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Документ Some peculiarities in training future masters in technology education in european countries(Khmelnytskyi National University, 2017) Samborska, O.In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.Документ Foreign experience in mastering medical professional terminology by foreign students at medical universities(Khmelnytskyi National University, 2017) Homonyuk, O.; Avramenko, N.Professional broadcasting of future medical foreign workers in the medical sector is a compulsory component of their professional readiness. The diversity of professional broadcasting functions of foreign students, the skillful use of the entire range of speech functionality, its external expressive attributability of speech; these are the most important means of medical skills, which are achieved by training at preparatory faculties. The purpose, principles, approaches, content and structure of the program that realize the concept of Ukrainian-language training of foreign citizens in Ukrainian universities have been described. Comparative analysis of the curriculum on studying Ukrainian, Russian languages by foreign students in CIS countries has been conducted. It has been shown that the program meets the requirements of the General Education Standards in the Ukrainian language as a foreign language, the All-European Recommendations on Language Education and defines the levels of language and communicative competence of foreign students for the main types of speech activity: speaking, listening, reading and writing. The program provides the students with communicative needs in everyday life, educational, professional, socio-cultural, educational and scientific spheres and the formation of a communicative competence that will contribute to the formation of the linguistic personality of a future specialist. The analysis of professional broadcasting of future foreign medical workers as a socio-pedagogical problem has been carried out. The importance of mastering professional speech as an obligatory part of professional readiness of foreign students-physicians has been singled out. The efficiency of the methodical system for implementation pedagogical conditions in the process of studying at preparatory faculties in medical universities has been analyzed. All material has been tailored to meet the goals and objectives defined by the cognitive and professional needs of foreign students.Документ Globalization of nanoengineers’ professional training: foreign experience(Khmelnytskyi National University, 2017) Tretko, V.; Vashkurak, Y.Conceptual bases of globalization influence onto engineer education in the field of nanoelectronics as well as formation of global skills necessary for life and work in a globalized society have been considered. Modern state of incorporating the global dimension into the process of future nanoelectronics engineers’ learning has been analyzed. Key skills and conditions of providing connection between results of learning and the global dimension in the engineering education have been defined. Possibilities of the global dimension realization (elaboration of new methods and approaches), integration of the education content on the principles of consistency and interdisciplinary nature as well as monitoring of learning results have been suggested. Special attention has been paid to implementation of the global dimension into the engineering profession that includes three aspects: generic themes, generic skills and generic dispositions. Main directions of developing the system of engineering education in the field of nanoelectronics have been specified. It has been defined that incorporation of the global dimension into the learning process of future engineers in the field of nanoelectronics encompasses five stages: the substantiation of key skills that define global dimension in engineering education; the provision of connection between the results of learning and global dimension in engineering education; the determination of opportunities to realize global dimension (elaboration of new methods and approaches); the integration of the learning content on the basis of consistency and interdisciplinary principles; the monitoring of learning results. In the result of the carried out research it has been concluded that the basis of conceptual approaches to engineering training of future specialists in the field of nanoelectronics is the logics and the content of the “engineer” notion, specifics of engineering activities in the field of nanoelectronics, as well as their functional duties in the context of globalization challenges. The process of introduction of the global dimension into the content of engineering programs in nanoelectronics encourages the development of an engineer’s personality at all the levels – individual, national and global.Документ The problem of developing professional mobility of teachers in the works of foreign scholars(Khmelnytskyi National University, 2017) Pavlenko, M.The article analyzes the positions of foreign and domestic scholars on the problem of developing professional mobility of teachers. It has been stated that today professional mobility is a necessary component of training a skilled worker. It has been indicated that the teacher possesses an appropriate set of competences that provide an opportunity to be flexible, quickly orientate in the profession, to be competitive in the labor market, ready for further training, retraining and self-education. It has been specified that the factors that actualize these requirements are innovative processes in society; rapid aging of knowledge; the dependence of success in life on the level of education and profession; dynamism and rapid changes in the labor market requirements; the emergence of new professions and the disappearance