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The article substantiates the relevance of the need for a profound study and scientific analysis of the history of education in Ukraine, in particular, domestic pedagogical personalities. Analyzes the creative heritage and pedagogical views of Mukola Ivanovich Pirogov in 50-70’s of the 19th century and his role analysis, meaning and state of education. «The main questions of life are considered of each person, his education, moral principles and their updating through full education and upbringing. Formulated the views of the scientist teacher on the significance and the exiting state of education, it’s nature and objectives, substantiated the view that education has a very responsible role in the life of society that the future of each person depends largely on the upbringing. An analysis of the shortcoming of education regarding the state of education is given, which is not in the interests of pedagogy and morality. In accuracy to a certain state and material security, and inclination and ability to study – that’s what according to pedagoguehumanist should determine the actual opportunity for every one to receire education. Serious defects in education were also his harrow professional and bureaucratic orientation, the contract between the life of the school and the schools of life. Inpersuaded the direct purpose of the school to be the leader of life on the path to the future, which can be achieved when the ability and an noble and high aspirations will find the basic means for an endlees and comprehensive development. Teacher- reformer believed that the necessary improvement in life could be achieved through the broad social transformation, which must be radical changes in the system of educational and upbringing. The educational activities of Mukola Pirogov in the village of Vyshnya on the division are considered. In particular, his contribution to the development of public medicine, the relationship of a scientist with St. Volodymyr’s University and the Society of the Podillya piovince., У статті обґрунтовується актуальність необхідності глибокого вивчення та наукового аналізу історії освіти України. Зокрема, вітчизняних педагогічних персоналій. Аналізується творча спадщина та педагогічні погляди Миколи Івановича Пирогова в 50-70-х роках XIX століття. Погляди педагога-гуманіста на роль, значення та стан виховання, його характер і завдання у житті суспільства в цілому і кожної особистості зокрема. Розглядається просвітницька діяльність М. Пирогова в селі Вишня на Поділлі. Зокрема, його вклад у розвиток громадської медицини, поширенні валеологічних знань та зв’язок вченого з університетом св. Володимира та Товариством лікарів Подільської губернії.

The author of the article explores the pedagogical activity of Matviy Nomys (1823���1901) ��� a Ukrainian folklorist-paremiographer, ethnographer, teacher, writer, public figure, local historian, and linguist. Based on the analysis of archival documents, scientific materials, works of the teacher Z. Shumeiko characterizes the period of his studies at the University of Kiev as a time of professional self-determination, explores the educational and scientific activity of the person in this period, his research interests, communication with pedagogical and public figures of that time, their influences on the formation of the worldview of the person. Z. Shumeiko covers the initial stage of Matviy Nomys��� professional activity as a teacher of literature (rhetoric, poetry, history of literature and Slavic (Church Slavonic) language) in Nizhyn and Nemyriv gymnasiums, and also researches the work of Matviy Nomys as the first director of Lubny gymnasium in Poltava province from 1872 to 1877. The author of the article focuses on the activities of the director to create the material base of the educational institution, providing teaching staff, forming the material and technical base, solving various everyday problems, financial assistance to students who needed it. She proves the high efficiency of Matviy Nomis��� work in this position by the feedback of county figures ��� contemporaries of the director. She pays special attention to the work of Matviy Nomys ��Notes to the anniversary on the occasion of the twenty-fifth anniversary of the Lubny Gymnasium note��, which is a response to the accusations of opponents