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This paper points to the feasibility of the process of preparing future social educators to promotion and information activities. It also reveals the essence of the requirements to the social educator as a person who conducts non-commercial promotional and information activities. These requirements are divided into three groups. They are sociopsychological requirements, psychological requirements and training requirements. The paper deals with the implementation of promotional and information tasks by social educator in the framework of his professional activity. This publication presents results of analysis of Bachelor's and Master's curriculums whish have been devised to determine the list of academic disciplines for study by students learning from the specialty "Social pedagogy" at The Institute of Human Sciences of Borys Grinchenko Kyiv University. This was done to determine the list of subjects that are directly or indirectly related to advertising and information activities. This publication highlights the features of the educational process which is aimed at developing of future social teachers’ knowledge and skills in the field of advertising and information activities. The author tells about her own experience of practical implementation of the process of preparing future social educators to promotion and information activities in the context of university education. She also reveals the essence of a special course «Peculiarities of social pedagogue’s advertising and information activity» and one of the training modules of integrated discipline «The actual educational practices» named «Advertising and information technologies in social and educational activities» which have been created and approved by her.

The article deals with the issue of examining the experience of secondary schools at national-patriotic education of students, taking into consideration the current sociocultural and political situation in the country, science development level and requirements of practical teaching. The author program and mechanism for the implementation of the system of national-patriotic education of students of rural secondary schools of the Polissia region (Luchinskyi educational complex Dubrovytsky district Rivne region is given as an example) are presented in the paper. In the paper tasks and content of national-patriotic education of pupils are disclosed, forms and methods of its realization are characterized. It is concluded that integrated use of traditional and innovative forms, methods and means of education, through a coordinated interaction of all participants of the educational process on the principles of personal and activity, axiological and cultural approaches taking into consideration natural, social, cultural and ethnographic features of the Polissia region, contributes to the effective implementation of the tasks of the national-patriotic education of students.

The article explores globalized educational landscape, considers trends and dwells on perspectives inherent to modern educational paradigm. Parallels between classical and innovative formats of education are drawn with special emphasis placed on the idea that proliferation of digital technologies and cultures is having a profound impact on attitudes and beliefs within teaching community, which prompts questions that need urgent answers. The paper analyses challenges set forward by computerization processes and highlights problems related to extensive use of digital technologies in teaching practices. Grounded in analytical overview of recent research papers related to the issues in question, the article suggests ways in which ‘networked age’ and ‘ global education’ can get good in a classroom diversifying and altering the entrenched attitudes to teaching and learning foreign languages, and thus enabling teachers to appropriate their strategies and tactical steps to the need of educating and developing a moral, imaginative, creative and initiative individual with powerful cognitive potential. The paper claims that within the framework of the 21st century teacher-free digital pedagogics ensuring better educational quality can be received via thoroughly-measured balance between exploiting advantages of traditional teaching methodologies and applying info-communication techniques, creating global market for digitalized educational services, enhancing spread of global universities.

The peculiarities of training of engineering and information science teachers in Poland are represented in this paper. The specifics of studying at higher educational institutions of the country have been outlined. The article presents examples of institutions of technical and informational education in Poland. The defined in the paper levels of general pedagogical training of engineering and information science teachers include: reproductive, heuristic, and creative. In the article the process of aftergraduate teacher training has been described. As well, an outline of the theoretical, methodological and practical teacher training has been presented.

In conditions of differentiation the learning materials selection will optimize the training English for Specific Purposes of the future professionals in the field of information technology at university level. The purpose of the article is to define the basic unit of learning material, the factors of influence on the learning material selection, principles, criteria and the procedure of learning material selection in this paper. Reviewing the scientific achievements in the learning material selection in teaching English has become a basis for defining the factors of influence, principles and criteria in the research. The basic unit of learning material (learning English text for professional purposes) is outlined. The factors of influence and principles (correspondence of learning materials to professional interests and needs of information technology students; necessary ability and accessibility; regarding the linguistic and stylistic necessity and sufficiency; availability of Internet sources information) of the learning material selection are defined. Also, the qualitative criteria (authenticity; professional significance, relevance and informativeness; conformity of foreign language level and intellectual development of students; variety of genres and forms of speech, their sufficient filling by linguistic material; coherence, integrity, consistency, semantic completeness; topic conformity; situation conformity; unlimited access, reliability and exemplarity of Internet sources) and the quantitative criteria (the amount of material) of the learning material selection are highlighted. The process of English for Specific Purposes material selection (defining the disciplines of different cycles; defining spheres and related topics; outlining situations, communicative roles and intentions of professional communication; specifying the sources of selection; evaluating the texts; analysis of the knowledge, skills and sub-skills required for the formation of competencies in listening, speaking, reading and writing of English for Specific Purposes) is determined. So, the defined learning material selection will serve as a basis for consideration of stages in the differentiated instruction of English for Specific Purposes of future professionals in the field of information technology at university level.