of the obsolete ones. It has been justified that professional mobility is a complex, integrative, multifactorial entity. Professional mobility provides human development through the formation of key, general professional competencies; human activity, determined by events that change the environment (the result of the activity is self-realization of an individual both in the profession and in everyday life), the process of transformation by people not only themselves, but also their professional-life environment. It has been pointed out that mobility in the pedagogical sphere is determined by objective factors as well as in material production, its direction and intensity depends more on personal, subjective factors. The society is interested in such a specialist who is able to think independently and solve various problems, apply the knowledge gained in the learning process; possesses critical and creative thinking, formed in the process of education; knows how to acquire new knowledge, is capable of self-learning, self-education. It has been concluded that the perspectives for further researchers are seen in studying the problem of developing professional mobility of teachers in European experience.Документ The peculiarities of physical education teachers’ professional training: foreign experience(Khmelnytskyi National University, 2017) Soltyk, O.The article deals with professional training of future teachers of physical education within the context of leading countries, namely the USA, Great Britain, China, Germany, France. The aforementioned countries are not just leaders in economical development; they are also leaders in sports. The analysis of literature resources allowed revealing a number of peculiarities, implementation of which in the process of professional training of teachers of physical education in Ukraine will have positive impact. They are reorientation of professional training, as well as future activity on health protection of students, individual physical development, skills development, big-scale implementation of healthimproving systems, non-standard types of motor activity in educational process. This calls for improvement of medical knowledge, health fundamentals, disease prevention, and injury prevention. Increase of the role and duration of teaching practice and implementation of compulsory year-long training at future workplace are of great importance. Taking into account national traditions, historical experience of the development of physical culture in native land, and introduction of national types of motor activity to the curricula have positive effect. The division on two individual stages is common in professional training of teachers. The first one is primarily oriented on theoretical component of educational, while the second one emphasizes practical activity of a future teacher. Along with standardization, independence and autonomy of educational institutions in matters of professional training organization have positive effect in educational process. Governmental support, namely financing of physical training and sports and educational sphere, improvement of material and technical base, plays a key role in the process of professional training of future teacher of physical education.Документ Методика підготовки майбутніх учителів технологій та інженерії у США(Хмельницький національний університет, 2017) Андрощук, І.; Андрощук, І.У статті обґрунтовано актуальність означеної проблеми, визначено важливість вивчення зарубіжного досвіду підготовки майбутніх учителів технологій та інженерії у США. Особливу увагу приділено висвітленню методів і форм організації підготовки майбутніх учителів технологій та інженерії у США. Зосереджено увагу на Національних стандартах технологічної освіти для вчителів, які створені Міжнародною спілкою освітніх технологій, та зазначено, що вони мають рекомендаційний характер і визначають мінімальний обсяг підготовки, який доповнюється варіативним складником програми підготовки. Відзначено такі методи підготовки, як мікровикладання, рефлексивне викладання, метод симуляції, які дають змогу залучити студента до реального викладання, а не до рольової гри; знизити складність педагогічних дій через забезпечення концентрації зусиль на набутті специфічних умінь, необхідних для вчителя, формувати досвід педагогічної взаємодії. З’ясовано, що з метою самопрезентації вже на першому році навчання у вищому навчальному закладі студентами розробляються власні веб-сторінки та електронні портфоліо, які містить такі складники: «робоче портфоліо», «шоукейс- портфоліо» (портфоліо для показу) та «портфоліо для записів». Встановлено, що для допомоги майбутнім учителям технологій та інженерії в набутті ними педагогічних умінь активно використовуються міні-курси. На основі аналізу результатів дослідження визначено наставництво або менторство як форми підготовки, які сприяють особистісному розвитку як студента, так і його наставника та ефективній взаємодія між шкільним і університетським персоналом. Виявлено, що підвищення результативності педагогічних практик у вищих навчальних закладах США забезпечує залучення «клінічних професорів», які здійснюють нагляд, керівництво й атестацію педагогічних практик майбутніх фахівців.