of the liberality of the director, which resulted in low student performance. The ��Notes�� is also a document that formulates the pedagogical concept of Matviy Nomys, including views on the organization of the educational process, the responsibilities of teachers and students, forms, methods and techniques of teaching and education. Z. Shumeiko concludes that Matviy Nomys is one of the theorists and practitioners of Ukrainian schooling in the second half of the 19th century., {"references":["Dvadcatipjatiletie Lubenskoj gimnazii. (1872–1897). Kratkaja istoricheskaja zapiska, sostavlennaja sekretarjom Ped. Soveta Nik. Luk. Seferovskim [The twenty-fifth anniversary of the Lubenskaya gymnasium. (1872-1897). A brief historical note by Secretary Ped. Council Nick. Lukich. Seferovsky]. (1898). Lubny [in Russian].","Dvadcatipjatiletie Lubenskoj gimnazii. Kratkaja istoricheskaja zapiska, sostavlennaja sekretarjom Pedagogich. Soveta Nik. Luk. Seferovskim. Lubny. [Recenzіja] [The twenty-fifth anniversary of the Lubenskaya gymnasium. (1872-1897). A brief historical note by Secretary Ped. Council Nick. Lukich. Seferovsky. [Review]]. Kievskaja starina, 1898, lipen'-serpen', 54–58 [in Russian].","Delo Kanceljarii g. popechitelja Kievskogo uchebnogo okruga «Ob uchenikah, okonchivshih kurs nauk v gimnazijah v 1843–44 gg.» [The case of the Office of the trustee of the Kiev educational district «On students who graduated from the course of science in gymnasiums in 1843–44»]. (1844). CDІAK, F. 707, op. 261 (Sekretnye materialy, 1841–1882), spr. 7, ark. 14–15 [in Russian].","Delo ob uvol'nenii direktora Lubenskoj gimnazii Simonova ot sluzhby i o naznachenii emu pensii [The case of the dismissal of the director of the Lubensky gymnasium Simonov from service and the appointment of a pension to him]. CDІAK, F. 707, op. 43, spr. 108, 28 ark. [in Russian].","Limar, A. O. (2006). Matvіi Terentіiovich Simonov (Nomis): zhyttia, kulturno-naukova, hromadska ta pedahohіchna dіialnіst: dis. kand. іstor. nauk [Matviy Terentiyovych Simonov (Nomis): life, cultural-scientific, public and pedagogical activity: the dissertation of the candidate of historical sciences]. Dnіpropetrovsk. [in Ukrainian].","M.S., (1900). Iz detskih i otrocheskih vospominanij avtora [From childhood and adolescent memories of the author]. Razskazy M.T. Simonova (Nomisa) [The stories of M.T. Simonova (Nomys)]. Kiev, ІІІ–IV [in Russian].","O peremeshhenii starshih uchitelej: Nezhinskoj gimnazii Simonova v Nemirovskuju gimnaziju i Novgorod-Severskoj gimnazii Petropavlovskogo – v Nezhinskuju gimnaziju [On the relocation of senior teachers: Simonov's Nizhyn gymnasium to the Nemirovskaya gymnasium and the Novgorod-Seversk gymnasium of Petropavlovsky to the Nizhinskaya gymnasium]. (1858). CDІAK, F. 707, op. 18, spr. 323, 13 ark. [in Russian].","Ob iskljuchenii iz universiteta kazjonnokoshtnyh studentov Simonova i Evtushevskogo i ob opredelenii ih uchiteljami prihodskih uchilishh [On the expulsion from the university of state-owned students Simonov and Yevtushevsky and on the appointment of their teachers to parish schools]. (1848). CDІAK, F. 707 (Kiїvs'kij navchal'nij okrug), op. 14, spr. 80, 40 ark. [in Russian].","Samoilenko, G.V. (1995). Nіzhynska vyshcha shkola (1820–1995) [Nizhyn Higher School (1820–1995)]. Nіzhin. [in Ukrainian].","Simonov, M. (1898). Zametki k jubilejnoj po sluchaju dvadcatipjatiletija Lubenskoj gimnazii zapiske [Notes to the note on the 25th anniversary of the Lubenskaya gymnasium]. Kiev [in Ukrainian].","Sistematicheskij svod postanovlenij i rasporjazhenij Poltavskogo gubernskogo zemstva za pervye shest' trjohletij (s 1865 po 1882 g. Vkljuchitel'no) [A systematic set of decisions and orders of the Poltava provincial zemstvo for the first six three years (from 1865 to 1882 inclusive)]. (1886). Vyp. ІІ. Narodnoe zdravie i obshhestvennoe prizrenie. Narodnoe obrazovanie. Narodnoe prodovol'stvie. Mery sodejstvija jekonomicheskomu razvitiju gubernii. Vzaimnoe zemskoe ot ognja strahovanie. Predmety, ne voshedshie v predydushhie otdely [Public health and public charity. Public education. National food. Measures to promote the economic development of the province. Mutual zemstvo fire insurance. Items not included in the previous divisions]. Poltava. [in Ukrainian]."]}