In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching and class management practices. There are four main blended learning models: Rotation, Flex, A La Carte, and Enriched Virtual. The choice of a blended learning model depends on the discipline, the year level, pupil’s characteristics and learning outcomes, and is based on a learner-centered approach to the learning design. Such combination of classroom training under the guidance of a teacher and independent online learning fosters reflective thinking, facilitates communication and collaboration, increases pupils engagement with the subject, enhances contextual learning, increases flexibility, helps the construction of knowledge through communities of practice, establishes the much-needed authenticity, and promotes learner control.

The quality of the professional training of foreign language teachers presupposes high level of their listening competence. However, in non-authentic language environment developing proficiency in listening is recognized as a difficult task. Therefore, Ukrainian methodologists are in search of new ways to improve listening skills of pre-service teachers. The purpose of this article is to explore recent research into psycho-linguistic issues and analyse the grounds for the development of listening competence by means of fiction audiobooks. This paper therefore deals with the analysis of cognitive processes and psychological mechanisms, listening stages (motivational, analytically-synthetic, executive and controlling). It goes on to focus on artistic perception and its mechanisms and the information processing mechanisms. Since fiction is an art of words, specific features of listening to audiobooks are primarily related to the category of art. It is revealed that at all levels of the structure of an artistic text (genre, plot, structure) there are some authors guidelines which guide, direct attention and activate apperception. The typical benchmarks of audiobooks that help to activate apperception (genre, cover, title, sample, summary, reviews, author / narrator, volume, rating etc.) have been determined. It has been found that listening to an audiobook should result into its "projection" in the recipients mind. The "projection" may be materialized through a secondary text. It is concluded that the mechanisms of listening to fiction audiobooks are: 1) mental processes (perception, thinking, memory, attention); 2) psychological mechanisms (speech hearing, articulation, anticipation, comprehension, working memory); 3) mechanisms of artistic perception (emotions and feelings, imagination, apperception, figurative and associative thinking); 4) information processing mechanisms (mechanism of equivalent replacements, transcoding, compression, expansion, transformation). Thus, the following prerequisites for developing listening competence of future teachers have been singled out: 1) interests of students, motivating factors should be considered; 2) students must be taught to analyze, synthesize and process information while listening 3) psychological mechanisms should be developed; 4) apperception should be activated before listening; 5) students should be able to share their “projection” of the audiobook.

The article aims to justify the formation of criteria and indicators of social-pedagogical competence of the future teachers of primary school of inclusive comprehensive school and to determine its level of development. The objectives are to determine the status of the development problems of professional competence of teachers in inclusive education; essence and structural components of social-pedagogical competence of future primary school teacher of inclusive comprehensive school; criteria, indicators and levels of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools. The education system in Ukraine is gradually transition to inclusive education. Inclusive comprehensive school is being created. It requires a highly qualified primary school teacher who co-teaches regulatory children and children with disability. The article is grounded the necessity of social-pedagogical competence of future teachers of primary school of inclusive comprehensive schools. The essence of social-pedagogical competence of future primary school teacher of inclusive comprehensive schools is defined. The structural components of social-pedagogical competence are characterized. Scientific papers on the issue of formation of competence of experts in various fields are analyzed. The pronunciation for selection and justification criteria and parameters of formation of professional competence is overviewed. The group of the criteria suggested by various scientists from the evaluation of the formation of professional competence of specialists in different fields is considered. The criteria and parameters of evaluating the levels of social-pedagogical competence of future teachers of primary school in inclusive comprehensive schools are selected on the base of the analysis of modern achievements of scientists. Future prospects of research is in developing of a method of diagnosing the levels of social-pedagogical competence of future primary school teacher in inclusive comprehensive school.

