Search

Currently, media literacy is a necessary component of the general information culture of a person, which becomes absolutely crucial in the conditions of Russia’s military aggression and the harsh realities of the Ukrainian information space with numerous examples of spreading untrue, unverified, and “fake” information. In recent years, the concept of “media information literacy” (MIL) has become normalized in scientific circulation. It implies recognition of the leading role of information and media in everyday life, enables citizens to understand the functions of mass media and other information providers, critically evaluate their content and make informed decisions. In the documents of UNESCO and the European Commission, the concept of MIL is used as a universal term that denotes a set of knowledge, attitudes, abilities, and skills that allow access to information and knowledge, analyse, evaluate, use, create and disseminate them with maximum productivity in accordance with legislative and ethical standards and with respect for human rights. The article highlights the process of designing the distance course “Media Literacy in Art Classes” for teachers of general secondary education institutions that teach the courses of the art cycle, in particular, the integrated course “Art”. Scientific sources and legal documents were analysed to clarify the essence and modern interpretation of the concept of “media information literacy”; a number of mass open online courses on media literacy were considered; a survey of art teachers was conducted. According to the results of the survey, 6 topics, which were the most interesting to the respondents, were selected and the structure of the distance course, designed for 30 hours, 1 ECTS credit, was formed. The content of the course includes the study of the peculiarities of perception and critical evaluation of visual and audiovisual arts, as well as various aspects of the impact of media arts on the content of media messages. The course can be offered to teachers, especially teachers of primary school and courses in the educational field “Art”, as a certification programme in the system of advanced training.

The article presents the results of the performed research of implementing the intercultural communication studies into the future teachers’ professional training. The relevance of the research is proved by the strong need to prepare today’s youth for reaching mutual understanding and avoiding barriers in communication. The purpose of the research is to substantiate the need of introducing the intercultural communication studies into the curriculum of future teachers training for enhancing their intercultural communication competence. The analysis of the structure of the intercultural communication competence is carried out, based on which the content of the intercultural communication course is developed. The research includes three stages. The methods which are applied in the research are theoretical methods for analysing the literature, modelling for substantiating the course content, and interpretive methods for assessing the research results. The article covers the main topics of the course, aimed at gaining culture knowledge and developing intercultural skills, behaviour abilities and attitude. To enhance future teachers’ intercultural competence, two methodological approaches are used: social scientific approach and interpretive methods. The effectiveness of the course is proved through measuring the level of language skills, assessed by Standardised test Cambridge English First, and behaviour abilities, assessed by a number of direct and indirect methods.

The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

Purpose of the study: The objective of this study was to look into the opportunities of using the transmedia technologies in art education, in particular in music teachers’ professional training, and to introduce the results of the online survey “Transmedia Technology in Art Education” that was carried out in Ukraine among both teachers’ and university students’ for investigating their mastery of transmedia technology. Methodology: This study was based on the online survey “Transmedia Technology in Art Education”. The survey was developed on the Google Forms platform and included 20 questions, divided into three blocks. To conduct the study, 40 students of State Higher Education Institution “Donbas State Pedagogical University” (Ukraine) and Communal Institution “Pokrovsk Pedagogical College” (Ukraine) and 31 university lecturers and secondary school teachers took part in the survey. Main Findings: The received data and their analysis show that the concept of transmedia technology and its essence is new and unknown for both students and teachers. The survey confirms that all survey participants are active ICT users who prefer searching for and sharing information on the Internet, using electronic guides and textbooks, and creating multimedia products. Fewer respondents prefer active methods of using ICT, such as an online stream, seminars, e-journals, learning materials with QR codes. It was found that the knowledge about ICT and skills to use it is the basis for mastering the transmedia technology and implementing it in music teachers’ professional training. Applications of this study: This study can be used by secondary school administrative staff to investigate the teachers’ mastery of transmedia technology, as well as by university teachers for implementing the transmedia strategy in music teachers’ professional training that contributes to the qualitative development of their professional competence. Novelty/Originality of this study: The novelty of the study lies in the attempt to investigate the level of music teachers’ mastery of transmedia technology and its potential opportunities for developing music teachers’ professional competence as there is no experience of using transmedia technology in the sphere of music teacher training.