Σκοπός της διατριβής ήταν η παρουσίαση των παιδαγωγικών απόψεων που διατρέχουν το έργο του Αγίου Νικοδήμου του Αγιορείτη, μιας εκ των ηγετικών μορφών του κινήματος των κολλυβάδων. Εξετάσαμε την προσωπικότητα και το έργο του Αγίου Νικοδήμου, τη σχέση του με το φιλοκαλικό κίνημα και τη συνεισφορά του στην πνευματική παραγωγή της εποχής του. Στη συνέχεια παρουσιάσαμε αναλυτικά την εκπαίδευση των ελληνοφώνων χριστιανών επί Τουρκοκρατίας, τη συμβολή της εκκλησίας σ΄ αυτή, τη σχετική δραστηριότητα των κολλυβάδων καθώς και τις κυρίαρχες παιδαγωγικές θεωρίες του Διαφωτισμού. Ακόμη αναφερθήκαμε αναλυτικά στις παιδαγωγικές απόψεις που προβάλλονται στην ογκώδη εργογραφία του Αγίου και μας απασχόλησε ο εντοπισμός των παιδαγωγικών αντιλήψεων που εμπεριέχονται στο έργο Χριστανική Παιδαγωγία, Λόγος περί Παίδων καλής Αγωγής. Ασχοληθήκαμε επιπλέον με την απήχηση των θέσεων του κολλυβαδικού κινήματος στις παιδαγωγικές απόψεις των ανωτέρω πονημάτων, The aim of the present thesis was the study of pedagogical views in the work of Saint Nicodemus the Hagiorite, one of the most important physiognomies of Kollyvades. We examined the personality and the outstanding work of Saint Nicodemus, the relationship he had with the Kollyvades movement and his contribution to monastic and Greek spirituality. Then we presented the educational system during ottoman empire among Greek Orthodox Christians, the influence from the clergy and the dominant pedagogical theories of Enlightenment. Furthermore, we analyzed the pedagogical views in selected works of Saint Nicodemus the Hagiorite and specifically in Christianiki Paidagogia. Another aim of this study was to examine the impact of the Kollyvades movement on pedagogical views of their time

У дослідженні висвітлено педагогічні погляди Лесі Українки, що сформувалися у процесі освітньої діяльності поетеси. Зокрема, акцентується увага на боротьбі за піднесення національної самосвідомості українців шляхом їх долучений до кращих набутків світової культури. The study highlights the pedagogical views of Lesya Ukrainka, formed in the process of educational activities of the poet. In particular, attention is focused on the struggle for the rise of national identity of Ukrainians by joining them to the best achievements of world culture.

The paper summarizes pedagogical views on the education of future music teachers by Hryhorii Semenovych Levchenko, who is an Honored Artist of Ukraine, Professor, Head of the Department of Music of Poltava V.G. Korolenko National Pedagogical University, a choral conductor, a composer, a folklorist. It is determined that H. Levchenko’s pedagogical views on the education of future teachers are characterized not only by the training of highly qualified narrow-profile specialists but also by the education of a wide range of universal values and qualities. It is proved that the leading place in the teacher and artist’s pedagogical concept belongs to the national-patriotic education of students, which involves the development of national consciousness and self-identification, love for the Motherland, readiness to fulfill a civic duty to protect national interests, integrity, independence of Ukraine and love to national art, its customs, traditions, and culture. It was found that the teacher emphasized the need to form a moral and spiritual sphere of personality, which is based on universal values; took care of the development of artistic and aesthetic feelings, tastes, judgments, abilities of the individual and the ability to resist the aggression of pseudo-art; stressed the importance of labor education of future professionals, which is aimed at the formation of discipline, diligence, determination, endurance, responsibility for the common cause, the ability to work in a team. It is determined that a powerful source of education of the future teacher of music art (more broadly - the future teacher) is a folk song, artistic and practical activities in artistic and creative groups, and the example of the teacher (mentor)., У статті узагальнено педагогічні погляди на виховання майбутнього вчителя музичного мистецтва Г. С. Левченка – заслуженого діяча мистецтв України, професора, завідувача кафедри музики Полтавського національного педагогічного університету імені В. Г. Короленка, хорового диригента, композитора, фольклориста; розкрито ідеї митця щодо національно-патріотичного, морально-духовного, художньо-естетичного та трудового виховання студентства.

