Культура як фундаментальна категорія гуманітарного дискурсу у контексті дослідження формування культури професійного мислення майбутніх педагогів

The purpose of this study is to identify a process of forming professional career thinking and teachers beliefs. The process is creating on mapping approaches in upbringing in the process of professional thinking of novice teachers. The primary objective of this study is to show methodological possibilities of mapping the process of forming professional career thinking and beliefs of future teachers in the undergraduate training. Undergraduate training then, in relation to the nature of the study, can be simply described as the process of transition from education to the subjective theory of general formal representation of knowledge based on universally shared semantic structure. The study is conducted with the participation of 5 (small focus group) novice teachers on Czech Republic. Novice teachers write essays on the theme “Education process of my beliefs after a one year work on school” and write report (free literacy form) on the questions: “What do you think education is?” “Who participates in education?” “How does education work?” Then was the report of analyses by Meaning Constitution Analyses (MCA) method and its software version Minerva is based on a self-report of an examined person.

The article focuses on the necessity of forming a culture of logical thinking of future teachers and logical knowledge in particular. Reforming the education system of Ukraine, which is connected with global integration into the global educational space, the introduction of a person-oriented, humanistic paradigm, the implementation of developmental vocational training, makes intensification of the requirements for the professional thinking of the future linguist, which should be characterized by such features as: autonomy, flexibility, reflexivity, creativity, systemicity, criticality, openness, etc. Adherence to favorable conditions that will help develop personal qualities will allow a specialist to successfully solve both life and professional tasks, create favorable conditions for the training of future students, their education, comprehensive harmonious development in accordance with the requirements of the present. The above transformational processes make it necessary to introduce in the process of professional training future linguists such essential technologies that will contribute to the formation of a culture of their professional thinking in general and the culture of logical thinking in particular, which envisages improvement of logical knowledge and intelligence of future specialists. Taking into account that mastering modern information technologies is one of the main components of specialist training, an online resource was developed and applied in the educational process, aimed at mastering the basics of the necessary knowledge about the culture of logical thinking. In order to remotely formulate logical thinking, students perform tasks that are posted on a blog site, make summaries of the material provided on the site. During the formation of logical knowledge and skills also should be used project methodology. Preparation of projects requires students of a significant level of formation of the culture of logical thinking, because the need is for the ability to analyze information, highlight the main thing, generalize, draw conclusions and predict the effectiveness of the projects being developed. The potential possibilities of non-standard tasks with logical load, focused on mastering of logical knowledge and skills of future specialists during professional-pedagogical training of specialists in higher educational establishments (on the basis of humanitarian disciplines) are revealed. Key words: formation of a culture of logical thinking, reforming the education system of Ukraine, methodical methods, non-standard tasks with logical loading.

Introduction. Well-developed professional and creative thinking increases future specialists’ competitiveness and ensures their professional success. Thus, developing professional and creative thinking in future foreign language teachers is important for their professional development. The novelty of the research lies in studying characteristics of professional and creative thinking related to the specifity of a foreign language specialist’s professional activity as follows: associativity, anticipation, divergence, flexibility, criticism, and constructiveness.
 Methods. The pedagogical experiment involved 22 master students of the Institute of History, Philology and Media of Kabardino-Balkarian State University. The analysis of foreign and domestic works made it possible to choose theoretical appraches to developing professional and creative thinking in future English teachers and develop the author’s program. The idea of gamification of the educational process was underlying for this program. This required the following innovative training methods and techniques: (a) the REAL techniques (N. V. Maslov); (b) case method (situation–sample, situation–problem, and situation–exercise); (c) game technology; (d) reverse brainstorming (RB); (e) association method; and (f) dialogue with a destructive related assessment.
 Results. The study results indicated a positive dynamics for all the characteristics of professional and creative thinking. The students had significantly higher levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness. However, this process was incomplete and required the constant development of these characteristics of thinking.
 Discussion. The development of professional and creative thinking is the main condition for a foreign language specialist’s professional development, which provides him/her with competitive advantages and great demand in the modern labor market. In conclusion: there is a need for purposeful work on the development of professional and creative thinking in future foreign language teachers.
 Highlights
 
 Professional and creative thinking is the main condition for future foreign language teachers’ professional training, which provides him/her with competitive advantages and great demand in the modern labor market.
 The levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness determine the effectiveness of professional and creative thinking.
 Fulfilling the principles of gamification in the educational process can help increase students’ interest and motivation towards professional activities.
 Implementing innovative teaching methods in the educational process provides the development of professional and creative thinking in future foreign language teachers.

