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Документ A comparative analysis of professional training of future physical culture teachers in leading European countries(Хмельницький національний університет, 2019) Khimich, Vita; Homoniuk, Olena; Rudnichenko, MykolaThe article deals with analysis of undergraduate courses for professional training of future physical culture teachers in Poland, Germany, France, and Ukraine. These countries set a number of requirements to higher educational establishments that have professionally oriented programmes for such specialists and are almost similar in majority of the countries. It has been revealed that the content of studies is oriented on current demands of the labor market and personal needs of future physical culture teachers. Forms of organization of undergraduate courses for future physical culture teachers (lectures, seminars, practical classes, individual and group projects, individual work) have been analyzed. Undergraduate courses in Poland have been analyzed. They are oriented on search of new educational training programs that would correspond to changes on national, regional, and global educational services markets and labor markets. It has been revealed that educational system in Poland includes state and private educational establishments. The research showed that the system of higher education in Poland is regulated by state legislative acts. It has been revealed that all higher educational establishments in Germany are divided into the following groups: universities, higher vocational schools giving specialized vocational training, higher educational schools (colleges) of arts and music. The research showed that each of federal lands has certain autonomy and can independently regulate educational policy and term of educational reforms implementation. It has been revealed that demands are made to teachers, namely to professional competence, knowledge, professional ability, preparedness, and skills needed for teachers to be able to solve certain educational problems. Studies consist of compulsory and elective modules. French system of education that has vivid national specifics has been analyzed in the article. It has been revealed that France has its own system of diplomas and academic degrees. It has been described that in France, university training of specialists in physical education and sport focuses on combination of fundamental theoretical education and professional practice. The author tackles present-day requirements to professional activity of teachers and professional training of future physical culture teachers in Ukraine. The structure of higher education in Ukraine has been built based on the structure of education on developed countries approved by UNESCO, UN and other international organizations.Документ Continuing training of language teachers in the UK(2019) Rоskvаs, ІhоrThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that thе UK іs аt а turnіng pоіnt today. The country is on its way of lеаving thе ЕU, whісh wіll significantly сhаngе nоt оnly іts relations wіth EU соuntrіеs but аlsо wіth other countries all over thе wоrld. Thereby, thе UK nееds thе skіlls аnd саpаbіlіtіеs, which will facilitate the undеrstаndіng оf оthеr сulturеs аnd lаnguаgеs, to соntіnuе tо bе іmpоrtаnt fоr suссеssful іntеrnаtіоnаl rеlаtіоnshіps аt аll lеvеls. Thе fоur nаtіоns оf thе UK hаvе аpprоасhеd pоlісy оn lаnguаgе еduсаtіоn іn dіffеrеnt wаys, whісh rеflесt thеіr dіffеrеnt lіnguіstіс сіrсumstаnсеs, аnd thеy wіll соntіnuе tо dо sо. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK's positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.Документ The relevance of applied linguistics in relation to language and communication studies: a worldwide overview(2019) Sadovets, OlesiaThe paper outlines the peculiarities of Applied Linguistics as a branch of science and specialty provided by universities worldwide. Its scope, relevance in modern labour market and immediate relation to communication and language studies have been analyzed. Its advantages as a flourishing educational program for tertiary education and as an occupation in modern digital world with diverse realms of communication and language application have been substantiated. A wide range of activities pressuposed by Applied Linguistics study have been outlined: researching language in classrooms (classroom-based research); work with different kinds of written and spoken texts (corpus linguistics); approaching language learning (learner autonomy); testing and assessment of language learning; expanding vocabulary (including multiword expressions); dictionary making; interpretation and translation; studies of bilingualism and multilingualism. It has been determined that five most important concepts are basic for understanding the relation of Applied Linguistics to language and communication studies: Functional Linguistics, Language and its Application, Communicative Competence; Cognitive Discourse Analysis, Conceptual Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and their overcoming (by means of technology); Linguistics and Culture; Language hierarchy, authority, policy, and planning. Applied Linguistics program in tertiary education provides students with necessary studies in relation to language and communication in terms of language communication, its components, conditions of successful communication and cooperation; language etiquette; speech codes, their switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling and working with corpora; researching collocations and units of meaning. Undergoing the program of Applied Linguistics in tertiary education students can broaden knowledge of linguistics and language; deal with contemporary issues concerning the diversity of languages and cultures in societies; learn and teach foreign languages; eliminate language and communication gaps between people of different cultures; enhance the development of languages and communication skills.