http://hdl.handle.net/123456789/7893 2026-05-15T08:32:18Z 2026-05-15T08:32:18Z Pylypiv, Olha http://hdl.handle.net/123456789/8059 2020-09-23T11:46:53Z 2020-01-01T00:00:00Z

Title: Integrated Approach to Learning (On the Example of a Private Institution “School of the Free and Responsive”) Authors: Pylypiv, Olha Abstract: The current stage of reforming the Ukrainian national school is characterized by a complication of the сontent of education, an increase in the amount of information and a reduction in the time allotted for its learning. Today, the development of education as a system must be realized through systemic knowledge, which is necessary for forming holistic and systemic thinking. This knowledge can be obtained through the integration of the humanities and fundamental disciplines and should be guided by the global level of science development. This approach contributes to the formation of holistic ideas about the world and a human as a whole. These ideas are outlined by the author in the article. The search for ways to improve the education system at school has helped revive the notion of integration of learning, which is gradually being implemented in primary school practice. The purpose of the article is to analyze the main aspects of an integrated approach to teaching at elementary school and to reveal the pedagogical value of thematic days. At the moment, the main task of education in the 21st century is to improve, develop and shape attention, imagination, thinking and memory. However, in general, today's level of the development of education in Ukraine does not give an opportunity to fully fulfill the function of the key resource of the socio-economic development of the country and increase the welfare of citizens. The prestige of education and science in society remains low nowadays. Today, in Ukraine different legislative and regulatory acts provide the implementation of cardinal changes aimed at “a comprehensive development of a person as a personality and the highest value of society, shaping his or her talents, mental and physical abilities, upbringing high moral qualities, forming the citizens capable of a conscious public choice, enrichment on this basis of intellectual, creative, cultural potential of the nation, raising the educational level of the people, providing the national economy with qualified specialists. Ukraine recognizes education as a priority area of socio-economic, spiritual and cultural development of society” [7, p. 65].

2020-01-01T00:00:00Z Vaňková, Ingrida http://hdl.handle.net/123456789/8058 2020-09-23T11:41:52Z 2020-01-01T00:00:00Z

Title: Adopting and Adapting Hermeneutic Method Within Translation Studies Authors: Vaňková, Ingrida Abstract: The present study focuses on the application of the hermeneutic method within translation process. The examination of the issue draws on the already established concepts of translational hermeneutics, which consider this method as a part of the initial phase of the translation activity. However, the study presents the approach according to which hermeneuticactivity is present throughout whole translation process. The author thus examines deployment of Ricoeur’s hermeneutic concept of interpretation and understanding of the complex translation activity. Finally, a new hermeneutic-pragmalinguistic conceptualization method is introduced applying the hermeneutic approach within the complex translation process. It is noted that on a semantic level the person who pronounces the word I, which is associated with a specific name, forms personal identity. At the pragmatic level, the meaning of the word I become contextually dependent on the discourse in which it is constantly formed. On the borderline between semantics and pragmatics, a person becomes a reflexive Self, capable of hermeneutical activity of understanding. The author focuses on Ricoeur's research, which defines language as an objective system and / or code and discourse. He also argues that language as a code is collective in that it exists as a set of parallel rules (synchronous system) and is anonymous in the sense that it is not theresult of any intention. The language is not conscious in terms of structural or cultural unconsciousness. The author focuses on the stages of hermeneutic activity. This indicates that the first stepreveals the essence of interpretation as an important part of the hermeneutical method, which is a dynamic process that includes a non-methodological moment of understanding and a methodological moment of explanation. Characterizes the second stage of hermeneutic activity it is the stage of configuration. That is, the stage of conceptualizing meaning in language. The third stage, that is, the stage of refiguration, is a complete understanding of the discourse and its interpretation. Hermeneutic activity is fully realized in reading, which represents the space between pragmatics and semantic structure. This phenomenon is described as the stage where a person operates with all their knowledge, pragmatic language and experience, not yet structured to solve one particular cognitive-reflexive task. With regard to the thematic and non-thematic cognitive abilities of each person, the translator, as a professional user of at least two languages, has a cognitive-reflexive knowledge in which at least two language cultures interrelate and intersect. It is vaccinated that, at the interlingual and interlingual levels of hermeneutic activity (in interpretation and understanding), an individual not only uses language but also changes andtransforms it.