The article presents the existing scientific views on the content of the professional thinking of a modern specialist. The analysis of the work of American, Russian and Ukrainian scientists. It is determined that representatives of Western psychological science are focused on a specific object and categories, which include professional thinking. The actual lack of a common understanding in the interpretation of the essence of professional thinking is determined. Analyzed the work of Western scientists, which are represented by studies of professional thinking in the framework of specific activities: psychotherapist, clinical psychologist, lawyer. The views of Russian and Ukrainian scientists on the understanding of professional thinking were divided into subject and activity approaches. An attempt has been made to consider professional thinking as a separate type of thinking, the main task of which is the realization of tasks and the solution of problems of a certain professional field. The complexity of professional thinking is determined, which is caused not only by the psychological mechanisms of its implementation, but also by the peculiarities of a certain type of professional activity of a specialist. The understanding of professional thinking is grounded, as the thinking is supra-individual and social in nature, but one that is realized with the help of the psychological mechanisms of the personality's thinking. The professional community is defined as the carrier of the basic requirements and criteria for the professional thinking of a specialist. The main psychological mechanism by which professional thinking is realized is reflection. The prevalence of the descriptive approach in understanding the essence of professional thinking of a specialist is determined. An assumption is made about the insufficiency of modern studies of professional thinking from the position of the activity approach. As a prospect for further research, an assumption was made about the need for further consideration of professional thinking from the position of the activity and system approaches. Keywords: professional thinking, practical thinking, theoretical thinking, professional activity, specialist. Отримано: 19. 0 2 .2019 Відрецензовано: 05 .0 3 .2019 Опубліковано: 02 .04.2019 DOI: https://doi.org/10.31108/3.2019.3.1.2 * * * * * Завантажити/прочитати статтю PDF

The relevance of the chosen topic is due to rapid development of information and communication technologies, transformation of the labor market and necessity to form a competent, creative and adaptive specialist, which in turn puts new requirements for the training of future technology teachers. The focus is not only on professional competence, but also on the formed professional culture as a set of values, norms, ethical guidelines, communication styles, pedagogical reflection, and readiness for innovation. In Ukraine, as in many other countries, traditional models of teacher education are being revised. Comparison of domestic and foreign experience allows us to identify effective approaches to the formation of professional culture, generalize international experience and adapt it to the conditions of Ukrainian education system. This is especially relevant in the context of European integration processes that require updating the content and methods of teacher training. Given the growing differences in the process of formation and development of vocational education as the basis of the theory of formation of professional and pedagogical culture of future specialists, there is a need for a holistic understanding of its theoretical foundations and their systematization in the form of generalized materials. The article presents a thorough analysis of evolution of scientific ideas on the formation of professional culture of future technology teachers in the context of domestic and foreign pedagogical science development. The main stages of the formation and transformation of the scientific theory highlighting the essence of professional culture as an integral component of professional teacher training are analyzed. The key trends and conceptual approaches that shaped the content, tasks and guidelines of this process at different historical stages of education development are identified. The study focuses on the detailing of the conceptual apparatus, in particular, etymological and semantic analysis of the categories “culture” and “professional culture”, their interrelation and significance in professional and pedagogical context are revealed. It has been determined that professional culture of a future teacher is an integral characteristic of their personality defining quality and effectiveness of professional activity. It is a key condition and prerequisite for successful pedagogical practice, reflects the level of professional competence and at the same time serves as a strategic guide for further professional development and self-improvement. Based on comparative analysis of domestic and foreign scholars’ works, the structure of technology teacher’s professional culture is characterized, the factors that determine its formation are indicated, and the pedagogical conditions necessary for its effective development in the system of higher pedagogical education are outlined. Attention is focused on in-depth interpretation of teacher’s professional culture as a complex, multidimensional phenomenon integrating human values, professionally important qualities and moral and ethical guidelines. The professional culture is considered not only as an individual characteristic of a teacher’s personality, but also as a socially significant phenomenon functioning in various spheres of public life. The author distinguishes three main levels of analysis of this phenomenon: at the macro level – as a system of interrelations between the state, society and the education system; at the meso level – as a reflection of the cultural development of the region, in particular its educational environment; at the micro level – as an individual characteristic of the professional activity of a particular teacher. According to the theoretical provisions analysis, professional culture of a teacher is presented as a personal characteristic of a teacher, which is a specific formation including several key components. Firstly, it is the acquired professional knowledge, skills and abilities shaping personal pedagogical outlook. Secondly, professional culture encompasses teacher’s ability to think creatively, to continuously improve and to educate themselves. Third, it includes a set of socially significant personal qualities necessary for effective teaching. The level of formation of a teacher’s professional culture, their ability to develop and improve their creative potential in the process of solving non-standard tasks directly affects the quality of their professional duties. The main factors that actualize the need to improve the content of the professional culture of a future technology teacher in the context of the functioning of a modern higher education institution are revealed. The process of formation and evolution of the theoretical foundations of professional and pedagogical culture formation is studied, which allowed to identify the phenomenon of historical continuity, contributing to a deeper understanding of the dynamics of educational processes in this area.

