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37 74 34 . . ( 2 28.12.2016 )

ISSN 2518-7813

ISSN 2518-7813

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- .................. 338 ............................................................................................................................ 344 .............................................................................................................................. 352 .................. 357 LADA LICHMAN Principles of relevance of foreign language training at higher education institutions of Ukraine to content volume of competences: historical context .............. 362 - (2030- ) .................................................................................................................. 367 . : ................................................................................................................... 371 , . . ...................................................................................................................................... 375 : ........................................................ 380 (1960 . ) .............................................................. 384 ..................................................................................................................................................................... 391

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Chapter 1 THEORY AND METHODS OF PROFESSIONAL EDUCATION MARIYA BILIANSKA (SKIBA) The appliance of interactive methods at the biology lessons ................................................... 10 NATALIA BORODINA Technologisation of the linguistic personalitys development by means of Ukrainian morphology .......................................................................................................................... 17 NAYALIA BORODINA, ANASTASIIACHEREPENKO The place of the play technigue in the formation of Ukrainian spelling skills and abilities at school .................................................................................................................................. 22 OKSANA HINKEVICH Formation analytical and synthetic skills students in grades 5 while studying folk tale Ivanka and the beautiful thing devoted destination ............................................... 26 KARAZOHLIU (HEDYL) FATMA The specifics of the teacher in the process of interaction with the family in multicultural education of preschool children ........................................................................... 31 NATALIA KRIT Skill-formation for independent work with the textbook in the process of studying physical geography pupils of the 6th8th forms .................................................... 36 OLGA MKHYTARYAN, ELENA KODRUL Features of preparing students for correction training during studying of literary fable at school ........................................................................................................................... 42 NATALIIA SIRANCHUK Typology of optinal classes which are aimed at formation of junior pupils lexical competence ....................................................................................................................................... 48

Chapter 2 COMPETENCE AND ATTRIBUTION

AS A PEDAGOGICAL PROBLEM YULIIA BABAIAN Reflexive competence of a person as the theoretical problem ................................................. 53 IRYNA BRANDYBURA Formation of civic competence of bachelors in political science: experience of Great Britain ....................................................................................................................... 58 ANNA WENGER Psychological conditions of formation of professional competence of social workers with family ..................................................................................................................................... 66 IVANNA VORONA The content and structure of foreign lexical competence as a part of medical students professional culture .......................................................................................... 71 IRYNA ZHADLENKO Model formation of professional and ethical competence of future pre-school teachers in vocational training ............................................................................................................... 76 VALENTYNA ISAKOVA Forming rhetorical competence of junior specialists in economics at classes of Ukrainian language for professional purposes .......................................................................... 81 NELIA KRAVCHUK The formation of health-preserving competence of the future teachers by means of intellectual and psychological impact ............................................................................................ 88 OLENA SHTEFAN Concertmasters competence model formation of a prospective music art teacher ........................................................................................................................................................ 94

CONTENTS

8 . . .

Chapter 3 EDUCATION Vitaliy HLADUN Formation of student's national identity in education at the history lessons ................... 99 ANNA DOBROVOLSKA The implementation of the pedagogical innovations during forming the it competence of future doctors and pharmacist within the limits of the independent work ......................................................................................................................... 105 OLENA DROZD Ethno-cultural component as a means of improving the educational potential of the multiethnic environment ........................................................................................................... 116 AKEKSANDR KIRICHENKO The new doctrine of the training providing of the fourteen-graded social science education: invitation to discussion ....................................................................... 121 VIKTOR KOROLENKO Modern consisting of problem of moral forming of schoolboys is of pedagogical theory and educator practice ................................................................................................................ 127 LIUDMYLA LISOVA Characteristic features of developmental education in general and special pedagogy ................................................................................................................................ 131 VALENTINA MARUSCHAK Self-development as the factor of formation intellectually gifted personality ................ 136 YULIYA NOSENKO, ALISA SUKHIKH Ergonomic-educational requirements for the use of ICT in the educational process of secondary school .................................................................................................................. 140 KATERYNA OSADCHA Analysis of the meaning of the concept tutor activity in the system of school education .................................................................................................................................... 149 OLENA PASICHNYK Methodological aspects of pedagogical planning of professionally oriented foreign language course in higher educational establishment ............................................... 154 NATALIA ROMANCHUK Considering students subjective experience in teaching mathematical disciplines ...................................................................................................................................................... 159 YANA RUZHEVYCH Value otientations as animportant element of personalitys structure .............................. 163 OLEKSANDR SAMOYLENKO, NATALIA RUCHYNSKA Normative regulations of bachelors training in terms of a combination of full-time and distance forms of education .................................................................................. 169 IRINA SICHKO Environmental education and education as elements of the sustainable development strategy ............................................................................................................................... 173 MARIANA SOKOL Historical and philosophical aspect of pedagogical appearance of the term concept ............................................................................................................................... 178 OLGA SOROKA Art-therapeutical rehabilitation program for children who have found themselves in life trials ............................................................................................................................ 184 TATIANA STEPANOVA, LLA TIUTENKO Teaching mathematics in children groups of different ages using techniques H. Kyuizenera and Z. Dienes ................................................................................................................... 189 Chapter 4