Документ Modern approaches to training competitive locksmiths-electricians in the eu countries(Khmelnytskyi National University, 2017) Roskvas, I.The article deals with the issues of modern approaches to training competitive locksmiths-electricians and the influence of effective management on the process of vocational training. The modern labour market needs concerning vocational training of highly qualified workers have been analyzed. The concept of a competitive worker has been revealed and justified. The study has shown that nowadays the problems of training a modern, competitive and highly qualified locksmiths-electricians in the European Union countries are solved at the political level. The revealed arguments regarding vocational training of workers indicate that modern economics, in fact, transforms the subjects of study into the subjects of the European market. It has been indicated that vocational education institutions have become mediators between the student and the potential employer. In this regard, various approaches to vocational training of workers, namely, locksmiths-electricians, prove the topicality of vocational training itself as this sector ensures vast development of the workforce. It has been justified that competitiveness of the worker is correspondence of the level of their vocational training to the requirements of the European labour market. Competitiveness of locksmiths-electricians in European countries is a significant factor in competitiveness of the finished product, its qualitative and cost characteristics, which satisfy the maximum requirements of the consumer. It has been concluded that the above circumstances should encourage leadership of professional lyceums to seek such an essence and structure of vocational training of highly skilled workers, namely, locksmith-electricians who ensure the opportunity to provide appropriate “commodity condition” of the customer, a graduate of a professional lyceum. It has been added that perspectives for further researches are seen in studying didactic principles of vocational training of workers, namely, locksmiths-electricians, in leading European countries.Документ The influence of western european humanistic pedagogy on forming ukrainian school in 16th-17th centuries(Khmelnytskyi National University, 2017) Petruk, N.The article is dedicated to analysis of the content and the peculiarities of school education in Ukraine in view of disseminating the leading ideas of European humanistic pedagogy during the 16th–17th centuries. It has been noted that during the period of disseminating humanistic ideas the principles of Ukrainian education and Ukrainian school were forming in an active interaction with European culture and European education. Ukrainian school education is seen as a phenomenon that has accumulated the values of Western European humanistic culture, namely, respect for the individual, awareness of intellectual activity importance, the value of labour, understanding of the need for education and knowledge of languages. An active role in disseminating the pan-European models of education has been played by an intellectual environment, which was forming in the wellknown cultural and educational centers of Ukraine of the 16th-17th centuries, such as the Ostroh Culture and Education Center, the Lviv Brother School, the Kyiv Brother School, the Kyiv Collegium. Ukrainian intellectual elite, namely, university professors, teachers, students, have become the main carriers of education. The nature of the processes taking place in the educational space of Ukraine have been significantly influenced by the circumstances of religious life associated with the protection of the Orthodox Church before the onset of Catholicism. High standards of education, knowledge of the old classical and modern European languages were an important basis for the full-fledged spiritual development of the Ukrainian ethnic group. A retrospective consideration of the past reveals new meanings and imperatives in development of modern Ukrainian education, and the rich experience of Ukrainian teachers, collegium lecturers, professors of the first universities justify the necessary reasons for Ukrainian education entering into the European space.Документ Forming pedagogical aesthetic culture of students In british experience(Khmelnytskyi National University, 2017) Papushyna, V.The author of the article analyzes the concept and primary factors of personality aesthetic culture development in the context of higher education in England. The scholars’ works and pedagogical advanced experience of the country nowadays pay special attention to forming personal creativity and self-realization of modern specialists. They are grounded on a high level of aesthetic culture. Among these essential conditions, the following are indicated: solving the issue of forming aesthetic culture at the national level, financing educational cultural projects and the cultural environment in educational institutions, functioning a wide network of cultural centers, which create the opportunities for everybody to aspire to cultural development. Determining the role of control and coordination of the process of forming students’ aesthetic culture, the author highlights the state policy that is interested in education of personal aesthetic culture as well as encourages students’ creative projects. The pedagogical factors of forming aesthetic culture in higher education institutions have been distinguished, namely, aestheticization of the education process, integration of academic subjects and art, implementation of art disciplines, introduction of new methodologies and technologies in the education process. In the article, there have been shown the best standards of experience of English pedagogy for higher education institutions, indicated on the research base of foreign and native scholars. They deserve a thorough study and adoption: collaboration between artists, culture experts an educational institutions, aesthetic practice of students as a part of public life, support of modern cultural-aesthetic environment of educational institutions. It has been concluded that the British education system offers exciting possibilities for development of aesthetic interests for everybody who aims at cultural growth with the help of the wide network of creative centers, educational institutions, public institutions and churches.