The paper considers the theoretical underpinnings and practices of designing courses on language testing and assessment for pre-service FL teacher training. The author analyses definitions of assessment literacy offered in the studies of world experts including teaching content and objectives of such long implemented courses. She further reasons the urgent need in introducing courses on language testing and assessment in Ukrainian universities; specifies the goal of the courses which lies in training student teachers in developing quality tests and administering assessments on the outset of their teaching career; outlines the content area to be covered in the course placing emphasis on its being based on professional needs; specifies course objectives such as building students’ awareness of key concepts and principles of language testing, developing ability to critically analyze available ready-made tests and make decisions about their fitting particular assessment needs, building skills to develop own or adapt ready-made tests and tailor them to the educational context; discusses preconditions of efficient running and attaining good outcomes of such courses which, in her view, are predetermined by traditionally high standards of teaching language pedagogy in Ukraine. An innovative structure of the course based on principles of testing cycle as well as interactive and constructivist methods of teaching language testing and assessment to student teachers are offered in the article.

The article presents the research of linguo-didactic aspects and models of bilingual education. On the basis of the study of scientific literature the definition analysis of the notions «bilingualism» «bilingual teaching» and «bilingual education» has been carried out. Didactic-methodological bases and approaches to the content of bilingual teaching at higher educational institutions have been determined. This article considers theoretical and methodological foundations of the concept of bilingual teaching. There have been outlined the peculiarities and problems of the designing and implementing bilingual programs and curriculum materials development. It has been stated that characteristics of the latest stage of elaboration of theory and practice of bilingual education have been framed in terms of the transition to a multi-perspectival paradigm of polycultural education. This paper deals with the common didactic fundamentals of personality-oriented philosophy of higher education. The distinctions that require the formulation of specific principles of bilingual teaching have been considered.

The paper reports on the design of a multi-component architecture of distributed hybrid expert training system that can be used for the study of knowledge base of both internal and external expert systems and artificial intelligence systems that are distributed on Internet servers and other computer networks. Expert training system is based on three groups of basic principles: cybernetic, reflecting experience of previous research of systems of artificial intelligence, expert training systems; pedagogical, determining the principles, on which pedagogical design and use of expert training systems are based; psychological, determining preconditious and understanding of pupils psychics, on which the processes of design and use of expert training systems in professional training of future specialists are based.It accounts for the efficient training through the distributed knowledge via the Internet, which greatly increases the didactic capabilities of the system.

The article gives an overview of approaches by ukrainian scientists on legal awareness as the effective rate of training of law students of secondary schools and graduates not majoring in law. The results of the study demonstrate that native scholars consider legal education as a combination of systemic knowledge about law and legislation, skills to use it in familiar and non-familiar situations, to choose appropriate behavior and be ruled by the principles of law, respect for human rights, etc., however, they integrate these elements in different structural components. The paper defines legal awareness as a set of cognitive (legal knowledge, abilities and skills to obtain and use it, to think critically and logically), action-operational (the ability to use legal knowledge to carry out practical tasks, solve problems in the legal field; implement the provisions of law for the effective interaction between the subjects of study and social life), value-motivational or axiological (legal values, values and emotional attitude to the state and legal phenomena, motivation of lawful behavior) components.

The process of fundamentalization of the mathematical preparation of the future specialists of a technical profile at higher educational establishments, complying with a new model of education based on the principles of a competence-based approach, requires modernization of the existing systems and technologies of education quality control. The paper presents the ideology of the diagnostic component of fundamentalization of the basic mathematical preparation in the area of controlling the formation of the mathematical competence of the future specialists of a technical profile under the conditions of multi-step higher education. The consistent realization of a complex of the successive forms of control has been suggested: the propaedeutic, thematic, periodical, final and residual ones. The content bulk and the technology of implementing the indicated forms of control presuppose keeping tabs on measures of fundamentalization of mathematical preparation of the future specialists of a technical profile at higher educational establishments.

The research paper deals with the features of musical training of future teachers of choreography. It was found that the disciplines of basic as well as scientific and subject training, such as History of Music, Playing a Musical Instrument, Fundamentals of Music Theory, Analysis of Music in Choreography create conditions for quality musical training of future teachers of choreography. It was studied that the formation of emotional, conscious, action-and-practical attitude to music based on its perception and in the process of its implementation is through rational selection of organizational forms, methods, means and presentation of educational materials to support the cycle of basic as well as scientific and subject training using an electronic educational environment.