EDUCATIONAL TECHNOLOGY YEVHEN IVANOV The influence of the communicative and informative technologies on the democratization process of the management of educational institutions .......... 193 YELYZAVETA ISAKOVA Peculiarities of the usage of project technology in the process of teaching foreign languages to the students of technical higher educational establishments ............................................................................ 198 EKATERINA OLEYNIK The use of interactive technologies in the educational process of future social workers ........................................................................................................................................................... 203

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Chapter 5 MILITARY AND PATRIOTIC EDUCATION MYHAILO BAKHTIN Organization of military-patriotic education ................................................................................. 208 VALERII BUDAK Military-patriotic education as a component of national patriotic education of the youth .............................................................................................................................. 212 STANISLAV KUCHYRYNA, VASIL MALYUTA Military-patriotic education of pupils and students challenges and strategies ............................................................................................................................................... 216 VITALIY LELEKA, PAVLO FEDOTOVSKIY, EDUARD VINOGRADENKO The need for unerring fashion establishment in the kadoma area of the modern administrative centre of military-applied kinds of sports ......................... 221 OKSANA OLEKSYUK, INNA TKACHENKO Patriotic education of children by means of training ................................................................. 225 OLEKSANDR SAMOKHIN, MKHAILO LOZOVSKI Modern problems of military-patriotic education students of the military departments ................................................................................................................... 233 LILIA STAHIV, SUZANNA VOLOSHYN, IRYNA OLIYNYK The patriotic education of the pupils of the primary school in the context of the educational event In the world of tale (to the centenary from the birth V. O. Sukhomlynskoho) ......................................................................................................... 238 MYKOLA TOVSTOPYAT, IGOR BUHAYEVSKYY Value military-patriotic games in the system of training pupils and students ............... 244 URIY TURTAEV, VITALIY GLUSHENKO History of becoming the armed forces of Ukraine in the context military patriotic education .................................................................................................................................... 248

Chapter 6 HISTORYCAL STUDIES SERGEI VASILENKO Pedagogical skills lecturer in military training as a basic component of identity formation future defender of his homeland ............................................................. 254 BELLA HOLYK The main problems of training a competent teacher of fashion design at a high school............................................................................................................................................. 259 NATALIYA KONONENKO Methodology of forming of the systemic of professional and pedagogical knowledge of future preschool teachers in the training process .......................................... 265 IRINA MAKARENKO Teacher management activities in the integrated system of pedagogical management .................................................................................................................................................. 269 TETIANA OKUNEVYCH Culture speech as the basis professional development of the future teachers-philologists ................................................................................................................................ 274 OKSANA OLEKSYUK Methodological bases of formation of successful students personality professional qualities ................................................................................................................................ 280 IRYNA PARFENTYEVA, HANNA KRAPIVINA The historical origins of the aesthetic process of training future teachers of music at the higher school ................................................................................................................. 284 TETIANA TYKHONOVA, GHANNA POGHROMSJKA Didactic constructing of discipline IKT at the professional activity for the future teachers of mathematics on the basis of competence approach .............. 288 TATIANA FILIMONOVA Pedagogical aspects of training future educators of preschool educational institutions for teaching activities ....................................................................................................... 297

VALENTINA FRYTSIUK Heuristic solution situations in preparing future teachers for professional self-development ........................................................................................................................................ 302 YANG CHUNG Art-compepetency directing the preparation of future music teachers to practice ...................................................................................................................................................... 307 LARYSA YAROSHEVSKA The current situation of choral dyryhensko training with prospective music art teacher in according to Odessas choral school tradition .................................................. 311 Chapter 7

CURRENT PROBLEMS OF MUSIC ART LARYSA VASYLIEVA Concentric approach to teaching music theory courses (for example ear training) ...................................................................................................................... 316 ANGELIKA KOROL Jazz as a form of music art ...................................................................................................................... 321 NATALIA REVENKO The use of piano pieces by Ukrainian composers folk direction in the classroom for instrumental performance ...................................................................... 326 HU MANLEY Structural features of training students to management faculty of arts vocal ensemble .............................................................................................................................. 330 SHEN JING GE Features of teenagers singers in musical activities ..................................................................... 334 Chapter 8

NATIONAL AND INTERNATIONAL EXPERIENCE LARYSA KORZH-USENKO Sources for research in history of higher education in Ukraine at the beginning of 20th century .......................................................................................................... 338 SVITLANA VASILIEVA Criteria for periods of development of preschool educational establishments of various types in Ukraine ..................................................................................................................... 344 MARYNA IKONNIKOVA Technological component of philologists professional training at American universities .......................................................................................................................... 352 MARIA KUDLA Creation and development of the management system of primary schools in Ukrainian lands in the second half of the XIX early XX century .................................... 357 LADA LICHMAN Principles of relevance of foreign language training at higher education institutions of Ukraine to content volume of competences: historical context .............. 362 ANZHELIKA POPOVICH Educational and methodological support of Ukrainian language stylistics (2040th years of the XX-th century) ................................................................................................ 367 OLENA POKHILKO Pedagogical activity and artistic heritage of Iu. Stupak: review of the resources on the problem ............................................................................................................................................. 371 SNEGHANA ROSHCHINA Current management problems quality, due to a significant transformation in universities Ukraine for example admiral Makarov national university of shipbuilding ............................................................................................................................................. 375 YULIYA SAMOILOVA Networking of secondary schools of the United States in the context of the education system reform: the normative dimension .................................................... 380 SVITLANA CAYAPINA Thematic orientation of the scientific investigations on theory of upbringing of preschool children (the 1960s the beginning of the 21st century) ............................. 384 INFORMATION ABOUT THE AUTHORS............................................................................................................................................. 391