The article deals with the issue of improving the process of organizing the pre-service teaching as one of the priority conditions for developing future primary school teachers’ professional competence. It is determined that the effective way of solving this problem is to form the future teachers’ successful pedagogical experience while both studying at the university and having teaching practice. The emphasis is on the effectiveness of the praxeological approach. The authors claim that the coverage of various aspects of organizing the teaching practice, research and systematic analysis of theoretical foundations and problems of different directions have long been in sight of scholars; it is proved by the detailed analysis of scientific works by foreign and native scholars. The stage-by-stage implementation of the praxeological approach to the organization of the assistant practice for Master students of the specialty “Primary Education” and its influence on the professional development of future specialists are highlighted.

У статті представлені результати впровадження курсу «Міжкультурна комунікація в освіті» в професійну підготовку майбутніх учителів. Проведено аналіз структури міжкультурної комунікативної компетентності, на основі якої було розроблено зміст курсу міжкультурної комунікації. У статті висвітлюються сім основних тем курсу, спрямованих на здобуття знань про культуру та розвиток міжкультурних навичок, формування здатності до відповідних стратегій поведінки. Упровадження курсу включало три етапи: вступний, реалізаційний та етап оцінювання та розповсюдження. Діяльність, спрямована на досягнення цілей курсу, ґрунтується на засадах компетентісного навчання. Ефективність упровадження курсу доводиться шляхом вимірювання рівня мовних навичок, оцінених стандартизованим тестом Cambridge English First, та здатності до відповідних стратегій поведінки, оцінених низкою прямих та непрямих методів.

The issue of designing the learning environment, which opens the access to modern educational resources and contributes to developing a new level of interaction between teachers and students, is extremely relevant for national system of higher education. The development of digital technologies makes it possible to design qualitative, hi-tech learning environment for training specialists of different professions. The signing the Association Agreement between Ukraine and EU accelerates the process of digitalizing national education that is proved by a number of legislative initiatives and strategic documents, Digital Agenda of Ukraine – 2020 (2016), Law of Ukraine On Education (2017), Concept “New Ukrainian School”, Regulation on Electronic Textbooks, and Regulation on National Educational Electronic Platform are among them. The purpose of the article is to analyse and generalize national and foreign experience about designing open electronic learning environment that gives an opportunity to model digital learning environment for training primary school teachers, as well as to describe the structure and content of this pedagogical phenomenon. The principles of open education and regulations of competence-based approach constitute the theoretical justification of research. The author analyse the national experience of designing innovative e-environment: the model of electronic educational platform – Universal educational environment – ACCENT ( http://ac-cent.com/ ) and electronic platform mobiSchool which are designed by Ukrainian scientists and implemented into the practice as web-tools of electronic learning in secondary schools. It is noted that foreign countries have more experience of creating electronic learning resources, including open digital learning tools, courses, and textbooks. Among widespread information and communication environments there are Open Educational Resources (OER, https://www.oercommons.org/ ), Coursera ( http://www.coursera.org ), Academic Earth ( http://academicearth.org ), and online platforms of repositories of educational resources of Harvard and Preston Universities, Massachusetts Technological Institution and others. It is set out that in foreign pedagogy studies more modern generation of learning resources, Next Generation of Digital Learning Environment (NGDLE). NGDLE is designed as a universal digital learning platform for school teachers and students, university teachers and students, locating and providing software, learning services and tools for learning management. The authors describe the project of digital learning environment for training primary school teachers, designed by the teachers of SHEI “Donbas State Pedagogical University”. The educational resource corresponds to the principles of open education and contains the following subsections: digital learning resources, web-conferences, webinars, scientific and methodological repository, methodological portal, distance courses for matriculants, forum and news.