The paper deals with the use of information and communication technologies at higher educational institutions of Ukraine. Knowledge accumulation and sharing system, which consists of classroom fund, laboratories, workshops, exchange of experience, practical information, research sector, workstation, network forums and chat rooms, electronic resources, information space has been suggested. Distance education process model, based on the general theoretical principles of modeling, according to which the model’s characteristics are defined as a pedagogical object, has been substantiated. The model is a complex system of the structural elements, which include: aim, content, functional, organizational and evaluation subsystems. To assess its effectiveness a pedagogical experiment has been carried out on the average level of knowledge retention, time to prepare specialists in a particular subject’s content area, students’ participation in the classroom.

This article deals with the problem of readiness for professional (educational) activity of teachers in vocational schools. The paper determines the relevance of readiness of teachers of special subjects of vocational schools to personality-oriented professional interaction with students and singled pedagogical conditions that determine this process. The analysis of psychological and pedagogical literature on the interpretation of the concepts of "readiness" and "commitment to the professional (educational) activities" is conducted. The features of this type of activity are revealed. It is determined that in the modern branch of science the phenomenon of readiness for professional work is studied at the personal, functional and personal-activity levels. The author suggests the generalized definition of "readiness for professional (teaching) activity" in the context of personal interaction between the participants of the educational process of vocational school.

The article accentuates the importance of the resource approach implementation as a methodological basis of socio-pedagogical activities for sustainable development of social groups. The kinds of internal and external resources necessary for sustainable development of the social groups are revealed. It is proved that socio-pedagogical activity is an important resource of promotion the social groups to sustainable development. The paper demonstrates the development as the internally determined process of qualitative changes in the subject, which takes place under conditions of activation of his internal resources.The development presupposes transferring from the potential to the actual and requires the promotion of these processes from outside through finding the resonance points. The article proves that the efficiency of social and educational activity for sustainable development of social groups is provided by the range of abilities of the subjects to activate their own resources (knowledge, skills, abilities and creativity). It is also expedient to use the appropriate pedagogical, social, educational and informational resources and involve the social and human resources of the community to activate the internal resources of the social group: their spiritual, creative, active, subjective and social potential together with the internal factors and motives, which are the power force of their self-development. Their activation will help build human and social capital as a key resource for the sustainable development of the society.

In the paper we study the problem of communicative competence of interpreters by means of psychological training techniques, taking into account the factors that impede and facilitate the work of translators. The notion of translators’ professional communicative competence and the concept of secondary linguistic personality are studied. Compatibility and feasibility of psychological training techniques and exercises of various types, which are traditionally performed in the classroom by future translators at foreign language classes, are considered. The division of exercises according to the criterion of acceptance or delivery of information, that is receptive, reproductive, receptive-reproductive, productive and receptive, productive, and the communicative criterion, that is communicative, conditionally communicative and noncommunicative. The technology of interpreters’ communicative competence formation is revealed.

The article investigates the peculiarities of the implementation of the mixed method of teaching English in Bukovyna in the 1930-s highlighting the prerequisites of its application. The analysis of such aspects of the language as phonetics, vocabulary, grammar and types of speaking activity (speaking, reading and writing) is carried out based on curricula and textbooks. The paper presents the comparative characteristic of teaching methods of foreign languages in Bukovyna and Halychyna. The approaches and principles of teaching English have been singled out. The basic principles of implementing the mixed method of teaching English in the region have been proved. There have been discovered the interconnected teaching of speech abilities and skills along with, the use of the native language and the importance of teaching grammar and applying intuition and understanding in combination. Theprospects of further research on methods of teaching foreign languages in the territory of Bukovyna have been outlined.

The paper identifies the main goal of multicultural education which is not determined by the number of knowledge and skills, but by personal development in the context of culture that means considering one's own worldview, characterized by originality and always by personal and variable worldview, creating the conditions for the development and self-realization of each person which adheres to human values and also formation of the skills to learn for life. In the course of the study it was found out that activation of the process for culture creativity growth will be taking place under the conditions providing actualization of capabilities and resources of multicultural education and its impact on a future teacher's identity formation. The diagnostics model based on conceptual understanding of the process of cultural and creative growth of personality and grasp of multiculturedness as a personal ability of man to have a desire and capability to live in the multicultural environment.

