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The article examines the nature and importance of using aesthetic and therapeutic concept and educational logotherapy, in particular, for creating a special emotionally comfortable socioeducational environment for primary education The author has represented inteipretation of foreign scholars' views (J. Bugental, V. Frankl, A. Maslow, R. May, J. Moreno, C. Rogers et al) on such terms as “communication ”, “aesthetotherapy ”, “educational logotherapy” etc. An attempt has been made to analyze the social coTitent of pedagogical activity in the context of using logotherapy in primary school based on an agogical paradigm. In the scope of the article, the specific of using the therapeutic metaphor in the educational environment of primary' school has been represented as well as the basic stages of its implementation have been determined. These stages are the following: description of the storyline, persuasion and binding. The author has defined the role of the “living metaphors” in organization of the therapeutic interaction between the teacher and primary' schoolchildren. Particular attention has been paid to formation of the humanistic competency among primary schoolchildren; this competency is to be based on their understanding of the following philosophical and pedagogical categories: a norm (as a means and a results of pupils' social activity), freedom (as a mean and a result of individual self-expression among primary schoolchildren) and happiness (as an individual self-expression among primaryr schoolchildren). The author has assessed the role of deflection method and paradoxical intention for the social development of the pupil and further formation of the individual. Additional attention has been paid to determination of the socioeducational and psychological and pedagogical potential of such leading method in logotherapy as “The Socratic dialogue” (or “The Socratic circle”): as well have been highlighted the main stages of its implementation: consent (search for what pupil may agree), doubt (an expression of doubts towards weak arguments of interlocutor) and arguments (the teacher must convey' one’s opinion, without any resistance from the child): have been represented different various algorithms of its realization: the method of “aquarium”, “panel method” and “questioning technique”.
Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.
The article presents the definition of comparative pedagogy according to comparisons from different parts of the world. The subject of the pedagogical sub-disciplinary study, which in its own particular way relates to the research method, has been presented. The obtained results provide the basis for the argument that the scope of comparative pedagogy is quite extensive. In addition, over the years, it has widened considerably. The vocational comparative pedagogy has been added to the traditional direction of comparative pedagogy. Its indispensable function has been the analysis of the economic processes in close connection with the problems of preparation and improvement of the qualifications of personnel. Therefore, comparative pedagogy does not currently have a theory of one kind that definitively determines its subject matter. The author points out that not only the didactic system itself, but also the various conditions that support or inhibit educational activity, are important for comparability. This article also describes the objectives of comparative pedagogy. It has been found that the cognitive goal is to explore the knowledge of education systems and to compare the qualitative and quantitative changes in these systems. The practical aim is to borrow and introduce theoretical and/or practical solutions into the didactic system. On the other hand, the educational goal is to determine and improve the actual educational situation. Based on the collected materials, it has been concluded that both the objectives and the subject matter of comparative pedagogy research are very broad and often go beyond the area of the pedagogical sub-discipline.
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.
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This account explores the divergent perspectives of supervisor and student interacting in self-study research, showing how both participants were transformed by the experience. Although both supervisor and student had faced similar problems as mature students engaging in doctoral study, and both possessed strong convictions about their chosen paths, their focus was very different. The student, being visually creative, was investigating the value of integrated arts as a transformational learning medium; the supervisor, from a linguistics background, was focused on exploring the nature of written communication. The supervisor/student relationship comprises a complex nexus of interconnections between persons, material objects, times and places: it is never static, but always emerging, with the relationship often ending up being more collegial than at first, as with the authors of this paper. In the counterpoint dialogue presented by student and supervisor, it can be seen that both learned from each other: the student, the rigours of structuring a passionate argument intellectually; the supervisor, to express an intellectual argument more personally. Both authors were transformed by the supervisor/student interaction: the supervisor, in rediscovering the value of interpersonal communication; the student, in mastering a research approach which did justice to her belief in the creative power of the arts. The value of engaging with perspectives which initially appear to be irreconcilable is not just to ‘learn new things’, but to push the inner limits of our perspectives, transforming not only the ways in which we perceive things, but the ways in which we learn.
Academic institutions and their professional communities live presently in the times of constant change. Beyond numerous, official amendments within state regulations, also quality and pace of educational change undergo transformations. We observe the change of artefacts and contexts of socio-cultural demands which call for the necessity to reformulate good practices and competencies required in education. The paper is planned to highlight several aspects of change, considered by the author as sensitive to the possibility to personalize academic education: institutional, professional, scientific and simply humane. The intention is to provide a critical look upon academic tutoring and its potentials from the perspective of an academic tutor and tutor’s trainer, as well as a researcher on education. The net of arguments, following the title of this paper, shall be outstretched between research-based, policy-based and the very practice-based nodal points, with my full awareness of the limitations that my insight carries due to the qualitative rather than quantitative type of the presented research. Nevertheless, the paper should bring down the picture of a polyphony of powers that make tutoring a very special, demanding, but top quality form of academic education, which should be supported, recommended and popularized among teachers in order for them to reach their academic excellence.
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