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M A R I YA B I L I A N S K A ( S KIB A ) Ky iv THE APPLIANCE OF INTERACTIVE METHODS

AT THE BIOLOGY LESSONS The article emphasizes the term interactive methods, their value to the process of studying ecology

material at the biology lessons. The appliance of interactive methods encourages the formation of communi-cative skills, helps to voice ones opinion consecutively and clearly, to analyze and form the conclusions, to work in a team and to choose efficient solutions. This article also gives the examples of the appliance of such methods as: debates, aquarium, carousel, studying by studying, open-work saw, press method, and case method.

Key words: interactive methods, the biology lessons, environmental contents, formation of skills, group work. () .

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04. : / 2011http://cyberlenin-ka.ru/article/n/interaktivnye-metody-obucheniya-kak-sredstvo-formirovaniya-klyuchevyh-kompetentsiy. 3. . . - / . . . . : , 2005. 176 . 4. . . -: . . . . . : . 13.00.09 - / . . . ., 2009. 19 . 5. . . - - - : . . - . . . : . 13.00.01 , - / . . . , 2010 20 . 6. - : ; . 59 -. .: , 2013. 64 . 7. . : , , / . , . -. ., 2002. 135 . 8. : / [. . , . . , . . .]; . . . . . : , 2011. 237 .

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4. . . : / . . -. . : , 2011. 256 . 5. ., . : - . . : , 2006. 134 . 6. . . / . .. : -, 2011. 844 .

7. - (59 ) : [ ] / : . . , . . , . . . : http://mon.gov. ua/activity/education/zagalna-serednya/navchalni-programy.html.

N A T A L I A B OR O D I NA M y k o l ay i v TECHNOLOGISATION OF THE LINGUISTIC PERSONALITYS DEVELOPMENT

BY MEANS OF UKRAINIAN MORPHOLOGY The study of morphology is important in the system of work on the formation and development of the

linguistic personality of pupils at lessons of the Ukrainian language as well as the awareness and uptake of morphological standards ensures the formation of language, speech and communication skills, development of spiritual, aesthetic and intellectual qualities of students. Based on the fact that the language person is a person who speaks freely and easily on different issues, shows a high level of speech culture, cares about the quality of the speech and its improvement, the author takes recommendations on the development of the language personality of pupils of the basic school facilities morphological educational material . In particu-lar, a special role is given in the article of research activity of students, among the main means to promote the formulation which highlighted problematic issues, problem solving, linguistic experiment, the use of lan-guage games with study elements.

Key words: linguistic personality, technologisation, morphology, problem study, research activities, linguistic experiment, game technique. .

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3. . . // . 2011. 14. . 46. 4. - -. . : , 2013. 5. . . : / . . , . . -, . . . . : , 2000. 368 . 6. . -- : / // . 2013. 2. . 3031. 7. . . - / . . -. : , 2000. . 198. 8. . . / . . . : - , 1998. . 228. N A Y A L I A B OR O D I NA , A NA S T A S I I AC H E R E P E N K O M y k o l ai v

THE PLACE OF THE PLAY TECHNIGUE IN THE FORMATION OF UKRAINIAN SPELLING SKILLS AND ABILITIES AT SCHOOL

The authors identify the place and the role of school games in the formation of spelling skills at different stages of the Ukrainian language lessons in 5 class and correspond them with the requirements of the new State Standard for complete secondary education curriculum in the Ukrainian language on creating a cul-ture of writing.The article reveals the significance of studying games in the formation of students spelling skills and abilities; illustrates different types of school games that make the certain part of the lesson more efficient. In the paper the authors have used games that contribute to the formation of spelling skills and abilities at the Ukrainian lessons in 5 class.

Key words: culture of speech, learning game, spelling concepts, spelling skills, spelling rules. , .

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FORMATION ANALYTICAL AND SYNTHETIC SKILLS STUDENTS IN GRADES 5 WHILE STUDYING FOLK TALE

IVANKA AND THE BEAUTIFUL THING DEVOTED DESTINATION The article describes the basic guidelines for teachers to form analytical and synthetic skills of students

5th grade in the study of folk tale Red Ivanko and the Enchanted City. Key words: analytical and synthetic skills, literary analysis, experimental studies, training tasks.

