" into the autarky of aestheticized Light). Thus, the space of hybrid self-learning as creativity is based on the interpenetration of an artistic and educational gesture on the threshold of solving a mystery in an unexpected way.Документ Types of interactive methods of teaching english for technical students(Київський університет ім. Бориса Грінченка, 2018-11-29) Kravchyna, Tetiana; Кравчина, Тетяна ВолодимирівнаSocial, technical and economic changes that have taken place in the country in recent years make new demands on specialists in various fields of knowledge, and technicians are not exception. The English language study plays a major role in forming professional qualities of future technicians. The implementation of tasks requires the use of various methods in teaching English to students of technical departments, but the main methodological innovations today involve the use of interactive methods. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods, become a thoughtful professional, which means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. In turn, students learn to think critically, solve difficult problems based on analysis of circumstances and relevant information, make thoughtful decisions, participate in discussions, communicate with other people. Participants of interactive learning set learning objectives, develop a learning activity, identify problems in the course of training, study the reflection of their training activities. The article describes the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language classes with students of technical departments. The interactive learning is important for personal and professional development. Interaction helps involve students in performing activities with technical terms, and such activities can enhance vocabulary acquisition and promote the development of lexical skills. Students are able to take control of their learning process and also figure out their preferred resources with the help of interactive technology. In this way, they can choose the method to present projects and also develop important research skills for the upcoming days. Furthermore, students are able to develop their communication as well as collaborative expertise by working on shared projects or documents and this will help them significantly afterward when they mature into working individuals. The author comes to the conclusion that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of technical communication.