The urgency of the problem of developing the creative thinking of future teachers is due to a number of factors provoking the emergence of new requirements for a modern person: the ability to make decisions quickly, independently model their own future and take responsibility for it; learn throughout life, successfully build relationships with others, be creative. In the article, the author makes an attempt to substantiate the expediency of using neurographics as an art-therapeutic method for the development of an important feature of the thinking of a modern student of a pedagogical profile ‒ creativity. The essence of the concepts «creative thinking», «neurographics» is determined. The leading concept of the work ‒ neurographics ‒ is defined as an art-technology for working with the subconscious of a person, when, in the process of drawing according to a special algorithm, new neural connections are formed in a person, creative thinking develops, which allows you to look at the problem in a new way and solve it more effectively. The principles of neurographic drawing (neuroplasticity, reliance on the inner meaning of the personality, a high degree of independence), its content, an algorithm for using it for the development of students' creative thinking (working with a request, forming a composition, combining elements / rounding, searching for new forms, field lines, fixing new results, reflection), the interpretation of the leading figures (circle, triangle, square, as well as a neurographic line) in a neurographic drawing is given. The effectiveness of using the neurographic method in the educational process of higher educational institutions for the development of creative thinking of future teachers has been proved.

The analysis of scientific works proved that, in general, the concept of “culture”, as a terminological unit, acquires various “specialist” or so-called “professional” colours in various fields of scientific research. It was revealed that the concept of “professional culture” is understudied in the system of training future teachers of professional education. The aim of the study was to determine the essence of the professional culture of future pedagogues of vocational training based on the specifics of the professional activity of a specialist in the field of “Vocational Education (Design)”. The author’s understanding of the essence of the professional culture of future pedagogues of professional training in the field of design is formulated, based on the general understanding of the concept of “professional culture” in the following interpretation: it is a specific subsystem of general culture, a systemic and holistic unity of cultural and social experience regarding the ways and means of interaction between generations, socio-cultural and value traditions professional activity and personal achievements of mankind. The professional culture of future pedagogues of professional training in the field of design is interpreted as follows: it is a specific type of professional and pedagogical culture, a universal (basic) characteristic of pedagogical reality, which reflects (decodes) specific markers of pedagogical activity and functions in the plane of both pedagogical (educational, didactic, developmental) and purely professional (design, construction, project, technological) self-realization of the teacher as a specialist and subject of professional activity.

The Finnish case contributing to the international DEPTH study was carried out within the Technology Education NOW! project at the University of Oulu. Nineteen project teachers participated in the study. The recent revision of the Finnish Basic Education Curriculum with the introduction of the cross-curricular theme “Humans and Technology” provided the contextual framework for the study. The graphic tool called the ‘DEPTH tool’ was introduced to the teachers to help and support them in their professional thinking of their technology teaching in this period of transition. Qualitative research methods were employed in the study. The teachers’ responses to the study indicate that it was appropriate and helped them to make sense of the situation. The DEPTH tool appeared to work well with most of the teachers. Even though some of the teachers used the tool to present a list of activities they have carried out in their technology teaching, most of them understood that they could use the tool in a deeper way to enhance their professional reflection. Five categories of teachers emerged from the data. The categories indicate different aspects and levels of teachers’ professional reflection, especially in relation to curriculum revision and the cross-curricular theme Humans and Technology. Interestingly, some of the teachers who showed a thoughtful level of reflection did not pay very much attention to the revised curriculum.