Документ Comparative analysis of linguists’ professional training at british and ukrainian universities(Хмельницький національний університет, 2017) Komochkova, O.We have performed comparative analysis on professional training of linguists at British and Ukrainian universities at administrative and managerial, legislative, organizational and pedagogical, systemic, conceptual, socioeconomic levels. As evidenced above, British and Ukrainian systems of professional training of linguists differ significantly, but simultaneously they are similar to the trends in development. In the first place, the main difference is manifested in the content of curricula. Professional training of linguists in Ukraine is aimed primarily at professional orientation on the national (regional) labour market, comprehensive development of personality of future specialists, formation of harmonious development of both general and professional qualities. In British experience, this training is oriented toward the world labour market. In view of the above, it is expedient to update the content of curricula for linguistics, in particular, its focus on professional and researchbased training, taking into account the best practices of foreign experience, in particular British one. An important objective of Ukrainian higher education institutions is to improve quality of teaching professional and special disciplines, provide modern teaching materials, as well as attract foreign specialists to teaching. It is also worthwhile to encourage students to participate in work placements abroad, as it is the case with leading universities in Great Britain. Perspectives for further researches are seen in studying foreign experience in training linguists at leading European universities in order to justify the best aspects of such experience and therefore implement them into practice of professional training of linguists at Ukrainian universities.Документ Comparative pedagogical analysis of philologists’ professional training at american and ukrainian universities(Хмельницький національний університет, 2017) Bidyuk, N.; Ikonnikova, MThe article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personalityoriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.Документ Professional training of computational linguists at the university of Stutgart(Khmelnytskyi National University, 2017) Дармороз, Галина Антонівна; Darmoroz, H.The paper deals with the aspects of professional training of specialists in computational linguistics by the example of the University of Stuttgart. First of all, we have attempted to define the essence of the terms “applied linguistics” and “computational linguistics” based on the views of Ukrainian and foreign scholars. We have found out that there is an obvious inconsistency in using these terms as Ukrainian scholars view it as a science related to practical application of linguistic achievements with the use of the latest technologies, whereas abroad they believe that computational linguistics is aimed at developing strategies for researches on natural languages. However, applied linguistics is related to language teaching methodology. We have concluded that German scholars view computational linguistics as a cognitive science that attemps to most successfuly apply the achievements of linguistics in practice. Based on the view, German universities develop curricula that encompass theoretical and practical aspects of computational linguistics to prepare modern specialists able to comprehend the compexity of the field and be willing to adapt to challenges of a globalized world. Consequently, we have described the peculiarities of the programmes of a Bachelor of Science in Machine Language Programming and a Master of Science in Computational Linguistics. We have defined that duration of the programmes is traditional – three and two years respectively. Their structure comprises obligatory and elective courses, including Computer Science, Mathematics and Linguistics. In addition, future specialists may develop key professional competences attending seminars and colloqiums, participating in research projects, etc. It has been indicated that the list of electives involves those subjects aimed at enhancing future specialists’ skills in linguistics as well as computer science, yet they are entitled to suggest what they are interested in even if such courses are not included. We have also suggested that rather perspective are further studies on the essence of the terms “applied linguistics” and “computational linguistics” based on the research findings of scholars all over the world.Документ Dual education as the peculiarity of specialized training of nursing personnel in Germany(Khmelnytskyi National University, 2017) Oleskova, H.Specialized training of nursing personnel in Ukraine is being reformed presently. Quality specialized training of nursing personnel is a prerequisite for successful functioning of the health care system in general. In this regard, the article describes dual education system in Germany where educators have accumulated valuable experience in specialized training of nursing personnel. It must be noted that dual education system is divided into theoretical and practical components, whereas theoretical component assumes out-service training and priority practical component – in-service training. In addition, such notions as “dual education”, “nursing personnel”, “professional training”, “specialized training” have been defined. The peculiarities of specialized training of geriatric nursing personnel, health and nursing professionals, health and pediatric nursing personnel have been considered. Special attention has been paid to the fact that new names for nursing professions linguistically highlight a more extensive approach to nursing. The role of practice mentoring in specialized training of nursing personnel has been justified. Based on theoretical analysis of references, it has been concluded that professional pedagogics being the most developed direction in Germany contributes to efficient organization of the education process and training of highly qualified specialists.