Документ Analysis of experience in professional training of future specialists in physical culture and sport in higher eductional establishments of Norway and Sweden(2019) Kvasnytsya, IrynaThe article analyzes experience of professional training of future specialists in physical culture and sports in higher educational establishments of Norway and Sweden. Research papers dealing with practice of realization of professional training of specialists in physical culture and sports abroad have been analyzed. Topicality of the research of professional training of future sports coaches in Scandinavian higher educational establishments has been proven. The fact that Scandinavian countries actively promote sports, advantages of physical culture, healthy lifestyle, health improving motor activity, and quality training of staff have been taken into account. The aim of the article is to define basics of the system of professional training of future specialists in physical culture and sport, namely sports coaches, in leading higher educational establishments of Norway and Sweden. The objectives of the research lie in the analysis of present-day state of physicalculture and sports education in Norway and Sweden; qualification trends and organizational peculiarities of professional training of specialists in the sphere of physical culture and sports in higher educational establishments of the aforementioned countries. Curricula of training program bachelors and masters of sports profile in Norway and Sweden have been characterized in the article. Peculiarities of educational programs of professional training of sports coaches in leading physical education and sport higher educational establishments of these countries have been defined. Curricula programs of Norwegian University for Sport and Swedish School of Sport and Health Sciences have been presented. It has been revealed that the systems of higher sport education in Norway and Sweden are characterized with educational trajectory of specialists training being expressed in succession of stages of education that a student has to complete in order to acquire knowledge, skills, competences, and has a tendency to profile specialization. Analysis of differences and application of leading experience of professional training of future coaches in Norway and Sweden will have positive impact on the improvement of national system of higher sports education and will promote improvement of efficiency of future specialists’ education in the sphere of physical culture and sport.Документ A comparative analysis of professional training of future physical culture teachers in leading European countries(2019) Khimich, Vita; Homoniuk, Olena; Rudnichenko, MykolaThe article deals with analysis of undergraduate courses for professional training of future physical culture teachers in Poland, Germany, France, and Ukraine. These countries set a number of requirements to higher educational establishments that have professionally oriented programmes for such specialists and are almost similar in majority of the countries. It has been revealed that the content of studies is oriented on current demands of the labor market and personal needs of future physical culture teachers. Forms of organization of undergraduate courses for future physical culture teachers (lectures, seminars, practical classes, individual and group projects, individual work) have been analyzed. Undergraduate courses in Poland have been analyzed. They are oriented on search of new educational training programs that would correspond to changes on national, regional, and global educational services markets and labor markets. It has been revealed that educational system in Poland includes state and private educational establishments. The research showed that the system of higher education in Poland is regulated by state legislative acts. It has been revealed that all higher educational establishments in Germany are divided into the following groups: universities, higher vocational schools giving specialized vocational training, higher educational schools (colleges) of arts and music. The research showed that each of federal lands has certain autonomy and can independently regulate educational policy and term of educational reforms implementation. It has been revealed that demands are made to teachers, namely to professional competence, knowledge, professional ability, preparedness, and skills needed for teachers to be able to solve certain educational problems. Studies consist of compulsory and elective modules. French system of education that has vivid national specifics has been analyzed in the article. It has been revealed that France has its own system of diplomas and academic degrees. It has been described that in France, university training of specialists in physical education and sport focuses on combination of fundamental theoretical education and professional practice. The author tackles present-day requirements to professional activity of teachers and professional training of future physical culture teachers in Ukraine. The structure of higher education in Ukraine has been built based on the structure of education on developed countries approved by UNESCO, UN and other international organizations.Документ The characteristics of subject-subject interaction during professional training of future foreign language teachers at french universities(2019) Medynska, AlinaThe article studies the conditions of the educational environment in higher education institutions in France, especially at pedagogical universities, in order to explore the psychological conditions for developing competencies in future foreign language teachers. The article thoroughly analyzes the studies of French scholars on the interaction between the participants in the educational process. There are two main trends in sociological studies on educational relationship. The first theory proves the impossibility of abstracting the interaction between teachers and students from the organization of teacher education and its role in society and highlights the interaction in the division of labour. The second theory lies in studying the interaction between the subjects as a social reality, which occurs as a result of implementing certain interactions. The article considers the effects of mass formation in the context of such areas as degradation and remotization of interactions during professional training. It also describes the results of observations on the subjects of educational activity conducted by certain French scholars between the early 20th century and the early 21st century. The studies between 1975 and 2000 reveal the effects of massification in the social and public environment. The image of French universities of that period is characterized by overload and degradation in the relational context. The authors point to the weakness of integration between students, misunderstandings with teachers and, finally, the distance of communication. The early 21st century has not yet much contributed to the professional training of future foreign language teachers in the context of educational relationship between the participants in the educational process. The article analyzes possible explanations of relational difficulties. These, first of all, include unjustified expectations of the subjects of both parties. In addition, one of the most important influential factors is pedagogical mastery of communication quality. However, one of the most important reasons is the quality of human relationships. The current period in professional teacher training is characterized by a gap in the interaction between students and teachers as a result of introducing technologies, acquiring virtual knowledge and culture of instant information.