The growing number of foreign applicants looking forward to getting education in Ukrainian medical universities makes us find the ways how to improve and make effective the pre-professional training system of foreign medical applicants for further education. The article deals with the issues of the history of formation and development of the preprofessional training system of foreign medical applicants in Ukraine. On the ground of the electronic databases of the official websites of higher educational establishments, the data on years of opening first offices of the dean, departments and preparatory faculties for foreign medical applicants in Ukrainian medical universities are analyzed and systematized. Also the data on the setting up preparatory faculties at other universities who carry out licensed training of foreign students of the medical profile are presented. The data on the operating and management of such institutions in the system of the University administration are generalized. It’s revealed that during the years of its functioning the pre-professional training has changed, in particular the system was commercialized and the institutions involved in training foreign applicants have been reorganized. The modern trends in teaching foreign medical students at the preparatory faculties of the Ukrainian medical universities are displayed. Based on the analysis of the data it is concluded that the system of the pre-professional training of foreign medical applicants was set up in the 50s-60s years of the twentieth century. During this time, some positive experience in the preparation of future international medical specialists has been gained. The system of the pre-professional training of foreign medical applicants has been comprehensively improved and an effective system of managing foreign medical applicants has been created.
For a teacher to be professionally successful, they should possess relevant competencies. A history and legal studies teacher’s competency as an integrated entity has not been the subject of scientific researches yet. The paper aims to analyze legal documents as well as scientific literature, generalize and systematize the approaches to understanding the essence and structure of teacher’s professional competency. It is considered as a set of specific competencies; a component of teacher’s competency; one of its two main competencies. These approaches do not contribute to understanding teacher’s competency as a holistic integrated formation; competencies, which are singled out along with teacher’s professional competency and should be considered as its organic components. The structure of teacher’s competency based on the positions of functional approach is described as a set of components, namely, knowledge of psychology and pedagogy, abilities, skills, emotions, internal motivation, attitudes, moral and ethical values, experience; gnostic, constructive, organizational, communicative, analytical, creative, predictive, projective, informational, pedagogical skills, etc. The teacher’s competency is denoted by different terms. Its essence is fully revealed by the term “professional and pedagogical competency”, which allows describing teacher’s competency as a holistic personal entity belonging to a particular professional teacher, comprehensively characterizing it and serves as a means of achieving pedagogical goals and solving pedagogical tasks, a criterion for a professional teacher’s development. Despite certain differences in understanding the essence and the vision of teacher’s competency structure, almost all researchers of this problem agree on the fact that the factors of developing a highly competent teacher are high-quality pedagogical education, professional training and lifelong professional development. Rather perspective are further studies on specification of the volume and the content of knowledge, skills and abilities, the values of history and legal studies teachers as components of their competency, as well as experimental confirmation of relevant theoretical positions.
Modern society is undergoing complex social, economic and political transformations of planetary scope due to globalization processes. One of the peculiarities of a modern globalization wave is an intercultural interaction that, in its turn, has resulted in multicultural education. Multicultural education is quite a new branch of pedagogical theory and practice. Its appearance is considered to be connected with a period of complex social and cultural transformations in the USA during 1960s-1970s. However, J. Banks, an American scholar, proves that multicultural education is closely related to African-American movement of the 19th-20th centuries. Having analyzed the history of origins of multicultural education and stages of its development presented in works by J. Banks and C. Grant we can conclude that the process is associated, predominantly, with migration, and originated as a means of racism prevention. In the course of time the essence of multicultural education was shaped. It became obvious that multicultural education must meet needs of representatives of both different races and social groups. Also, the implementation of multicultural education into practice depends on high-quality professional training of a pedagogue able to work in the context of multicultural society. According to A. Thomas contemporary multicultural education is needed when an individual strives to understand peculiar systems of values, perception, cognition and thinking of people from different cultural backgrounds, integrate new experience into his/her own cultural system and apply it to alien cultural field. Nowadays theory and practice of multicultural education in the USA are still actively developing. Quite high demand are researches of outstanding American scholars and pedagogues in the field of multicultural education, namely, J. Banks, C. Grant, S. Nieto, Ch. Sleeter and many others.
For almost seven decades, “Studia Pedagogiczne” has witnessed the development and transformations of Polish pedagogy. The first issue was published in 1954. The period between 1954 and 2018 has been a time of global change, and also change in Poland, affecting all spheres of life, be it political, economic, social or cultural. The journal accompanied those transformations and documented many of them, and so it also serves as evidence of these changes. The purpose of this presented text is not to analyse the content of the journal. Instead, it is to approach the topics discussed in it, the areas tackled by the authors and the changes in the perception of the educational reality in Poland from the perspective of passing time and with consideration of their variety.