2020-01-01T00:00:00Z Tytova, Nataliya Katsero, Oksana Kondur, Oksana http://hdl.handle.net/123456789/8057 2020-09-23T11:37:05Z 2020-01-01T00:00:00Z

Title: System Analysis of the Future Educators’ Psychological and Pedagogical Training Experience Authors: Tytova, Nataliya; Katsero, Oksana; Kondur, Oksana Abstract: It is established that the integration of the higher education of Ukraine to the European educational space is connected to the problems of vocational education system reformation in order with the international requirements. It was determined that an effective way to implement the requirements to the future specialists' professional qualities is to diversify their professional training as well as to create and provide conditions for a positive synergy with the aim to ensure scientific character, conformity to culture, fundamentals, humanization, consistency, innovation, accessibility, unity and accessibility, continuity and diversity training for applicants. The research work deals with the terminological aspects of future specialists’ psychological and pedagogical training in higher education institutions. The essential analysis of vocational training teachers’ psychological and pedagogical training is based on the unity of pedagogical theory and practice and considers contextual education and upbringing, based on the laws and mechanisms of pedagogical creativity. The analysis of scientific works, published up till now by domestic and foreign researchers, made us come to the conclusions that one of the reasons for the backwardness of the students' psychological and pedagogical training is a low level of pedagogical science development, inflexibility of educational programs, fragmented courses, lack of practical orientation. Development of requirements for the training of vocational teachers, with sectorial and integrated psychological and pedagogical components, is a priority now. The main task of higher vocational education is to prepare teachers who are ready for the organization and implementation of fundamental, technical and vocational training in practice at all levels of vocational education: vocational schools, technical schools, colleges, professional lyceums and gymnasiums, etc. The research work analyzes the terminology and clarifies the concepts “training”, “vocational teacher training”, “general pedagogical training” and “psycho-pedagogical training of future specialists in pedagogical institutions”.

2020-01-01T00:00:00Z Duda, Aneta Mazur, Piotr http://hdl.handle.net/123456789/8056 2020-09-23T11:24:07Z 2020-01-01T00:00:00Z

Title: The Concept of Diploma Thesis Using Design Thinking Authors: Duda, Aneta; Mazur, Piotr Abstract: The article substantiates the urgency of the problem in the context of contemporary public challenges, in particular, the improvement of the quality of the provision of educational services for the training of teaching staff. One of these challenges is practically oriented pedagogy, which involves a close combination of theory and practice in a particular socio-cultural situation. In this sense, the need to develop teachers' professional competence, creativity, critical and design thinking is emphasized by the authors. The aim of this article is to present the concept of diploma thesis using the Design Thinking method. The goal of Design Thinking is to create new solutions based on a deep understanding of users' problems and needs. The human-centered design consists of five stages: empathisation, defining the problem, generating the ideas, prototyping and testing. The article is based on the authors' experience of implementing Design Thinking in education. The importance of design thinking in the educational process is stressed, in particular for the effective diagnosis of students' educational needs during the lessons preparation. It is mentioned that educators learning specific methods of work and project thinking could successfully organize lessons or create a school environment that addresses the interests and creative needs of students. The article is written using the practical experience of the authors to introduce design thinking into education. The researchers are convinced of the need to involve young people in the writing of diploma researchers on the development of design thinking, professional creativity. At the same time, it is also important to carry out pedagogical research in a particular field of scientific knowledge, since the scientific and pedagogical community needs experts and theorists in the field of education.

2020-01-01T00:00:00Z