Документ Some peculiarities of professional training for future masters in physical culture in the Republic of Kazakhstan(2019) Dutchak, Yuriy; Kravchuk, LudmilaThe analysis of legislative and regulatory framework regarding educational process in higher educational establishments of Kazakhstan allows to state that training of academic staff in physical culture and coaching personnel is done within “Physical culture and sport” specialty. There is no division into “Secondary education. Physical culture” and “Physical culture and sport”. In the Republic of Kazakhstan, fundamental academic education in “Physical culture and sport” is obtained at graduate course. Curricula of the second level in “Physical culture and sport” are implemented by 9 higher educational establishments of various forms of ownership. Training at graduate course is done on the basis of higher educational curricula in two areas: academic and pedagogical (at least two years) and profile (at least one year), full-time only. Graduate-course program by academic and pedagogical area in “Physical culture and sport” in the Republic of Kazakhstan corresponds to graduate-course program in “Secondary education. Physical culture” in Ukraine. Second-level educational program in “Physical culture and sport” includes cycles of basic and profile subjects that are further divided into components of a higher educational establishment and optional subjects. Overall volume of credits in this program is 120 ECTS. Upon completion of studies, students are awarded the degree of a master in pedagogical sciences in “Physical culture and sport”. Completion of this curriculum provides formation of highly qualified, competitive academic and pedagogical staff needed at labor market, able to act professionally in any social and economic situations at a higher academic and pedagogical level.Документ Comparative pedagogical analysis of professional training for masters in cybersecurity in Ukraine and the UK(2019) Braiko, BohdanThe article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.Документ Comparative analysis of dual education in germany and ukraine: approaches and models(2019) Khrapach, Dmytro; Krasylnykova, HannaThe article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.Документ The content of professional training of masters in national security at the uk universities(2019) Braiko, BohdanThe article deals with the content of training Masters in National Security at the UK universities. The problem of the state’s national security in the context of the state’s general development and the realization of its national interests has been actualized. It is noted that maintaining the national interests of any state world provides an adequate response to the challenges and threats of today, namely the implementation of an effective national security policy. It is found that the UK’s national security strategy lists all the key threats that the government believes are threatening the state. Terrorism has been the top problem since the terrorist attacks in London in 2007. The proliferation of nuclear weapons and other types of weapons of mass destruction causes much anxiety, too. The UK strategy also includes threats such as transnational organized crime, global instability and conflictogenity (in the Middle East and Africa), global climate change, energy shortages, poverty, etc. The conducted research proves that the UK seeks to identify and eliminate such threats as transnational organized crime, global instability and conflictogenity, global climate change, energy shortages, poverty, etc. The UK National Security Strategy is based on such key values as human rights, the rule of law, a lawful and responsible government, justice, freedom, tolerance and equal opportunity for all. As a result, the UK universities aim to diversify professional training of specialists in national security incorporating into the field such areas as peace or war studies, conflict studies, terrorism, insurgency, etc. The content of professional training for national security specialists, namely masters, provided by King’s College London, the University of Leeds and Coventry University are characterized by the following features: adherence to the nation-wide principles of national security, the conceptual diversity of degree programmes (national security studies; peace and conflict studies; security, terrorism and insurgency), focus on humanities, professionoriented compulsory modules, a wide range of optional courses, flexible combination of study and work and personal commitments, research challenges, taking into account the dilemmas and challenges of globalization and integration, promotion of human rights, etc. The relevant recommendations have been singled out to improve the content of professional training for such specialists at Ukrainian universities.Документ Polish experience of foreign language teachers’ training.(Хмельницький національний університет, 2019) Рогульська, Оксана Олександрівна; Тарасова, Ольга Володимирівна; Rogulska, Oxana; Tarasova, OlgaВивчення досвіду професійної підготовки викладачів іноземних мов у розвинених зарубіжних країнах відкриває нові можливості для вдосконалення системи педагогічної освіти в умовах її адаптації до вимог європейського освітнього простору. Значний науковий інтерес викликають прогресивні досягнення країн, які демонструють високий рівень професійної підготовки вчителів іноземної мови відповідно до міжнародних стандартів; мають багаті історичні традиції освіти, що сприяє їхній провідній ролі в науці та освіті на регіональному та глобальному рівнях; отримали значний досвід у професійній підготовці вчителів іноземної мови у нових соціально-культурних умовах. Підкреслюється, що, відповідно до мовної політики Європейського Союзу, вивчення іноземної мови займає провідне місце у процесах інтеграції. Також підкреслюється, що в сучасних міжнародних документах щодо модернізації професійної підготовки вчителів іноземної мови зазначається, що сучасні освітні трансформації повинні сприяти впровадженню європейського виміру в підготовці вчителів іноземних мов. Створення нових цінностей, пов'язаних з пошуком мультикультурної, багатоетнічної та багатомовної Європи, значною мірою залежить від здатності вчителя розвивати європейську свідомість й індивідуальне відчуття моральної відповідальності в плюралістичному суспільстві. У країнах Європейського Союзу підготовка вчителів іноземної мови здійснюється, переважно, закладами вищої освіти, які готують вчителів 30 іноземних мов, хоча цей показник варіюється від країни до країни. У статті представлені результати колективних наукових досліджень, зокрема, особливості професійної підготовки вчителів іноземної мови в Польщі та рекомендації щодо творчого використання конструктивних ідей прогресивного досвіду в процесі оновлення системи педагогічної освіти.