Not only are coaches supposed to be excellent in their sports, but they should also be good pedagogues. However, according to public opinion, most coaches’ only aim is to reach the highest performance possible with their athletes. The objective of this paper is to examine whether this common assumption is also true of football coaches. Adapting the concept of a nationwide study of teachers’ pedagogical views, the author attempts to discover Hungarian football coaches’ pedagogical beliefs, their opinions on the most important tools of education, the content of human values transmitted during education, and their educational creeds. At the same time, the paper analyzes how the conceptual framework and the methods used in the research among the teachers can be transformed to the special conditions regarding the coaches’ work. The results of the research show how the football coaches interpret the term “education,” what they think about the most influential tools of education, and which educational values and creeds they identify themselves. The conclusion of the paper is that both the findings of a pilot study among football coaches and the adaptation of the methods used in the research to reveal the teachers’ pedagogical views proved to be beneficial and instructive.

The article has studied pedagogical views and educational activity of V. Shchepotiev (1880–1937) – the first rector of Poltava Institute of Education, literary critic, art historian, ethnographer, archivist, translator, and public figure.It has been scientifically grounded that a scientist’s pedagogical conception of culture protection has five concepts: 1) purposeful one includes the purpose of education – the formation of national consciousness in young generation by means of Ukrainian culture, the formation of responsibility for it to the succession; 2) theoretical and methodological concept (scientist’s concept was based on culturological approach; principles of nationality, culture-correspondence, democracy, humanism, emotionality; it was realized in conditions of awareness by academic and pedagogical intellectuals of their culture protection mission; involvement of school youth to the common culture protection activities at secondary and high schools, extracurricular institutions, government agencies, community organizations and families; expansion of culture protection network of public institutions and public organizations); 3) content one (Ukrainian culture in all its diversity); 4) method component (unity of pedagogical and scientific methods – verbal, visual, practical, stimulating, active, theoretical and scientific-research; and also pedagogical and scientific forms of educational activity organization – the forms of education and upbringing of a personality, vocational training of future teachers and artists, community and scientific work); 5) praxeological one (culture protection educational activity, scientific and pedagogical intellectuals were the subject of that activity and Poltava Institute of Folk Education was regional centre of culture protection)., У статті розкриваються концептуальні засади освітньої діяльності В. Щепотьєва (1880–1937 рр.) – професора української літератури та мовознавства, мистецтвознавця, етнографа, архівіста, митця, громад- ського діяча доби українського відродження початку ХХ століття. Представлено результати дослідження автором педагогічних поглядів та освітньої діяльності вченого, обгрунтовано структуру його культуро- охоронної педагогічної концепції, яка включає п’ять складників: цільовий, теоретико-методологічний, змістовий, методичний і праксеологічний.

On the basis of study and analysis of the process of pedagogisation of future teachers’ training and the periodicals published from the 1920s to the early 1930s (“Nauka na Ukraine” (Science in Ukraine), “Shlyah Osvity” (The Path of Education), “Osvita na Kharkivshchini” (Education in Kharkiv Region), “Radianska Osvita” (Soviet education) and the "Ukrainian Journal of experimental pedagogy") the direction of T.P. Garbuz’s educational interests has been specified. T. P. Garbuz started working in education as a teacher of Ukrainian language in Bohodukhiv, he also was involved in enlightening activities at that time. When he moved to Kharkiv, he wasenrolled in the post-graduate course at the Kharkiv Institute of Peoples’ Education. He studied at a section of didactics and methods at a Pedology department. There he conducted a research on the topics “Theory of Curriculum. Complex System” and “Methods of teaching reading and writing skills”. At this time several of his scientific articles were published one after the other, among them were: “Krayeznavstvo i trudova shkola” (Regional studies and labor school), “Do postanovky pytannya pro doslidni metody v shkilnij roboti” (The issues of using research methods at school), “Silsko-gospodarskyj uhyl u shkoli” (Agricultural specialization at school), “Zagalni metody shkilnoyi roboty” (General methods of school work), “Nashi metodychni shukannya” (Our methodica l research), “Ortografichna gramotnist uchniv trudovyx shkil ta metodyka ortografichnoyi praci” (Labour schools students’ spelling literacy and the methods of teaching spelling skills). While working with pupils and students T. P. Garbuz noticed that they had unsatisfactory knowledge of native language. This motivated the scientist not only to identify the causes of this phenomenon, but also to write reference books with guidelines. The books were “Robocha knyzhka z ukrayinskoyi movy i literatury” (Workbook on Ukrainian language and literature) for the 5th, 6th year students, the books were published from 1930 to 1931; “Robitna knyzhka z pravopysu ta gramatyky ukrayinskoyi movy” (Workbook on spelling and grammar) for the third year students of labour schools, this reference book was published in 1931. T. P. Garbuz also took active part in the development of curriculum and teaching courses for retraining Kharkiv teachers.T. P. Garbuz insisted on the idea that the quality of teacher training can be assured by pedagogisation of educational process. He started his career as a village schoolteacher and finished it as a head of the Pedagogy Department of Kharkiv Institute of Peoples’ Education. He was engaged in educational disciplines cycle formation, classification the methods of educational, organization of educational courses, etc. Multidimensional nature of T. P. Garbuz’s work contributed to the search for new theories of national education.