The article modifies the necessity to deepen the scientific understanding of the process of forming the ability of future primary school teachers to design the teaching educational environment of modern primary school which is the resource of modernization of the educational process. The paper proves the expediency of the motivated implementation of interactive technologies of student-centered teaching in a higher education establishment as a prerequisite for the efficient formation of professional competence of future teachers.

The article covers the main forms of educational experts training in Germany, Austria and Switzerland. It has been found that in order to train educational experts, universities and higher schools of pedagogical education in these countries offer Master’s Programmes, in particular: the Free University of Berlin , Germany; the Higher Pedagogical school of Weingarten, Germany; the Higher Pedagogical school of Vorarlberg, Austria; the Higher Pedagogical school of Sankt-Gallen, Switzerland; the Higher Pedagogical school of Schaffhausen, Switzerland; the Higher Pedagogical school of Thurgau, Switzerland. The main forms of the educational process are lectures, seminars, project seminars, research workshops, colloquia, practical training, project work and Master’s research paper. The Master’s programmes also include some elements of distance education. Educational experts training is also carried out by those institutions that monitor and support the development of education, for instance, The State Institute for School Quality and Education Research, Bavaria as well as quality control agencies (Qualitätsagenturen). The main forms of education are seminars (from one-day to one-week long), and one or two-days training courses.

The article represents the problem of future ship engineers’ training by means of professionally oriented disciplines. This paper focuses on the effectiveness of future specialists’ training in case of implementation the author’s methods in the educational process of teaching (based on competence, person-oriented, module-rating, technological, activity, communicative approaches) in accordance with cognitive-enriching, reproductive-activity and professional-creative stages. Leading principles of teaching(scientific approach, systematic and sequence approach, accessibility, conscious approach and activity, connection with life, individual approach ) and corresponding pedagogical conditions (implementation of holistic integrated approach while teaching professionally oriented disciplines; positive motivation of cadets’ professional interest through the contents, forms and means of educational activity ) of marine engineers’ professional training are defined; functioning mechanisms of interdisciplinary integration in the process of studying professionally oriented disciplines are disclosed. The author of the article grounds the purposefulness of implementation of the mentioned author’s methods in educational process as it will make the process of ship engineers’ professional training more effective and will allow to use the acquired professional knowledge and in the future professional activity.

The article analyses the problem of linguistic personality development by means of Humanities, as well as scientists’ view on the role of native language in the development of personality’s spiritual culture. The essence of the concept “linguistic personality” has been characterized in this paper. There has been grounded the statement, that the residents of eastern regions of Ukraine are being ‘mankurtised’. The author elaborates on the semantic meaning of the words ‘honour’, ‘dignity’, ‘education’. It has been grounded, that an important factor in development of a linguistic personality is the formation of future specialists’ beliefs in the fact, that mental and spiritual health of a country depends on responsible attitude to a word as national code. Examples of mental difference between Ukrainian and Russian, and the results of student survey regarding the necessity of developing linguistic personality have been presented in the article.

In the article the author analyses how intercultural competency can provide realization of the main purpose of foreign language education, namely developing intercultural communication competence. The author concretizes the content of intercultural communication competence, its components, and frames the educational potential of intercultural communication in the development of this competence. The principal ways of through which educators can foster students to take part in intercultural communication were defined. In particular, the paper delves into study abroad programmes, study trips, exchange projects, cultural mobility, as well as ways of students` involvement in intercultural communication by means of modern technologies and in the home country environment. The discussed key approach to foreign language education with the aim to develop intercultural communication competence is experiential learning approach.

The notion of life quality has been observed in numerous fields of science including pedagogy. This discipline perceives human life in the light of continuous changes that are accompanied by the transformations of the man himself and the creation of various ways of interactions and balance between them and the surrounding world. Their direction depends on human vision of life and the role man accepts to play in it as well as the value that is ascribed by man to his life – here appears the question concerning the quality of life. From pedagogical point of view quality of life is indicated by satisfaction with good life achieved throughout the realization of the values that constitute the basis for any human pursuit and objectives. Nevertheless, in order to influence one’s own life quality man must fulfil a necessary condition that is to be a creator not just a reproducer. In the paper herein there has undertaken an attempt to answer the question concerning the role of creative activity in the development of man and the quality of human life. It turns out that conscious application of one’s own potential and creative activity enables the man to become self-realized and favours the satisfaction with life.