Документ Students’ literary theater as an educational innovation in the context of ukrainian and foreign experience(Khmelnytskyi National University, 2017) Koval, T.The article analyzes the process of future teachers-philologists’ training in an innovative educational environment. The novelty of educational technology which includes the implementation of innovative ideas of modern education by introducing competencybased approach has been justified. It has been stated that the purpose of the students’ theatrical, cultural and educational project is the integration of knowledge, application of updated knowledge, acquisition of new knowledge. The attention has been focused on the basic tasks and functions of the students’ literary theater as the original educational innovation in solving the problem of improving the quality of teachers-philologists; creating a favourable academic atmosphere for disclosure of intellectual and creative potential of students, self-identity through art and aesthetic, educational, organizational activities. Interactive methods of forming harmonious personality, a citizen-patriot, a professional specialist, a teacher-innovatorby means of students’ literary theater have been shown. Based on the analysis of the transformation processes in the context of education in the Ukrainian and foreign experience and the results of the pedagogical experiment, we have concluded that the use of theatrical arts and theater pedagogy in the professional training is one of the effective ways of reforming the European education. “Added value” of a modernized Ukrainian University is a students’ literary theater, which provides participants of project’s creative activity with methods of mastering education standards and learning life-giving meaning. The model of I-concept of the future teacher-philologist called “Innovation Man of the 21st Century” has been offered.Документ Дуальна освіта як особливість фахової підготовки сестринського персоналу Німеччини(Хмельницький національний університет, 2017) Олеськова, Г.Фахова підготовка сестринського персоналу в Україні перебуває на етапі реформування. Якісна фахова підготовка сестринського персоналу є запорукою успішного функціонування системи охорони здоров’я загалом. У зв’язку з цим, у статті описано дуальну систему підготовки фахівців у Німеччині, яка має надзвичайно цінний досвід такої фахової підготовки сестринського персоналу. Особливістю дуальної системи є організація пріоритетної практичної частини підготовки фахівців на робочому місці, а теоретичної – на базі професійних навчальних закладів. Передусім у статті висвітлено трактування понять «дуальна освіта», «сестринський персонал», «професійне навчання», «фахова підготовка». У статті розглянуто особливості фахової підготовки сестринського персоналу в галузі догляду за хворими, дітьми і людьми похилого віку. Зазначено, що нові назви професій сестринського персоналу з профілактики та догляду за хворими і дітьми підкреслюють лінгвістичний контекст розширеного підходу до догляду за пацієнтами. Акцентовано увагу на ролі практичного наставництва у процесі фахової підготовки сестринського персоналу. На підставі аналізу джерел зроблено висновок, що професійна педагогіка, яка є найбільш розвиненим напрямом у Німеччині, сприяє більш ефективній організації навчального процесу і підготовці фахівців високої кваліфікації.Документ Студентський літературний театр як освітня інновація у контексті вітчизняного та зарубіжного досвіду(Хмельницький національний університет, 2017) Коваль, Т.У статті на прикладі студентського літературного театру аналізується процес професійної підготовки майбутніх учителів-філологів в інноваційному освітньому середовищі. Обгрунтовано новизну освітньої технології, що полягає у втіленні інноваційної ідеї сучасної освіти шляхом запровадження компетентнісно-орієнтованого підходу; зазначено, що метою студентського театрального культурно-освітнього проекту є інтеграція знань, застосування актуалізованих знань, придбання нових знань. Акцентовано увагу на основних завданнях і функціях студентського літературного театру як оригінальної освітньої інновації у вирішенні проблеми підвищення якості підготовки учителів-філологів; створення сприятливої академічної атмосфери для розкриття інтелектуально-творчого потенціалу студентів, саморозвитку особистості шляхом художньо-естетичної, навчальної, організаторської діяльності. Проілюстровано інтерактивні методи формування засобами студентського літературного театру гармонійної особистості, громадянина-патріота, професіонала-фахівця, педагога- новатора, педагога-інноватора. На підставі аналізу стану трансформаційних процесів в освіті у контексті українського та міжнародного досвіду та результатів проведеного нами педагогічного експерименту зроблено висновок, що використання засобів театрального мистецтва та театральної педагогіки у процесі професійної підготовки фахівців є одним із ефективних шляхів реформування європейської освіти; «доданою вартістю» українського модернізованого університету є студентський літературний театр, який забезпечує учасникам проектної творчої діяльності креативні методи засвоєння освітніх стандартів та пізнання життєтворчого сенсу. Запропоновано модель Я-концепції майбутнього вчителя-філолога «Інноваційна людина ХХІ століття».