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K A R A Z OH L I U ( H E D Y L ) FA T M A T u rk ey THE SPECIFICS OF THE TEACHER IN THE PROCESS

OF INTERACTION WITH THE FAMILY IN MULTICULTURAL EDUCATION OF PRESCHOOL CHILDREN

The article deals with the essence and peculiarities of interaction of preschool education professionals and their families in the multicultural education of preschool children, analyzed and justified demands to the teacher in the conditions of modern teaching positions educational space, a process of constant interac-tion with the child and his family. The specificity of educational activities, defined the requirements for the educator, who works in a constant interaction with the child and his family. Namely, the absolute perception of each family as it is. This is one of the main teachers of the laws, which forms the basis of the modern con-cept of preschool education. Understanding each family and the socio-psychological processes that occur in it. Recognition of equal rights educator of the family in the process of interaction with parents. Designation of this requirement due to several reasons. New pedagogical concepts that claim to educate family self-worth and acceptance of her teacher. The presence of a teacher needs in the work and sufficient creative skills. This requirement is due to the high plasticity of the child's psyche, the dynamism of the system of so-cial relations between adults, a high degree of improvisation teaching activities, programming is possible

, -, , - . , , , - -. , - - . , , - , , . , , , - , . - - - , . -, . , , , , - ' - , ,

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35 4 ( 5 5 ) , 2 0 1 6

() only in a limited pedagogical space. Availability of pedagogical tact in the interaction with the child's fam-ily. The presence of reflection in teaching. First of all, the interaction of the teacher and his family should be based on a deep understanding of the inner world of each family as a whole.

Key words: professional activity educator, multicultural education, family, creativity, pedagogical tact, reflection. ( )

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N A T A L I A K R I T Ky iv SKILL-FORMATION FOR INDEPENDENT WORK WITH

THE TEXTBOOK IN THE PROCESS OF STUDYING PHYSICAL GEOGRAPHY PUPILS OF THE 6th8th FORMS

The article reveals peculiarities of implementation and experimental verification of methodology of secondary pupils skills formation for independent work with the textbook in the process of studying physical geography. It is proved that the individual work with the geography textbook is the leading method of gain-ing subject competences by pupils, their self-education instrument. The experience concerning the condi-tions of pupils skills formation for independent work with the textbook is explored and summarized. The author interprets the results of an experiment conducted in a real geography educational process at the basic school with the help of statistical methods used in pedagogical research.

Key words: methodology of teaching Geography, independent work, school textbook, formation of skills, Physical Geography, basic school pupils, the competence, the experiment. .

68 -

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: . . / [. ., . . . . ; . . . . ]. . : , 2011. . 11. C. 277282. 3. . . - ( ) / . . . . : -, 2004. 66 . 4. . . : . . / . . . . : , 2007. 576 . 5. . . - , - / . . , . . . - : , 1985. 39 .

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821.161.2342:371.32 , . Olga-mhitaryan@yandex.ru, olena.kodrul@mail.ru

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), -, . 3. ( , , -, ), - . 5. ( -, ). 6. , - , - ( ). 7. [9, 290]. , - - - - : 1) - ; 2) - ; 3) - - . - - - . 1. . . : . 6- . . . / . . -. . : , 2014. 264 . 2. . . . . / . . . . : . , 1954. 96 . 3. . . . / . . , . . -. . : . , 1962. 392 . 4. . . : . / . . . . : , 1982. 127 . 5. . . . 1. / .-. . . . . : , 2007. 608 . 6. . : / . : , 2014. 232 . 7. . . - - : / . . . : , 2004. 304 .

47 4 ( 5 5 ) , 2 0 1 6

8. . . : - / . . . . : -, 2002. 320 . 9. . . - - : . . - . : . 13.00.02 ( ) / . , 2012. 456 .

O L G A M KH YT A R Y A N , E L E N A K O D R UL M y k o l ai v FEATURES OF PREPARING STUDENTS FOR CORRECTION TRAINING

DURING STUDYING OF LITERARY FABLE AT SCHOOL In the article justified the semantic content of the process of formation of readiness of students to teach-

ing and remedial work while studying students literary fable. Specifies the basic features of the fable as a kind of lyric-epic genre. The features of fables studying in the elementary school, including methodological aspects of assimilation fable students with low levels of literary development. Examples of correction train-ing in the study of sixth graders students fable genre.

Key words: semantic aspects of the philologist students, students with low levels of literary develop-ment, literary fable. , .

- - . - - . - , - . .

: -, , . 04.12.2016

,

48 . . .

1 373.5.016:811.161.2(07):[811.161.2] . vasylyshynata@bk.ru

- , , , -. - . , . , - , . , , . .

: , - , , , . . - . . , . . , . . , . . , . . , . . . -, - . . , . . , . . -, . . , . . , . . -, . . . - - , - ( ) , , [4, 10] , - - , - -. , , , 1 11 .

6090- - (. . , . . , . . , . . , . . , . . , . . , . . , . . , . . , . . , . . ), -. - - . -, . . . , - 57 [1, 13]. . . , , [3, 263].

49 4 ( 5 5 ) , 2 0 1 6

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. - . - -: . - , - (. . , . . ). - -, , -, - . - . , - , . -, , - : . , , - . - , , , . , , , - . - , , , , -(). - , - - , ( ), - - -. ,

50 . . .