The paper dwells on the problems related to teaching English for Specific Purposes (ESP) in higher educational establishments and a range of currently existing issues in higher education in Ukraine. On the basis of theoretical research and empirical findings the key aspects of ESP teaching have been analyzed, in particular, the relevance of leaners’ needs analysis for designing a syllabus and the need for enhanced collaboration of ESP teachers with experts in specific fields have been emphasized, the necessity of reflective thinking in daily professional practice and a shift to reflective learning activities in the preparation of future teachers of foreign languages have been singled out as well as discussed. A few possible solutions have been theoretically justified, one of which is the necessity of introducing teacher ESP training programs into the curriculum of foreign teacher preparation programs.

The meaning of main concepts of the research (“educational environment”, “objective environment”, “educational and developmental environment”, “objective and developmental environment”) has been analyzed in this article. The paper specifies major requirementso of the principles (activity, stability and dynamics, distance and position during interaction, configuration and flexible zoning, emotiogenicity, openness and closeness, taking into account age and sex peculiarities), and functions of forming objective and developmental environment of a preschool educational establishment. The main elements and components of objective and developmental environment (educational and methodical component, health improving and life support complex) have been singled out. The didactic and psychological resources of objective and developmental environment for children’s development, their mental processes and cognitive self-sufficiency have been determined

The article reveals peculiarities in realization of the continuity principle in training future educators and teachers of elementary school on organization of children‘s artistic and aesthetic activity. The indexes of child’s readiness for school in different spheres of its activity, and in particular, in artistic and aesthetic one have been determined in this research. Description of depicting activity of children of preschool age has been made, and the types of unconventional technologies of implementation of artistic images have been presented. There have also been determined the following directions in training of future educators and teachers of elementary school on organization of artistic and aesthetic activity of children: theoretical, organizational and methodical, and practical. Basic concepts, such as “continuity of education”, “continuity”, “artistic and aesthetic activity” have been analyzed in this paper. A role and value of creative imagination and thinking of children have been revealed in the context of artistic and aesthetic activity. Experience in training of future educators and teachers of primary school on organization of artistic and aesthetic activity of children has been reflected. The article also presents regularities in development of a creative personality of preschool and junior school age.

The article shows, that the motivation of study provides its high results, improves students’ cognitive activity, converts external regulation in self-regulation. The structure of educational motivation, including introductory and ongoing motivation, as well as the sequence of teacher’s actions in the process of motivation tehnologies design have been described in this paper. The research suggests methods of stimulating and motivation of cognitive activity, used for the formation of positive learning motives, stimulation of cognitive activity and contributing to the enrichment of students’ educational materials. It has been proved in the article, that interest is the main reason stimulating activity. Thus, it is characterized by positive emotions, presence of cognitive side of this emotion and expression of motivation activity. The importance of methods of stimulating duties and responsibility in learning has been verified in this research.

Special features of professional training of future specialists in extraordinary (emergency) situations, increasing its quality with the use of interactive technologies have been considered in this article. The paper presents a research of modern interactive educational technologies, most widely used at higher educational institutions, promoting modernization of education as well as training of competitive future specialists. The article grounds possibility of formation and development of the culture of professional communication by interactive methods of learning, and business games, in particular. The research deals with kinds of business games as active methods of learning, their structural levels and features of use.

The article presents substantiated methodical recommendations teaching English reading to students of technical specialties by means of integration. The research reveals peculiarities of interrelated stages of teaching English reading to students majoring in technical sciences, namely pre-reading, while-reading, postreading. Basic sets of exercises, aimed at the formation of relevant skills were analyzed. The purpose of use of methodical recommendations in the context of teaching English reading on integration principles to students of technical specialties, in particular, to future navigators, was characterized in this paper. There has been also suggested a set of exercises aimed at the formation and development of skills, such as phonetic, grammatical and lexical competences on pre-reading stage, the development of receptive-reproductive abilities of the first, second and third orders – on the while-reading stage, and exercises to develop productive skills served on post- reading stage of teaching English reading to students of technical specialties.

