Scientific topic of the Department of Pedagogy

The collective monograph presents the results of research into current problems of complete general secondary and higher education, training of future specialists in the educational field.

The publication is addressed to scientific, scientific-pedagogical and pedagogical workers, applicants for higher and postgraduate education, stakeholders of educational activities.

The monograph outlines the methodological aspect of training future primary school teachers to organize interactive educational interaction of students, characterizes the basic concepts of the study, reveals the essence and structure of the readiness of future primary school teachers to organize interactive educational interaction of students as a result of professional training for innovative activity. The author's model of training future primary school teachers to organize interactive educational interaction of students is presented and the pedagogical conditions for its implementation are described. The stage-by-stage training of future primary school teachers to organize interactive educational interaction of students in the system of pedagogical institutions of higher education is substantiated. The monograph is intended for scientists, teachers, applicants to higher education institutions of pedagogical direction and primary school teachers.

The monograph reveals the concept of sensory development and sensory skills as its functional unit, investigates the genesis of the problem of sensory development of children's personality in domestic and foreign psychological and didactic thought, develops a concept and theoretical model of the didactic system of sensory development of younger schoolchildren, determines the organizational and methodological conditions for implementing this system in the process of primary education, and presents the results of its experimental verification.

The monograph is addressed to researchers, teachers of higher educational institutions, primary school teachers, students of advanced training courses, students of specialty 013 "Primary Education".

The monograph describes the conceptual foundations of regional educational policy, objectified in the theoretical description of the main approaches, principles, conditions to implement the lifelong learning concept as a factor of regional development. The basic prerequisites for the development of lifelong learning concept in the world and the socio-economic results of its implementation are analyzed. The peculiarities and specifics of lifelong learning, education of adults as a part of it in the conditions of regional development (national and foreign experience) are described. The psychological peculiarities of personality development in adulthood as well as professional development of personality at different stages of adolescence are characterized. The role of non-formal adults education as a factor of learning regions development as well as mechanisms of the city development and implementation of the concept is highlighted. The results of sociological research of cultural and educational needs of Zaporizhzhya regionʹs residents and their level of satisfaction are interpreted.

The collective monograph represents the results of scientific research into current problems of primary education and training of specialists for this field.

The publication will be useful for scientists, students and university teachers, and practicing teachers.

The monograph clarifies the essence of the concept of "communicative competence" and its structure in relation to primary school students of boarding schools; identifies the specifics of the formation of communicative competence of primary school students in extracurricular activities of boarding schools; develops criteria, indicators and identifies levels of development of communicative competence; substantiates and experimentally tests the pedagogical conditions for the formation of communicative competence of primary school students in extracurricular activities of boarding schools.

The monograph is devoted to the problem of formation of cognitive independence of students of adolescence. Based on the analysis of the source base, it examines the essence and structure of cognitive independence, determines the pedagogical conditions for the formation of cognitive independence of students and traces their impact on the improvement of the educational process at school.

The publication will be valuable for lecturers, teachers, students, and postgraduates of higher pedagogical educational institutions of the humanitarian direction.

The monograph proposes a new approach to solving the complex socio-pedagogical problem of training teachers in postgraduate pedagogical education to create educational technologies. The psychological, didactic and organizational-methodological conditions for training teachers for design activities are consistently highlighted; a substantive analysis of the terminological field of research is carried out and on this basis the specifics of designing educational technologies are revealed. The work substantiates the conceptual principles and presents a model of training teachers to design educational technologies, which reveals the essence of the phenomenon of design and preparation for this activity, its optimal structural and functional components, as well as the most characteristic connections between the components. The practical implementation of the theoretical provisions of training teachers to design educational technologies in the system of postgraduate pedagogical education is revealed on the example of the development and implementation of an author's special course.

For scientists, graduate students, students of pedagogical specialties of higher educational institutions and specialists in the organization of the system of postgraduate pedagogical education.