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, - , . - -, - , ( ) , - () . - , , - - . - , - - ( 1/11 - 3861 03.06.2009 .) -

(. . , . ). - , - -. , -, , . - , -, , -, - , -- [2, 3]. -. . , - , - . , -, , - , - -, . , - , , - . - -, - . , , . - . , - ( ), - , , , - , - , , , , . - ,

51 4 ( 5 5 ) , 2 0 1 6

, , - . , , -, . - : - ; - ; -, , , ; ; -: , , , ; ( , - ) , ; . - -, , , , , . , ( -). - , , -. - , -. ( . . ). -, . - - , , , . . -

, . , - , . - , , - . . , , . , , . ' . ( - / ) , . . -: ; , ; ; - ; . , . . [5], - . -

: -

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1

N A T A L I IA S IR A N C H UK R i v n e TYPOLOGY OF OPTINAL CLASSES WHICH ARE AIMED

AT FORMATION OF JUNIOR PUPILS LEXICAL COMPETENCE The system of linguistics concepts was laid on the base of learning content on the competency-oriented

classes a system of theoretical knowledge about language, its forms, types and properties. Introduction of practical, cognitive and speaking tasks to the content is the another feature of competence-oriented speaking lesson. These exercises consist cognitive questions which reveal the subject of a lesson. Solving of the practical problems according to the speaking situation promotes cognitive needs of pupils, creates their positive motivation for verbal skills, provides a conscious learning. The lack of rules in the traditional sense, system replacement of questions and tasks, algorithms and tokens allows child to do the independent con-clusions and generalizations. The majority of searching and creative exercises help to enhance mental and speaking activity of pupils.

Key words: lexical competence of junior pupils, competence-oriented language lessons, competence-oriented speaking lessons, searching exercises, creative exercises. .

-

, , , . - . - , . , , - . , - , - . - .

: , - , , - , . 30.10.2016

( ); - ; ; ; -; ( - ). , - - , , , . - , , - - (2 ) (3 ),

(4 ), , -, . 1. . . - 4- / . . - // . 2001. 1. . 1114. 2. . . 3 / . . -, . . . . : , 2014. 110 . 3. / - . . : . . , . . , . . , . . , . . , . . , . . , . . , . . , . . , . . , . . . . : , 2004. 400 . 4. . . . 14 -. . : , 2013. 392 . 5. . . - / . . , . . // . 2002. 10. . 1316. 6. . . , / . . . . : . ., 1979. 184 .

53 4 ( 5 5 ) , 2 0 1 6

2

371.026 . julia33@i.ua

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. . - . : , , , . , .

: , , , , - . -. - -. , , , . , - , , , - , , , -, , , , . , . - , - .

(, , -, , ), , , - . . , . , . , . , . , . , . , . -, . , . , . , . -, . - , . , . - , - [7; 8]. - , , , , . . - ,

54 . . .

2 competentia -, , . - (, , , ), -, . , , [15]. -, - / , - / . - , -. - , , , [8, 16]. - . 6070- -. . -, , . . - . , - 19601970 . - - . - . 7090- , -/ - : , , , - ( ); - . , , .

, - , , - [12]. , - . - , - , , , - , - [14]. - , - , - , -, , . : - . (, , , - ) - . -, , -, , . , , , , , -, . , - - . , - . - , - ( -

55 4 ( 5 5 ) , 2 0 1 6

, , , - ), - ( , , , , ), ( , , - , ), ( , , , , - , ), ( -) . . -, - . , -, - [12]. . - c, -, - , [3]. -: -- - - . . : 1) - 2) - ; 3) - - . (; ) [4, 281]. . - , , - (), (- ). - ,

, , - , , , . [11, 253]. . , . , . - . - , : , -, . . , , , -, [6, 7]. . , -, , -, . -, , - , , . - , - , -, . , , -, , - (, -, , , -, , .). -, - , (, ) , - , - . , / - . - , ,

56 . . .

2 , : , ( , ) - () [8, 24]. - - . : (, -); , , , , - (, -, , -, ); - -; , [10]. . , - - , (, -, , , - ); , ( - , ) [11]. . - . - , - - , . - -. , - . --

. . -, , [1]. - - , -, [13, 267]. - - , - . - -, - (-) . - , - , - , , -, [5]. , - , . -, - - - , , . , , - , : , , , . (-) ' . ' - , . ' -

57 4 ( 5 5 ) , 2 0 1 6

. - . ' - - . - , , - , - . - - , , - . , - , - - . , , - , . - - , , . , - . - ', - , - [2]. 1. . . - : / . . //

: . . : --, 2004. . 2 (7). . 1524. 2. . . : / . . . : . . . , 2004. 216 . 3. - / [ . . . . ]. ., : , 2004. 1440 . 4. . . - / . . . : , 2001. 654 . 5. . . / . . . . : - - -; : , 2004. 752 . 6. : - / . . . , . . , . . . . : , 2003. 520 . 7. . . / . . - // . : . : - . . . -, 2008. . 105111. 8. . , -, // -. 23 (47) . 2006. . 1628. 9. . . : / . . - // . -. . 54. . : , 2010. . 2226. 10. . . / .. . .: - , 2009. . 2130. 11. . -: , / . . . : -, 2002. 257 . 12. / [. . . , . . ]. . : , 2000. 680 . 13. . . - / . . , . . // , . : , 1995. . 266271. 14. . : / . ; . . . // - -. . : , 2000. 15. . . - / . . // -. 2003 2. . 5864. Y U L I I A B AB A I A N M y k o l ai v

REFLEXIVE COMPETENCE OF A PERSON AS THE THEORETICAL PROBLEM The article deals with problem of determination of the concept competency and competence. The

different approaches to the definition of these concepts are shown. The structural components of compe-tence are defined. The contents of the terms reflexive competence is revealed in the article. The main types of reflection: the intellectual, personal, communicative, cooperative are describe. Underline meaningfulness of reflection as a present constituent of determination of professional competence.