Документ Forming Communicative Competence of Future TESOL Students by Microteaching: British Experience(Khmelnytskyi National University, 2017) Bidyuk, NatalyaThe article deals with the analysis of the process of forming communicative competence of future TESOL students by means of microteaching based on the experience of leading British higher education institutions. It has been specified that the phenomenon of communicative competence in scientific discourse originated in the 1960s and connected with the prominent British, German and American scientific researchers (L. Bachman, R. Campbel, M. Canale, J. Habermas, M. Halliday, M. Swain et al.), who have produced their own implications on communicative competence. Based on their views it has been specified that the communicative competence should be acquired in all areas, namely, speaking, reading, listening, and writing. Therefore, it has been justified that microteaching is of significance, as it allows future TESOL teachers to develop the high level of communicative competence. It has been found out that microteaching was developed by Stanford University specialists and became adopted by many teacher education institutions in the world. The model of microteaching acquired in British education institutions has been described. It has been outlined that microteaching is seen as a simplified form of teaching, the main peculiarity of which means it is evaluated by peers/supervisors to provide a feedback. It has been indicated that the main aim of microteaching is to allow future TESOL teachers to determine their level of communicative competence most objectively. It has been clarified that future TESOL teachers should undergo three stages to form their communicative competence. The advantages and disadvantages of microteaching in the context of forming future TESOL teachers’ communicative competence have been presented. The most prominent advantages have been analyzed. The perspectives for further studies have been determined.Документ Modern trends in continuous professional development of foreign language teachers (on the basis of the British Council research)(Khmelnytskyi National University, 2017) Sadovets, OlesiaResearch conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achievements has been stressed. Key characteristics of effective professional development have been defined, namely: being correspondent to actual needs of teachers and students; teachers’ involvement into the decision making concerning the content and the fulfillment of professional development; provision of cooperation and teachers’ experience exchange; collegiality presupposing common work of teachers and educational establishments in general; practicality, that is the fulfillment of professional development directly in the process of teachers’ work in class; obligatory character of professional development as indispensable part of teachers’ work; constant reflection and research; prioritizing academic achievements of students as the main stimulus for professional learning of teachers; continuity of professional development and its consideration not as separate forms of work. Modern widely used forms of teacher professional development have been analyzed, namely: self-education, common lessons planning with their further analysis; professional discussions concerning new teaching techniques and the appropriateness of their application; reflexive groups for teaching experience exchange and lessons analysis (video recording of lessons or students’ works), observation/attending teachers’ lessons with their further discussion in constructive form and without formal evaluation; participation in professional learning communities to solve urgent issues concerning school work and teachers’ professional activities; common work of teachers with curricula for detailed studying of problematic issues and their elimination; common teachers’ elaboration of learning materials for definite groups of students; participation in mentoring programs; work in online educational communities It has been proved that modern professional development of foreign language teachers shifts its focus from the competency of a teacher to the level of students’ academic achievements which is the direct indicator of a teacher’s competency.Документ Сучасні тенденції неперервного професійного розвитку вчителів іноземних мов (на основі дослідження Британської Ради)(Хмельницький національний університет, 2017-12) Садовець, Олеся ВолодимирівнаПроаналізовано новітні дослідження Британської Ради щодо неперервного професійного розвитку вчителів та вчителів іноземних мов зокрема. Охарактеризовано продуктивний підхід до цього процесу, який надає змогу вчителям визначити аспекти професійної діяльності, які потребують удосконалення, і впровадити відповідні стратегії власного професійного розвитку. Підкреслено безпосередній зв'язок неперервного професійного розвитку вчителів та рівня навчальної успішності учнів. Визначено ключові характеристики ефективного професійного розвитку. Охарактеризовано сучасні поширені форми професійного розвитку вчителів. Доведено, що у сучасному професійному розвитку вчителів іноземних мов акцент робиться не стільки на професійності вчителя, скільки на рівні навчальної успішності учнів, який і є показником компетентності вчителя.