Educational challenges 

Abstract: The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm. The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion. The results revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies). The conclusion is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.

Abstract: The aim of this paper is to prove the hypothesis that in order to cope with the adversities and hardships and meet the demands of the wartime and pandemic challenges, a complex of tools and techniques has to be applied including new teaching strategies with the use of multimedia, mobile applications and employing learning possibilities of social networking sites, Google classroom tools and other instruments with online course “English Fastpass”. Methodology. In this research theoretical, empirical and statistical methods are used. Theoretical methods (analysis and synthesis) serve to analyze opportunities, advantages and disadvantages of social media as a new tool of teaching. Empirical ones (observation, testing, pedagogical experiment) provide conducting the experiment itself. Statistical methods (one sample t-test) helped make statistical analysis of the pedagogical experimental data. Results. The complex of tools and techniques to teach English is implemented effectively by online course “English Fastpass” aimed at preparing students for passing English Exam. The offered extra-class activities are definitely very successful: daily vocabulary and grammar tasks followed by weekly online analysis; challenges (one-week of three-week activities focused on improving general English proficiency and cultural awareness); exam boosters focused on practicing a particular exam task type; monthly webinars; quizzes and games. The resulting experimental data showed the significant progress in students' performance in both linguistic and intercultural competences, and specifically in use of English tasks. The final assessment in all English language practical skills, including the competence in intercultural communication, confirmed considerable advance of the all-language competences. Conclusion. The effectiveness of applying different unconventional extra-class activities is proven. They are followed by weekly online analysis. The most helpful of them for learning process are exam boosters, monthly webinars, quizzes and games. Using the visualisation techniques, influencing students' emotions and feelings, the abovementioned online course “English Fastpass” facilitates efficient acquisition and better memorizing along with the ability to use the knowledge in the appropriate tasks, which in the long run will help successful intercultural communication. Judging by the comments made by the students they would find such methods of teaching extremely encouraging and stimulating.

Abstract: The entire education system is currently undergoing structural changes, which are reflected in the increased use of digital and distance learning technologies. Pedagogical culture as a personal characteristic of a teacher acts as a means of implementing professional activities in the unity of goals, objectives, as well as means and results. Simultaneously, different types of pedagogical activity form the functional structure of culture. The main features of pedagogical activity should be its complexity and integrity, creative nature, a combination of collective activity and individual creativity of teachers, because the process of solving pedagogical goals and objectives is a technology of pedagogical activity that characterizes the mode of existence and functioning of the teacher’s pedagogical culture. Teaching in the context of the war in Ukraine involves the use of various forms of education with the introduction of digital technologies and tools to ensure the safety of all participants in the educational process and flexibility in time and space. This approach allows you to adapt educational content to the needs of students and the requirements of the curriculum. At the same time, it becomes important to choose an individual educational trajectory in which students can change and adapt their educational process. The purpose of this article is to analyze the content of the concept of pedagogical culture of teachers of technical universities in modern conditions, to determine the most convenient format of university education to ensure the safety of all participants in the educational process in a war in Ukraine. The methodology on which this article relies includes empirical methods (observation, conversation, dialogue), which are used in full-time and distance learning, and theoretical methods (analysis, synthesis, generalization, explanation, classification). Based on them, we will formulate practical recommendations for the introduction of digital technologies and tools to ensure high-quality education for students of technical universities in the modern conditions of Ukrainian society. The following results are achieved within the framework of our research: the analysis of the essence of the concept of "pedagogical culture" was carried out, the main features and criteria for its formation were identified, the conditions for the formation of the pedagogical culture of teachers of technical universities in war conditions were outlined and analyzed, a study was conducted to identify the most convenient form of university education using digital technologies and tools to ensure the safety of all participants in the learning process in modern conditions. The conclusions make it possible to state that, despite the difficult situation in the country, it is necessary to prepare students of technical universities for their further professional and personal careers, accompanied by lifelong learning. The combination of digital tools is often a successful response to rapidly changing environments and results in a flexible teaching and learning system. This requires mandatory interaction between students and teachers who act as mentors.

Abstract: Considering the current reality, when the state needs highly qualified and creative specialists, the problem of scientific and pedagogical support for future primary school teachers’ professional growth during teaching practice is becoming increasingly important. The purpose of the research is to substantiate theoretically the scientific and pedagogical support for future primary school teachers’ professional growth during teaching practice. Methodology. A retrospective analysis of the process of future primary school teachers’ professional growth has been used. We have found that the process of professional growth becomes more effective if certain pedagogical conditions of students’ teaching practice are created and implemented. They facilitate the development of future specialists’ desire and readiness for faithful implementation of their professional duties, professional competence and important personal qualities development, the ability to self-educate, etc. The basis for our research was scientific and pedagogical studies relevant to future primary school teachers’ professional growth during teaching practice. Results. The essence of the concepts “scientific and pedagogical support”, “professional potential” has been defined. The main tasks of future teachers’ preparation for future pedagogical activity with orientation on their professional growth as well as professional potential components and the factors having an impact on their formation and realization have been characterized. It has been determined that teaching practice creates ample opportunities for future teachers’ personal abilities purposeful development, the desire for creativity through their systematic involvement in the various activities of a modern primary school teacher. The directions in which scientific and pedagogical support for future primary school teachers is implemented during the experimental teaching practice “A Day at School” have been stated. It has been defined that the system of creative scientific and pedagogical support for future teachers’ practical training deals with an introduction to pedagogical activities, adaptation to the professional skill requirements since the 1st year of study, professional self-realization, and pedagogical credo approval in the final year of study. Conclusions. Future primary school teachers’ scientific and pedagogical support during teaching practice deals with preparation for practical pedagogical activities, providing scientific and methodological assistance (both University and school teachers). Teaching practice ensures future specialists deepen and expand professional knowledge and skills, revealing their professional potential and facilitating professional growth in general.