Key words: competenc, competence, reflection, reflexive capabilities, reflexive competence.

58 . . .

2

- , - - - , , - . , ,

, - , , - , , , - - [6, 24]. ,

378.14.046.16:32.001 (410) . ihrohodza@gmail.com

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: , , - , - , , , -, .

.

.

. -. . - : , , , . - , - .

: , , , , . 04.12.2016

59 4 ( 5 5 ) , 2 0 1 6

, . , , - - -. . (R. Battistoni), . (W. Hudson), . (R. Huggins), . (J. Kelly), . (S. Curtis), . (A. Blair), . (B. Axford), . . (D. P. Redlawsk), . (N. Wilson), . (S. Maile), . (D. Griffiths) . - . - . -: -- , - ; - - -; - , , - . - - - , , - , -, . - , - - . - ,

- - . - - : ( ); - ( , - ); -- (, , - ); (, -, , - ) [1, 11]. , -, , , , , - - -, -; - , - , : , , -; , - , - - [8, 10]. - : - , , -, -, , , , ; , - -; -, , ; , - , -, . -, - - - , ,

:

60 . . .

2 . - - , - . - - . 1997 , - -, . - -, - , . - - , , - (. service-learning), - (. community-based learning) - - (. community-based research) [2, 85]. - - , - - - . 2008 (. National Coordinating Centre for Public Engage-ment), , : - ; , , - ; - -, [13, 3]. , - -, - ,

, - . - (. Concordat for Engaging the Public with Research), - - - -- . - : - ; - , ; , - , , -- ; , , - [8]. - Beacons for Public Engagement - Path-ways to Impact. Beacons for Public Engagement, - -, 6 - , - -. : - - ; - - , ; - , - [11, 14]. - - - - ,

61 4 ( 5 5 ) , 2 0 1 6

, - - , - - - , . -, , , - , , - . - - . - - , - , - . - , , -, - - , -, [14, 25]. - , - , . - , . . (R. Batt-istoni) . (W. Hudson), - ' -. -, - - , , -, [3, 3].

, - - - , - . - -, , : 1) (- ), 2) - ( ), 3) (- ) [3, 27]. . (J. Sloam) - , - - . -, - , , ?. , ( -) . - - , - , , - . - - . , - [12, 45]. - . - , -. - , . - ,

:

62 . . .

2 -. , - , ; , -; - [21, 5]. , -, , , . , , , - - - - (. service learning), (. work-based learning), - (. community-based learning), - (. community-based research). , , , , . . . (R. G. Bringle) . . (J. A. Hatcher) - -, - , -, - - [4, 180]. . (J. Annette) - , - . , - , - [2, 83]. , ,

, , , - - . - , - , - - , . , - - . : - , - , , ; - , , ; ; - , , , . - - : -, , - . - - - , - , , - , , , , . . (R. Hollister), . (N. Wil-son), . (P. Levine) , -, , - , , , , - [7, 18]. . (J. Elshtain)

63 4 ( 5 5 ) , 2 0 1 6

, - , , - , [3, 12]. , - , , - , , - . - (110 ) - (1 ) . - , - , - [9, 7], - - , - [16, 16]. - - , - , . - - -: - . - - , . (E. Boyer) - . - - : 1) . (R. Sclove) - , , - - ; 2) . (M. Hills) . (J. Mullett) -

; 3) . (M. Minkler) . (N. Wallerstein) - , - , - [15, 56]. , - - , - . - - - . -, , . , , - , - , - - - , - . , . - - - , , - . - - - . , , , - - . - - - . . , - ,

:

64 . . .

2 . - - , - , - , - [10, 12]. - , - , . , , - . -. , - , -, : , - , , - . , - - , - - , -, , - , - - -, - - . - - -