The article is devoted to the relevant issue – comparative analysis of traditional and innovative methods of teaching English at tertian institutions for improving future specialists’ foreign language training in the context of reforming of the modern educational system. The relevance of studied problem is proved by investigating the pedagogical and methodological works of Ukrainian and foreign scientists (N. Galskova, K. Dolinska, V. Zaborovskyi, S. Nikolaieva, O. Tarnopolskyi). It is noted that the Ukrainian system of foreign language education takes into account the advanced European and world experience. The article aims at disclosing the features of implementing the innovative methods of teaching English in comparison with traditional ones. The author points out that the history of development of foreign language education started in XIX century and translation methods were preferred which later were replaced by the communicative approach. The emphasis is made on the fact that implementing of the standards in the sphere of education are conditioned by two factors: the social order of the society, which is a strategic reference point for language policy in the field of foreign language learning, as well as the level of development of the theory and practice of teaching English, that creates the appropriate context for applying new methodological ideas. It is proved that current state of the society development requires training of a highly skilled specialist who knows the foreign language. Being the language of intercultural communication, English is considered to be not the ultimate goal of learning, but a means of professional communication of future specialists in different areas of knowledge. It is noted that such an approach contributes to overcoming barriers in students’ communication and the empowerment of students’ mobility. The innovative trends in teaching English at tertian institutions are the following: using the authentic content, content and language integrated learning; developing social and cultural competence on the principle of culture dialogue; transformation of the style of interaction between a teacher and a student; implementing online education.

The problem of integration in the primary school is relevant as it is necessary to form the students’ holistic world picture and the skills that they need in real everyday life. English is a universal learning subject that integrates with other subjects at both content and procedural levels. The purpose of the paper is to single out the main content lines and the ways of integrating the learning subject “Foreign languages” with the other learning branches of primary school in the context of “New Ukrainian School” concept. In the article the essence of the concept “integration” is defined. The classification of different integration types is made. The author singles out inner disciplinary and interdisciplinary integration. The inner disciplinary integration in English classes is made through combining language content of phonetics, grammar and vocabulary and communicative content in reading, speaking, listening and writing. The interdisciplinary integration is realized through combining content lines and teaching methods of English and other primary school subjects. The vertical and horizontal integration also takes place in English classes in primary school. The author emphasizes on the advantages of horizontal integration as it has a longer period of implementing content lines of different subjects. Horizontal interdisciplinary connections are thought to be the most optimal form of integration when there are significant differences in the conceptual approaches to the system of structuring the learning material in different subjects as well as the specifics of each discipline. It is also proved the integrative courses are aimed at establishing and maintaining a permanent relationship between the knowledge in different subject. The main horizontal content lines in primary school subjects are identified. In the conclusion the author summarizes purposeful and consistent interrelation of teaching a foreign language with subjects of other learning subjects in the system of primary education, the integrated nature of English increases the manageability of the educational process and its effectiveness. The content plan for teaching children enlarges due to the expansion of the subject knowledge.

The article is devoted to the problem of implementing drama techniques into the process of developing young learners’ rhythmic and intonation skills. The main task of learning the foreign language is using it as a mean of pupils’ communication in oral and written forms. The author proves that drama techniques integrate successfully all types of speech activities. It is specified that this method transfers the focus from teaching grammatically correct speech to training clear and effective communication. The author emphasizes on that sentence stress and speed of speech has the greatest influence on the rhythm. The application of these drama techniques are thought to increase primary school pupils’ level of motivation to master the language skills perfectly, it provides a positive psychological climate in English classes. The teachers’ role has a tendency to minimizing. They act as facilitators. In author’s opinion if they do impose the authority implementing drama activities into the classroom, the educational value of drama techniques will be never gained. It is also disclosed that rhythmic and intonation skills shouldn’t be formed spontaneously, the process of their development has to be conducted in certain stages (presentation and production) to make pupils’ speech fluent and pronunciation clear, introducing the exercises based on drama techniques. At the stage of presentation the following exercises have the most methodological value: speed dictations, dictogloss, asking questions to practise recognizing word boundaries, matching phrases to stress patterns, marking stresses and weak forms, authentic listening. At production stage they suggest using exercises like play reading and play production. The following pieces of drama texts are recommended to be applied for teaching primary school children: jazz chants, poems, scripted plays and simple scenes from different movie genres. It is also proved that drama techniques and activities contribute to development of skills of self-assessing by young learners their level of rhythmic and intonation skills.