Документ Methodology in training future technology and engineering teachers in the USA(Khmelnytskyi National University, 2017) Androshchuk, Iryna; Androshchuk, IhorIn the article, the defined problem has been justified and the significance of studying foreign experience in training future technology and engineering teachers in the USA has been determined. Particular attention has been paid to explanation of methods and forms of organization of future technology and engineering teachers’ training in the USA. The authors have considered Education Technology Standards, developed by the International Society for Technology in Education (ISTE), that are used as reference points and determine the minimum amount of training as well as electives. In addition, there have been outlined such training techniques as microteaching, reflective teaching, the simulation method that allow involving the students into real teaching rather than role-playing; decrease complexity of pedagogical actions through ensuring acquisition of specific skills needed for the teacher in order to form experience of pedagogical interaction. It has been found out that in order to prove themselves during the first year of study in a higher education institution the students create their own web pages and portfolios that consist of working portfolio, showcase portfolio and documentation portfolio. It has been established that mini courses are actively used to help future technology and engineering teachers acquire necessary pedagogical skills. Based on analysis of the research findings, the authors have concluded that counseling or mentoring as forms of training greatly contribute to personal development of both students and their mentor as well as effective collaboration between school and university staff. It has been identified that enhancing effectiveness of teaching practice in American higher education institutions ensures involving clinical professors who monitor, guide and assess teaching practice of future specialists.Документ The new approaches to organization of students’ individual work in foreign language learning in ukraine and abroad(Khmelnytskyi National University, 2017) Lysak, Halyna; Martynyuk, OlenaDifferent approaches to organization of students’ individual work using information technologies in Ukraine and abroad have been presented in the paper. The authors have analyzed the concept and role of students’ individual work in the language learning process. It has been revealed that students’ individual work is a rather flexible process and involves such activities as preparation for lectures, practical tasks, workshops, preparation for different types of control, solution of different complexity level problems in and out of class; work with various sources of information and writing essays, reports, summaries. It has been concluded that information technologies can be a powerful tool for everybody who wants to learn foreign languages through individual work and an efficient facility to enlarge students’ creative potential. The concept of “information technologies” in education has been analyzed and the advantages of using information technologies in organization of students’ individual work have been determined. Language practice at phono and video laboratories, the use of the Internet resources, special computer software and online courses, e-books, electronic encyclopedias and dictionaries have been analyzed as the most effective means to organize students’ individual work in the language learning process.Документ The organization of future translators' selfdirected learning at us universities(Khmelnytskyi National University, 2017) Nakonechna, AlyonaThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroombased, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.Документ Foreign experience in training future engineering educators for modeling technological processes(Khmelnytskyi National University, 2017) Bokhonko, YevhenThe article deals with the study of foreign experience in training engineering educators for modeling technological processes. It has been stated that engineering education is a field that is being dramatically developed taking into account the occurring changes in educational paradigms, global higher education space, national higher education systems, economics, society, etc. It has been indicated that the abundance of the latest information and communication technologies alter the approaches to training various specialists, and, in particular, engineering educators. It has been mentioned that engineering teacher education is undergoing significant development. The activities of the International Society for Engineering Education – IGIP have been justified. It has been found out that there is the vital need for those specialists able to combine the techniques of traditional teaching and innovative scientific achievements, design technical structures, be leader and facilitator of the education process. It has been defined that the activity of the society is aimed at providing engineering educators with relevant training that involves their obtaining the qualification that is accorded with European education standards. US experience in training engineering educators for professional activity has been analyzed. It has been specified that engineering education has become more integrated into the curricula of elementary, middle and high school because of the increasing focus on STEM subjects; the demand for engineering educators is dramatically growing at all the levels of the education system. The peculiarities of engineering educators’ training have been demonstrated on the example of the Purdue Polytechnic Institute. It has been concluded that Bachelor of Science in Engineering Technology Teacher Education is a rather interdisciplinary degree program and trains future engineering educators for a wide range of fields. The organization of the program is considerate and well-planned. It has been stated that in Great Britain future engineering educators should be able to apply innovative and less conventional teaching methodology, namely, via problem-based learning, virtual learning environment, etc. According to the mentioned above, the author has outlined the recommendations to improve engineering teacher education in Ukraine.