Статтю присвячено аналізу емпіричного дослідження культури професійного спілкування державних службовців із різним стажем професійної діяльності. Розкрито сутність культури професійного спілкування державних службовців, її функціонально-структурні особливості. Проаналізовано результати застосування авторської методики «Культура професійного спілкування державних службовців» за шкалою «спрямованість у професійному спілкуванні». Визначено такі особливості спрямованості як конструкт функціональних компонентів культури професійного спілкування державних службовців. У державних службовців із досвідом професійної діяльності від 0 до 1 року домінує альтероцентристська спрямованість як конструкт перцептивно-аналітичного, конформнаспрямованість як конструкт трансляційно-інформаційного та управлінсько-координаційного, діалогічна спрямованість як конструкт особистісно-професійного саморозвитку компонентів культури професійного спілкування державних службовців. У державних службовців із досвідом професійної діяльності від 1 до 10 років домінує діалогічна спрямованість як конструкт перцептивно-аналітичного та трансляційно-інформаційного, індиферентна спрямованість як конструкт управлінсько-координаційного та особистісно-професійного саморозвитку компонентів культури професійного спілкування державних службовців. У державних службовців із досвідом професійної діяльності понад 10 років домінує індиферентна спрямованість як конструкт перцептивно-аналітичного та трансляційно-інформаційного, маніпулятивна спрямованість як конструкт управлінсько-координаційного та особистісно-професійного саморозвитку компонентів культури професійного спілкування державних службовців.

Problem and goal. An urgent problem in higher education is the search for effective forms of learning that have didactic potential in terms of developing systematic, critical, creative, and other types of thinking demanded by the digital society. The authors propose to actively involve students in designing quests in the format of a collection of puzzles to develop critical thinking as a universal skill that meets the challenges of transformation and globalization. The purpose of the study is to study the influence of the participation of future teachers in the activity of constructing a quest as a collection of puzzles on the level of formation of their critical thinking. Research methods. At the stage of obtaining theoretical generalizations, an analysis of scientific works on the problem of gamification of learning and the use of digital resources for the intellectual development of the individual was used. The questions of the author's test for diagnosing critical thinking were compiled taking into account Bloom's classification. The quest, as a series of tasks united by a single didactic plot, is implemented in the environment of the Kvestodel designer. 60 students of Vyatka State University (Russian Federation) were involved in the design of a collection of puzzles for educational purposes. Training program - Pedagogical education, bachelor's level. Statistical processing of data was performed using Pearson's χ2 (chi-square) criterion. Results. Collections of puzzles are designed and used in the study of the disciplines “Modern Information Technologies” and “Technologies of Social and Professional Interaction” according to the following plan: analysis of educational needs and capabilities of teachers; studying the digital resource and its functionality; working in an environment for designing an escape room; presentation and defense of the project; application of a complete series of tasks in practice. Statistically significant differences were revealed in the qualitative changes that occurred in the pedagogical system (χ2 = 6.533; p < 0.05). In conclusion, the conditions are formulated under which, involving students in the design of quests as a collection of puzzles, will contribute to the creation of additional resources for the development of critical thinking: highly creative activity, participation in discussions, selection of sources and search for information, analysis of opinions (decisions), individual and group work on thinking through a series of tasks.

The article deals with the problem of forming the creative pedagogical thinking of a future music teacher in the process of vocal and choral training in the aspect of intensifying the intellectual and creative development of students. The author notes the need to increase the level of creativity of future teachers in order to effectively solve problematic situations of professional pedagogical activity from the stand point of situational and supra-situational problematic. The substantiation of the practical formation of creative pedagogical thinking of students of art faculties is based on the pedagogical stimulation of the thinking functions of setting and solving musical and pedagogical tasks and reflection. The ways of forming the creative pedagogical thinking of future teachers of music are presented in the context of targeted modelling of problem situations of vocal and choral teaching, involvement of theoretical methods in the methodological toolkit, as well as development and implementation of targeted trainings on the creativity of pedagogical thinking.Keywords: creative pedagogical thinking, future music teacher, functions of thinking, problems ituation, setting and solving musical and pedagogical tasks, psychological and pedagogical training.