The aim of the article is to study the role of linguistic country studying content in learning the English language and the ways of forming primary schoolchildren’s linguistic country studying competence. According to reforming the system of foreign language education in Ukraine it should be selected in the context of intercultural paradigm. Linguistic country study solves a number of problems, including the main philological problem of adequate understanding of the foreign speech which is the basis of linguistics. While interpreting the foreign speech, pupils should understand it, selecting the appropriate equivalents in the native language. The author thinks that authentic linguistic country studying materials contribute to the qualitative understanding and producing foreign speech. The stages of the work with authentic content are presented in the article. The author singles out the following stages: incentive-motivational one includes the forming communicative tasks and increases the pupils’ level of motivation; content-operational stage aims at presenting and semantization of new lexical items and the use of training exercises; concluding one is focused on using lexical items in pupils’ speech. The examples of practical tasks are given for each stage. Linguistic country studies deal with the linguistic units that most clearly reflect the cultural characteristics of the people – native speakers and their living place. Thereby lingvoregional aspect of sociocultural competence in the English language teaching involves lexical background vocabulary and national realias. It is proved that using linguistic country studying comments intensifies the process of mastering background vocabulary and national realias of English-speaking countries, which are the components of sociocltural competence and provide forming pupils’ communicative skills at the elementary level.

The mass implementation of digital technology in professional activity and everyday life causes increasing demands for training future teachers who are responsible for preparing the young generation to participate efficiently in modern society. Thus, the article reveals the relevant issue of future teachers’ professional development through implementing digital competence framework. The development of teachers’ digital competence is a target of a number of foreign and Ukrainian researchers. The theoretical determination of the concept “digital competence” and “digital literacy” are represented in works by D. Belshaw, P. Gilster, N. Hockly, N. Sonck, S. Livingstone, E. Kuiper and others. Terminological clarification of these concepts are highlighted in the researches of Ukrainian scientists (V. Bykov, L. Havrilova, O. Danylchuk, M. Zhaldak, A. Kolomiiets, O. Sysoieva, I. Smyrnov, O. Spirin and others).The purpose of the paper is to present the theoretical justification of the digital competence framework for future teachers and in such a way to contribute to their professional development.In this paper, the author proves that digital competence is a constituent part of professional competence. The structure of digital competence is characterized and visualized. It contains the following elements: ICT fluency; data, information and media literacy; digital self-development; communication, networking, participating; digital innovation and creation. The detailed analysis of European Framework for Digital Competence of Educators shows the elements of the competence, such as professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. The author emphasizes on the necessity to include the following element to the framework: motivation and positive self-perception, new methodologies for digital competence development. As they are essentioal for implementing digital technologies in educational process, as well as allows to establish indicators for evaluating the level of its development.It is concluded that regarding to the different aspects of future teachers’ digital competence, which we have expounded on in this paper, clearly reflects all the demands, which should be taken into consideration, while designing digital competence framework for educators in Ukraine according to educational reforming and upgrading process, as well as the relationship that must be established between the major components of teachers’ digital competence.

The article focuses on a holistic retrospective analysis of the history of media education in Canada, which has been done for the first time. Based on the theoretical findings of Canadian media educators, the authors substantiate the periodization, identify the trends, the periodization criteria and three main periods of establishment and development of Canadian media education in the context of sociopolitical and socio-pedagogical determinants. The historical preconditions of the development of media education in Canada are revealed. The essence of media education is regarded as a theory study and development of practical skills for mastering modern mass media, which is considered as part of a specific, autonomous field of knowledge in pedagogical theory and practice. The authors determine that media education is associated with all types of media, which include the set of information and communication tools that each person interacts with in everyday life: printed (newspapers, magazines), auditive (radio, audio) and screen or audiovisual media (cinema, TV, video, multimedia, Internet, etc.); they identify the essential characteristics of media education, determine that media education is the form of media literacy and media culture of an individual; as well as they find out, characterize and systematize the gaps in media education in Canada. The article presents the evolution of media education programs, techniques as well as media education associations. In the context of studying the experience of Canadian media theorists and practitioners, the necessity of applying positive Canadian experience to solve the problems of implementing media education in Ukraine in terms of reforming and humanizing its educational space has been substantiated.