, , - - . 1. . : . . . . . : . 13.00.04. / . -; - -. , 2007. 23 . 2. Annette J. Service Learning in an International Context / J. Annette // Frontiers: The Interdiscipli-nary Journal of Study Abroad. 2002. Vol. 8. P. 8393. 3. Battistoni R. Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science. AAHE Series on Service-Learning in the Disciplines / R. Battistoni, W. Hudson. Sterling, VA: Stylus Pub-lishing, LLC, 1997. 246 p. 4. Bringle R. G. Reflection in Service-learning: Making Meaning of Experience / R. G. Bringle, J. A. Hatcher // Educational Horizons, 1999. P. 179185. 5. Concordat for Engaging the Public with Research. NCCPE, 2008. 8 p. 6. Higher Education in the Twenty-first Century: Vision and Action (Volume I). Paris: UNESCO. 1998. 138 p. 7. Hollister R. M. Educating Students to Foster Active Citizenship / R. M. Hollister, N. Wilson, P. Levine // Peer Reviw. 2008. Vol. 10 (2/3). P. 1821. 8. Key Competences for Lifelong Learning: European Reference Framework. Luxembourg: Office for Official Publications of the European Communities, 2007. 12 p. 9. Little B. Learning through work placement and be-yond / B. Little, H. Lee // A report for HECSU and the Higher Education Academys Work Placements Or-ganisation Forum, 2006. 72 p. 10. Millican J. What an Student Community Engage-ment Programmes Contribute to the Development of Citizenship in a Society Recovering from Conflict? / J. Millican // Proceedings of the 4th International Barcelona Conference on Higher Education. - GUNI, Barcelona, 2008. 19 p. 11. Public Engagement and Social Science / Ed. by S. Maile, D. Griffiths. Policy Press, University of Bristol, 2014. 256 p. 12. Sloam J. A Pedagogy of Engagement in Higher Educa-tion / J. Sloam // Paper Presented to the Political Stud-ies Association of Ireland Annual Conference, Dublin Institute of Technology, 8-10th October 2010. 14 p. 13. The Engaged University: A Manifesto for Public en-gagement. NCCPE, 2008. 12 p. 14. The Scholarship of Engagement for Politics: Place-ment Learning, Citizenship and Employability / Ed-ited by S. Curtis and A. Blair. Higher Education Academy, 2010. 268 p. 15. Warwick-Booth L. Community-Based Research and Evaluation models: their applicability to social re-generation programmes debated through an analysis of the literature / L. Warwick-Booth // Social Policy and Society. 2008. Vol. 7 (1) P. 5372. 16. Yorke M. Embedding employability into the curricu-lum / M. Yorke, P. Knight. Higher Education Acad-emy, 2006. 32 p.

65 4 ( 5 5 ) , 2 0 1 6

I R Y N A B R AND Y B UR A Lv iv FORMATION OF CIVIC COMPETENCE OF BACHELORS

IN POLITICAL SCIENCE: EXPERIENCE OF GREAT BRITAIN The article analyses the peculiarities of forming civic competence of bachelors in political science

through their engagement in community activities. Main forms of civic engagement through the curriculum in Great Britains undergraduate political science education has been identified and characterised. In addition, the main stages of designing a course in political science, which is based on collaboration with the community, have been described.

The research indicates that the main ways of forming civic competence of bachelors in political science at the universities of Great Britain through collaboration with the community are service learning, work-based learning, community-based learning and community-based research. These partnership models of learning and research enable students to consider the subject in a broader social context, generate social action and positive social change, raise sense of civic responsibility and community members to reduce de-pendence on professionals and administrative bodies, direct policy in the context of their own needs.

Universities of Great Britain within the national strategy of enhancing partnerships with the community in higher education develop and implement mechanisms to engage student in community activities through the curriculum, ensuring transparency, accountability and dialogue of higher educational establishments with other members of the socialization process and promoting effective training of future experts in politi-cal science, who by means of implementing social projects on the basis of critical and creative thinking form the sense of civic responsibility, improve their skills to conduct constructive dialogue with other team mem-bers and adapt to dynamic conditions of the modern world.

Key words: civic competence, service-learning, work-based learning, community-based learning, com-munity-based research, bachelor, political science, Great Britain. .

:

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: , , , - , - -, , , . 07.11.2016

:

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PSYCHOLOGICAL CONDITIONS OF FORMATION OF PROFESSIONAL COMPETENCE OF SOCIAL WORKERS WITH FAMILY

The article analyzed the socio-psychological aspects of professional formation social worker defined stages of formation of professional activities and designated the social and psychological aspects of forma-tion of stereotypes, perceptions of functional purpose of social workers.

Key words: careers, competence, professionalism, expertise, professional development, professional socialization. .

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71 4 ( 5 5 ) , 2 0 1 6

aaoioi o oaiai i ai ioaii ooi o oa oo oi oi, a o- oi ioo o-oo oioo oo. oa oi ai, a oa a oo ooo oi, a o aa io o i o aoo aa [10, 3]. I i oo ai ioo o, aai i ai- ao , o o oooo aa i, oa aoo, oo ooi oo. ii a o aa - ioo o oa O. Aaa, . Ao, I. a, A. o, . i-, . ai, A. oo, . ioaa . ao, . ai, . ooa, . i, . ao, . ooa, . aio, . aa-oa a ii. oa oea o oeei ooaoo aaa oo oci oi, e, oe, i oci e ic oo o a ae oo o, a aa ooi o oi, oo i a iooo -o oi. a ai o oooi i a iooo o oi aa aoo ai i. o oa-

o ao ai aa: o o a oi a -a oo ooi oo; oa o io aaoo aia oooi iooo o; oaaia ao aai a -ai oo aia; oaa oooi o ao oo aia a aa a oi ao ioo o. ooa cooaiioa ceia-ici aac aai aa- caco o oci. Ce- a ac aa oi a ao coci oce, a o o a ai oioaa. oeei (a. competentia, i compete aoa; ioia, io) oa : oo ooae o-e oaiai, cao ao oco; oo a, ocoa a ei ooae, a, oci [7, 282]. oee (a. ompetens, ntis ioi, i) a-a oo, a oi a ei ai; [9, 411]. C. Ccoa aa, o oeei a a oi (a eoeoo aeia, aic oo oi), a i (ae acoca a a o oe cai), a (ioci eia aca coco c - i coiao oeci) [6, 199].