The enhancement of information and communication technologies has produced the development of new discursive genres (MARCUSCHI, 2002; HUCKIN, 2007), called digital genres, such as: e-mail, MSN, chats, forums, blogs, video conference, fotoblogs, videoblogs and orkut. Educational portals are one of these genres, which aim at displaying subjects and pedagogical activities in several fields (Mathematics, Chemistry, Physics, Arts, English, for example). Based on the studies of Genre Analysis and English Teaching and Learning, we analyzed English-educational portals aiming at: 1) investigating the genre function, 2) identifying the web owners and users role and 3) examining the rhetorical organization of subjects and pedagogical activities. Furthermore, in this research, we investigated the reading pedagogical activities displayed in the portals, with the objective of identifying the underlying teaching and learning principles and the teachers and learners role. In this context of investigation, we selected 15 free-access educational portals which have a focus on reading pedagogical activities and English teachers as target public. The results revealed that the portals present five rhetorical moves and eight optional moves in order to display subjects, pedagogical activities and methodological suggestions related to the English Teaching and Learning. The portals also work as interactive spaces to teachers exchange information and experiences with the others about the pedagogical practice. This investigation points out that portals reproduce and disseminate instructional materials produced in printed medium, with reading pedagogical activities based on behaviorist and communicational perspectives. In this sense, we concluded that the English-educational portals do not constitute a discursive space which can contribute to the development of critical pedagogy. A intensificação das tecnologias de informação e comunicação tem propiciado o surgimento de novos gêneros textuais (MARCUSCHI, 2002; HUCKIN, 2007), os chamados gêneros digitais, tais como: e-mail, MSN, chat, fórum de discussão, blog, videoconferência, fotoblog, videoblog e orkut. Entre esses gêneros, surgem os portais educacionais, os quais têm como objetivo principal disponibilizar conteúdos e atividades pedagógicas em várias áreas do conhecimento (Matemática, Química, Física, Artes, Língua Inglesa, por exemplo). Neste estudo, com base nas pesquisas sobre Gêneros Textuais e Ensino e Aprendizagem de Línguas, analisamos portais educacionais de língua inglesa, visando: 1) investigar a função desse gênero, 2) analisar o papel desempenhado pelos participantes e 3) examinar de que modo os conteúdos e as atividades pedagógicas estavam organizados retoricamente. Além disso, investigamos as atividades pedagógicas com foco em leitura, disponibilizadas nos portais, buscando identificar: 1) as perspectivas teórico-metodológicas de ensino e aprendizagem de línguas que norteiam os web owners na produção dessas atividades e 2) o papel do professor e do aluno. Para tanto, foram selecionados quinze portais educacionais que disponibilizassem atividades de leitura para professores em serviço, com acesso gratuito. A análise evidenciou que os portais educacionais são constituídos por cinco movimentos retóricos obrigatórios e oito movimentos opcionais nos quais são disponibilizados conteúdos, atividades pedagógicas e sugestões metodológicas de ensino e aprendizagem de línguas. Os portais funcionam como espaços interativos para que os docentes-usuários possam trocar informações e experiências com seus pares sobre a prática docente. A investigação apontou que os portais são meros reprodutores e distribuidores de materiais instrucionais produzidos para o meio impresso, com atividades pedagógicas fundamentadas nas perspectivas behaviorista e omunicacional. Nesse caso, essas atividades não promovem tarefas significativas que desafiem e estimulem a aprendizagem colaborativa. Concluímos que os portais educacionais analisados não se constituem em um espaço discursivo que possa contribuir efetivamente para a formação de uma pedagogia de reflexão crítica.