 
 
 The problem of polyartistic thinking of future teachers of Art in the process of intermedial communicative activity has been actualized. It has been emphasized at the integrative approach to studying artistic disciplines; the necessity of using intermedial technology in the process of formation of communicative competence of future teachers of Art has been substantiated. It has been found that intermedial technology is a way of organizing communicative space, which combines different forms of media. It has been established that at concrete- subjective level (the sphere of artistic education) intermedial technology is considered as a procedural component of educational communicative activities. The structural-functional model of the process of formation of communicative competence of future teachers of Art on the basis of intermedial technologies has been developed. Three levels that make up the integrity of the model have been presented: conceptual-semantic, compositional, symbolic.
 
 

PurposeThe purpose of this paper is to analyze how professional cultures in schools and school systems could improve the well-being of students, with a particular emphasis on teacher-health partnerships, which would not naturally occur without a specific intentional intervention. Implemented with a whole-school approach, the Health Promoting School (HPS) is one of the most effective intentional interventions to achieve improvements in both the health and educational outcomes of students through the engagement of key stakeholders in education and health to create a healthy physical/psycho-social environment. This paper emphasizes collaboration and the building of professional cultures in schools that share collective responsibility for the whole student.Design/methodology/approachStudent outcomes in schools should include both academic and health and well-being outcomes that promote positive pathways throughout adulthood. This paper connects HPS research with policy analysis drawing on Hong Kong’s unique context as being at the top of the PISA rankings and striving toward a positive health culture and well-being in its schools.FindingsEvidence has been gathered extensively about what schools actually do in health promotion using the HPS framework. The HPS framework has served to assist schools and authorities to concentrate on the gaps and affirm best practices. This paper also reports how teachers have created a professional and collegial community with health partners to address outbreaks of infectious diseases in schools and obesity in students.Practical implicationsThe concept of HPS can serve as an ecological model to promote the positive health and well-being of students, fostering their personal growth and development, and as an alternate model for school improvement.Social implicationsThis paper has highlighted that structured school health programs such as HPS could have positive effects on educational outcomes, while also changing professional cultures and communities in schools with an emphasis on students’ physical health, emotional health, social health, or spiritual health. The Assessment Program for Affective and Social Outcomes is used as a tool by schools in Hong Kong, reflecting the affective and social developments of the students in the school under review as a whole, and how they relate to the school. It resembles the core areas of action competencies, and school social environment; the two key areas of HPS.Originality/valueHong Kong is often analyzed from an educational rankings perspective. However, it offers broader lessons on educational change, as it has in recent years emphasized dual goals in student outcomes and professional communities – the importance of whole student health and well-being as a both a precursor and key component to the educational outcomes schools seek. Globally, very few schools are able to implement HPS in its entirety. Continuing development of HPS in Hong Kong would add value to international literature in terms of which types of data would influence adoption of HPS in which types of school and policy contexts.

Формирование профессионального мышления у будущих медиков-педагогов

У статті розглядаються творчі напрацювання Василя Олександровича Сухомлинського щодо становлення й професійного зростання учителя, які є надважливими в сучасних умовах реформування професійної підготовки фахівця. Зокрема, здійснено обґрунтування ідеї самовиховання як необхідної передумови набуття і збереження професіоналізму вчителя; розглянуто основні характеристики педагога-початківця та педагога-майстра; як майбутній учитель з об’єкта виховного впливу («Я – студент, нехай мене вчать») має перетворитися на суб’єкт організації власної життєдіяльності («Я – майбутній педагог, готую себе до педагогічної діяльності щоденно»). Водночас, використовуючи педагогічний досвід відомого ученого, розкрито сутність професійної індивідуальності вчителя; педагогічної культури та педагогічної техніки як вирішальних елементів формування педагогічної майстерності. Доведено, що індивідуальна педагогічна культура виявляється у професійній поведінці педагога. Здійснено порівняльний аналіз учителя з високим і низьким рівнем педагогічної культури, обґрунтовано поняття «педагогічного безкультур’я» як неуцтва та обмеженості вчителя. Зосереджено увагу на духовно-моральній складовій як основі педагогічної діяльності майбутнього фахівця.