378:372.881.1 . vicinska@mai.ru

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2 i ioo o a a o , o aa, aoo i o oi, o o o ia, ia o oiai, oa oia oi (oi/aia, a/ooi, o). oiaa oi aa, oa oo, a oa oi, o , i , aa, oooi a ooai. a oi a i ai ooa o oo aa, o aa i aa i. a ii a (ooi a, aooii iio, ii ooo) a ooii o (i, ioa, , i, i). aai - a ai, a, -, o, a, ooii ioa [1, 110111]. a oi ai - o aoo oo o -oa i oi o i. ai o a ooi aoi ioi ao, a a o iooi. o oa a, o a oi a i a, a i aa o ioi (ai) oa i a oo ioi. aa aa a aoo oi i a iooo a ooi o i i o-oo i aio oa oa a oo a-, a ao i i oa ioo [11, 27]. O aa -oo aia a o (O), a o oo, a a ooo i ai a a oo- (oo a, o i- oi) [8, 16]. oi i a o-i i a. i - a a oi O o a o oi, a a: iaa, iai a iiai o i oo o O; ii O

ioi oo ; oo-ao oa o a O [8, 16]. i o aa oi a oa O o -o oi, o aa: io- O oio oi; o O i oa; i ioioo . a ioa iooi a a ia -o ioo o i o o i a o-a . . oia o a io a: o i oo o oa; a; aoi oa a aoi, oi, ooi, aoi, i i oio aai; ao i o oaoi oa; a ooo (aa i, oi oo); oo o, oa i o oa: oi, i, i; ooi a/ao oioi -a io a ioo o [8, 17]. oo i a a: a o o o o oi (O), oii ao o a oiaa i oi a ; a o ai o, aa ooai, oii aoo aa O a oiaa i oi ai; a aa, oii o ooo; a a i, oi- o i ooo; a, oai aa oa-oi ioi i oi, o [4, 48]. - a ioo oo, o oo a, a oo, o ia, o ao o, aa-, a aoa. o a oai oo o oi, oo aaa oa io-i ao ai a o aa- ai ; a-i ia oo i a o-a i oi ia. o ai a -i-i i oi a oo O a a oai,

73 4 ( 5 5 ) , 2 0 1 6

a ao ai o i aa ioio o a. a ai a i i oi o o a oa ao a ioii oa, a a: ai oi io O; i oa ioi i, o a i o o iooo oa ioai o oi O. i i ao oa aa, a i iiaoo o ao a. ia a O oo o i io ao ii aa-oo o, a a i oio - a. ioo, o oaoo o aao oi oa. o a o ai a i o aa o o, a i o oa aai. o ai ai o aoo a oo, a o oa a aoo a, ao oao o ooi oa ioo oo aoo ia. i o oa a oooo o ao ai, oo a -a a oaoi a, a i oo ooaa ooi. a -a, o o aaa, oo ao - oa i oo aa, i - i oa a a -o o aoo a oo a o. . aio oa oa -o oi oa o i oao o o- o aoo oa oi ioi [12, 29]. o o i . ao, aaa, o oa o a oo - aiao, oi ia ooa ao, a i oo o-a i ooa i oi oi ioi [5, 115]. ooi a o io a ooi a: 1) ai ; 2) oo i oa

o i a oo i-oi. a ai iia a o aai . aa aaa oa ai oi -ai ioio o aa, i a i, io aa- oa a oo aoi o aoo aoo ii. a a, a oio aa oao a ai i oi. i oi aa a o a, oa oo aooi oio a i. A a oi oai - a a ooi i oo. Oi a ioo o o io a ii o, o ao oo -ao o oo a o a ao ai. oa ooo o o oo, o o aa aoio a oi oa , o i a oa i oa ii ia, oi oa, o aai ao o oi, ao o oao. aa ooa oao i o a i ao . oa aoo a a ii a, aai oa -a o oa ao. i a ooi oa a a a o oa a ii oa, oi o -i a o ao o i aa ioa. o oi o, o o o ooi, aaa oa o ao ia. oaoo ooi -a-a o, o i ia, ao oa oa ia o oa, ooi, aaoaoi oa, a aa i a a, aaoioi o io ia o, oo iioi oa oaoo ii. o o-io i i ao

-

74 . . .

2 a o. O i i a aoo aoa ia ooa a a a, a oia o oi-a ai oioo ia [13, 169], a ao oo aoo ooa a o, o ooo a ai a aoo oa iooio i oo, oao a oa iooio oi. aa o oo - o aoi aaa a -a, oio i ii aoi oo ai, o oi oa i aoi aooi ioio o oaoo aoo aa, ooo aaoo a-ia o o aa. i - aooi a i i i oa a ai i a aa. a, o iaao ioi -i-i oio ooa ai aooi, : o (oo i o); aa; oaa; ioi (a, oo, a oo); o (a); o i a [2, 232]. Oo aa, i oa - oooi iooo