Документ Порівняльний аналіз підготовки майбутніх кухарів у закладах професійної освіти України та за кордоном(Хмельницький національний університет, 2017) Каньковський, Ігор; Красильникова, Ганна; Дрозіч, ІринаУ статті здійснено порівняльний аналіз концептуальних підходів та змісту підготовки кухарів в Україні, європейських країнах, США та країнах Східного партнерства. Встановлено, що вітчизняна професійна освіта кухарів базується на освітніх стандартах і діяльнісному підході до формування змісту підготовки, предметній структурі навчальних планів і, безумовно, потребує переходу на компетентнісну основу. З’ясовано, що в країнах Східного партнерства нормативна база професійної підготовки кухарів відповідає вимогам компетентнісного підходу, однак, реалізація навчальних програм підготовки кухарів у Російській Федерації, Республіці Білорусь, Казахстані здійснюється в традиційних закладах формальної професійної освіти пострадянського зразка. Водночас підготовка майбутніх кухарів у європейських країнах переважно орієнтована на концепцію неперервної професійної освіти і є варіативною, багатоступеневою, широкопрофільною, максимально наближеною до потреб ресторанного господарства. Охарактеризовано рівневі програми підготовки і дуальну систему навчання кухарів у професійних школах Франції, Австрії та Італії. Визначено загальну рису професійно- практичної підготовки кухарів в кулінарних школах США – організація її в умовах реального виробництва, що забезпечує широку професійну компетентність майбутніх фахівців, набуття ними знань та вмінь, необхідних для професійної діяльності. Зроблено висновок, що позитивні здобутки інших країн можуть допомогти визначити прогностичні напрями розвитку професійної підготовки кухарів в Україні.Документ Comparative analysis of future cooks' training in vocational institutions in Ukraine and abroad(Khmelnytskyi National University, 2017) Kankovsky, Ihor; Krasylnykova, Hanna; Drozich, IrynaThe article deals with comparative analysis of conceptual approaches and content of cooks’ training in Ukraine, European countries, the USA and Eastern Partnership countries. It has been found out that national vocational education is grounded on education standards and activity-based approach to forming the training content, subject-based structure of curricula and, surely, needs to become competency-based. It has been revealed that in Eastern Partnership countries there is a normative base of cooks’ vocational training and it is accorded with the competency-based approach. However, such states as the Russian Federation, the Republic of Belarus, the Republic of Kazakhstan implement study programs for training cooks in traditional institutions of formal vocational training of Post-Soviet type. At the same time, the training of future cooks in European countries is mainly oriented toward the concept of continuing education and is variable, multilevel, wide-profile, at most approximated to the needs of catering trade. The level-based curricula and dual system of cooks’ training in vocational schools of France, Austria and Italy have been characterized. In addition, the authors have defined the common feature of professional practical training of cooks in culinary schools in the USA, that is its organization under the conditions of real production that ensures a wide professional competency of future cooks, their acquiring knowledge and skills needed for professional activity. It has been concluded that positive aspects of foreign experience may assist in defining prognostic directions for the development of cooks’ vocational training in Ukraine.Документ Особливості професійної підготовки майбутніх вчителів трудового навчання в Польщі та Великій Британії(Хмельницький національний університет, 2017) Андрощук, Ірина; Андрощук, ІгорУ статті обґрунтовано важливість вивчення зарубіжного досвіду з метою підвищити ефективність підготовки вчителів в умовах вищого навчального закладу. Розглянуто особливості підготовки вчителів трудового навчання в Польщі та Великій Британії. Особливу увагу приділено висвітленню напрямів підвищення рівня професійної компетентності вчителів під час навчання у вищому навчальному закладі та після його завершення. Зосереджено увагу на вимогах до вчителя трудового навчання. Зазначено, що, крім вимог до рівня професійної підготовки, майбутній фахівець має дотримуватися моральних норм, уміти взаємодіяти з учасниками освітнього процесу, володіти інформаційно-комунікативними технологіями. З’ясовано кваліфікаційні категорії вчителів у Польщі та моделі й освітні маршрути підготовки вчителів трудового навчання у Великій Британії. На основі узагальнення результатів дослідження визначено основні цикли професійних дисциплін підготовки вчителів трудового навчання у Великій Британії. Розглянуто роль педагогічної практики у підготовці майбутніх учителів до професійної діяльності. Встановлено, що значна кількість годин відводиться на практичну підготовку студентів і формування необхідних умінь та навичок на базі шкіл під час проходження педагогічної практики. Визначено умовні етапи практичної підготовки студентів у вищих навчальних закладах.Документ Peculiarities of future technology teachers' training in Poland and Great Britain(Khmelnytskyi National University, 2017) Androshchuk, Iryna; Androshchuk, IhorThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules, cooperate with the participants of the education process and manage information and communication technologies. Qualification categories of teachers in Poland as well as educational routes for future technology teachers’ training in Great Britain have been found out. Based on the generalization of the study results, the authors have singled out the main cycles of professional disciplines needed for professional training of technology teachers’ training in Great Britain. The role of school placements in future teachers’ training for professional activity has been considered. It has been proved that the great amount of hours is allotted for practical training of students and forming of those skills and abilities needed in professional activity. Relative stages of students’ practical training in higher education institutions have been identified.