Документ American flipped classroom model in teaching linguistic disciplines to students majoring in a foreign language(2019) Мартинюк, Олена Володимирівна; Martynyuk, OlenaThe paper deals with the technology of using a flipped classroom model in teaching linguistic disciplines to students majoring in a foreign language. The sug gested idea of ‘flipped classro om’ i s based on the use of Moodle learning platform which is designed to provide educators and learners with a secure and integrated system to create personalised learning environments. The efficiency of flipped classroom model has to be ensured by incorporatin g in practice the so - called four pillars of flipped learning defined by the Flipped Learning Network community as flexible environment, learning culture, intentional content, and professional educator. The procedure of flipping a classroom can be efficient ly arranged taking into account a step - by - step guide provided by the University of Texas at Austin: i dentifying in what part of the course the flipped classroom model may be used most efficiently ; spending class time engaging students in application activi ties with feedback (p eer instruction , t eam - based learning, case - based learning, process - oriented guided inquiry learning); c larifying links between in - class and out - of - class learning; adapting learning materials for students to acquire course content in pr eparation of class ; e xtending out - of - class learning by means of individual and collaborative tasks . The recommendations for in - class language learning activities using the Extempore app in flipping the classroom have been considered. The conclusion has been made about he main advantages and challenges of the flipped classroom model in teaching a foreign language .Документ Goals, Objectives and Content of Professional Training for International Communication Specialists in the UK(Хмельницький національний університет, 2019) Moshenets, OlenaThe article analyzes the goals, objectives and content of professional training for international communication specialists in the UK universities. It is found that professional training of international communication specialists aims to prepare a competent and competitive expert under the rapidly changing requirements of British society and the international labour market. They are expected to have the relevant basic professional knowledge, practical abilities and skills (leadership and managerial skills, high-level political and information culture, active social position, high responsibility, willingness and capacity for self-study). It is indicated that British degree programmes mainly seek to train specialists based on interdisciplinary and competency-based principles, focusing on learning outcomes. Upon the successful completion of the degree programme, the graduate must possess not only theoretical knowledge but also special and general abilities and skills, which are necessary for effective functioning in various contexts of public life. It is specified that in the context of competency-based approach, the UK higher education aims to develop future specialists’ ability to independently acquire new knowledge throughout life, identify and realize their own intellectual and creative potential, strive for self-determination, social integration and self-development, which creates relevant conditions for acquiring high-level professional competency in general and nurture professional culture in particular. It is concluded that British degree programmes in international communication consist of compulsory and optional modules. Each university is entitled to choose the number and content of compulsory and optional modules in accordance with the directions of scientific research of the department and scientific interests of students and lecturers.Документ Conceptual Aspects of Professional Training for English Language Teachers: the UK Experience(Хмельницький національний університет, 2019) Roskvas, IhorThe article deals with the problem of conceptual aspects of professional training for English language teachers in the UK. It is found that many curricula of British universities are based on the technology and procedure of exclusively professional training of future specialists, whereas general scientific and additional intellectual training is incorporated into extracurricular activities as proved by the ratio of study time allocated to different courses. Humanities and social sciences courses provide students with fundamental knowledge and the ability to navigate in the ever-growing volume of scientific knowledge, possibility and knowledge of social interaction. General professional and specialist courses cultivate professional mastery of future specialists and the ability to express, if necessary, professional mobility. It is clarified that English is a broad subject, which comprises three complementary elements studied either separately or combined. They are the following: English Literature (interpretation and analysis of literary texts and study of the history and theory of literature), English Language (the study of spoken, written and multimodal communication, their historical development and their distinctive levels of analysis: phonology, grammar and lexis) and creative writing (the practice of writing, the study of the literary and cultural contexts of writing and the exploration of the relationships that writing generates between writer, publisher, text and audience). It is concluded that professional training of English language teachers in the UK is based on conceptual aspects of such principles as neobehaviourism, liberalism, progressivism, social reconstructivism, cognitivism and humanism.Документ Academic english as a component of curriculum for esl students (foreign experience)(Хмельницький національний університет, 2019-03) Садовець, Олеся; Sadovets, OlesiaIt has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departmentssyllabus, to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.