The paper presents the methodical approaches and recommendations on implementation of methods of future Physical Culture teachers to physical education of high school students into study process at a higher educational institution. The role of the approbated study discipline “Theory and methods of physical education at high school” has been determined in this research. It has also been defined, that future Physical Culture teacher’s training for physical education of high school students is a system of organizational and educational measures, ensuring the formation of future teacher’s professional knowledge and skills. The article presents the defined tasks, criteria, tools, forms, pedagogical conditions and stages of students’ training for teaching classes of Physical Education to high school students. Approbation of methodical approaches to future Physical Culture teachers’ training for physical education of high school students demonstrated their efficacy

The paper considers the content of the concept of cultural and educational space from pedagogical theory positions. A classification of the studies of cultural and educational space has been made in this research. Author’s criteria for grouping definitions of cultural and educational space and other notions used in a synonymic sense have been outlined. The following definitions of this subject by scientists have been presented: as a physical factor of spatial organization, organizational and managerial category, factor of pedagogical influence, the coordinate system for society ethnic values, space of social and psychological communications, the object of philosophical and educational discourse, factors of the appearance of a person’s subjectness, the circumstance of metaphor formation of speech assimilation of reality.

Article is devoted to the theoretic analysis of the problem of the determination of the cooperation as the basic category of the interactive study. Modern understanding of the cooperation matter in various fields of science has been systematized and analyzed. The structure components and attributes of cooperation have been studied. The main functions of the interaction of the subjects of the pedagogical process have been determined in this paper. It has been clarified, that interactive study is defined by intensified pedagogical cooperation, as well as by pedagogical process participants’ interplay through the prism of personal identity, personal experience in vital activity. It has been defined, that the peculiarity of the cooperation in the interactive study is the creation of new knowledge and also it is the search of the new ideas which are the base for the formation of the students’ personality.

In this article peculiarities of the organization of educational process at polytechnic institutes in the 1950s– 1980s have been considered. An increase in students’ creative activity and number of scientific works of experimental character, strengthening of ties with production, emergence of new forms of scientific and research work of students – student’s design offices, laboratories, workshops, etc was stated in the paper. It has been discovered that starting with the 1960s broad introduction of electronic computers was one of the ways of improvement of efficiency of educational process. The process of the organization of work practice, students’ individual study, scientific and research work has been characterized. Major disadvantages in educational process organization at polytechnic institutes of Ukraine in the period being explored have been presented in this article.

The article reveals the problem of multicultural education, its nature, status and prospects. The opinions of the Ukrainian and foreign educators and psychologists on the issue of multicultural education have been analyzed. The pedagogical conditions, which ensure a successful solution of the tasks of multicultural education and effective functioning of its systems in multinational social and cultural space of the Ukrainian community have been clarified and substantiated. Main directions for the implementation of multicultural education in the modern system of secondary schools have been defined in the paper.

In the article the importance of social interaction of school and a family, and its necessity in the process of socialization of a child have been substantiated. Theoretical aspects of organization of social interaction in general and between school and a family in particular have been singled out. Based on the Ukrainian laws and regulations an analysis of the legal principles of the abovementioned interaction has been made, as well as its main forms of manifestations and characteristics have been detected. Certain contradictions have been considered, the solution of which stipulates necessity of social interaction between schools and families. There has been also made a research of technology of organization of effective in the socialization of a child interaction of educational institutions and families. The most common forms and methods of such cooperation have been revealed in this paper.

The paper investigates the specific characteristics of implementing the combined method in teaching foreign languages in Western Ukraine and in Russia (1918–1939). Preconditions of the origin of the combined method have been ascertained. Teaching language aspects and communicative activities has been analyzed on the basis of curricula, manuals and scientific articles of those times. Comparative studies of foreign language teaching methodology in Ukraine and in Russia have been carried out. Fundamentals of the combined method of teaching foreign languages have been substantiated and peculiarities of their realization in the region under investigation have been formulated.

The article presents practical aspects of case-method usage in the process of researching social responsibility of business. The paper also gives a detailed insight into a situational exercise on the level of its constituting elements. Case-method has been characterized in terms of its peculiarities and the advantages, and in comparison to the traditional teaching methods. This article also presents a scenario of a situational exercise «Our daily bread», which has been prepared as a result of authors’ participation in the state programme «the Ukrainian Initiative», which presupposed training at the enterprises in Germany.