Формування моральної культури майбутніх учителів хореографії в контексті Нової української школи

The article clarifies the essence of moral and ethical culture and identifies the most effective forms and methods of its cultivation in future teachers in the educational process of higher education institutions in both Ukraine and the United Kingdom. It has been established that moral and ethical culture is an integrated quality of the personality of a future teacher and develops in the course of constantly solving pedagogical tasks related to the moral and ethical education of schoolchildren. The education and further development of the moral and ethical culture of future teachers is carried out in the process of their active participation in professional activities. We define the moral and ethical culture of future teachers as a system of moral and cultural values, value orientations and moral norms. It has been established that the process of educating future teachers in moral and ethical culture combines both traditional and interactive methods. Among the leading forms and methods of fostering moral and ethical culture in future teachers in higher education institutions in Ukraine are: organising thematic research and role-playing games; brainstorming; jointly developing codes of ethics for analysing complex situations; conducting dialogue; modelling ethical behaviour; conducting classroom sessions using interactive teaching methods; developing a personal ‘Teacher's Code of Ethics’ through joint exercises; encouraging future teachers to reflect on their professional roles, responsibilities and the ethical consequences of their actions; providing examples of ethical behaviour; encouraging group discussions to generate ideas and resolve ethical situations; involving students in small group work to promote dialogue and interaction; analysis of educational videos by students to identify violations of ethical standards, and some others. It has been established that, unlike Ukraine, the United Kingdom pays special attention to the ethical education of teachers. The forms and methods of moral and ethical culture education of future teachers in Ukraine and the United Kingdom have been compared. Obstacles that hinder the effective organisation of ethical education for future teachers in the United Kingdom have also been identified.

Purpose Ethical culture is a specific form of organizational culture (including values and systems that can promote ethical behavior), and as such a socially constructed phenomenon. However, no previous studies have investigated the degree to which employees’ perceptions of their organization’s ethical culture are shared within work units (departments), which was the first aim of this study. In addition, we studied the associations between ethical culture and occupational well-being (i.e., burnout and work engagement) at both the individual and work-unit levels.Design/Methodology/ApproachThe questionnaire data were gathered from 2,146 respondents with various occupations in 245 different work units in one public sector organization. Ethical organizational culture was measured with the corporate ethical virtues scale, including eight sub-dimensions.FindingsMultilevel structural equation modeling showed that 12–27 % of the total variance regarding the dimensions of ethical culture was explained by departmental homogeneity (shared experiences). At both the within and between levels, higher perceptions of ethical culture associated with lower burnout and higher work engagement.ImplicationsThe results suggest that organizations should support ethical practices at the work-unit level, to enhance work engagement, and should also pay special attention to work units with a low ethical culture because these work environments can expose employees to burnout.Originality/ValueThis is one of the first studies to find evidence of an association between shared experiences of ethical culture and collective feelings of both burnout and work engagement.

The article presents a set of pedagogical conditions that are crucial for the effective implementation of competence formation in future teachers of computer engineering technologies. It has been proven that the effectiveness of the educational process is ensured by compliance with seven key conditions, which include: integration of theoretical and practical training; creation of a learning environment focused on professional activity; application of competence-based and activity-based approaches in teaching; integration of innovative educational technologies; professionally oriented pedagogical practice; development of a reflective culture among future teachers; scientific and methodological support and tutoring. Among them, the main one is the integration of theoretical and practical training, which provides an organic combination of engineering and technical knowledge (programming, microcontrollers) with pedagogical activities through the implementation of projects. This is complemented by the creation of a professional-oriented learning environment that includes modern laboratories and virtual platforms (Arduino, Tinkercad) that simulate realworld tasks. The methodological basis is the application of competency-based and activitybased approaches, which focus learning on solving professionally significant problems and creating one's own engineering and pedagogical products. Emphasis is placed on the integration of innovative educational technologies, in particular STEM/STEAM, cloud, blended, and game-based approaches, whose applied orientation is ensured through professionally oriented pedagogical practice, where students test their IT competencies in real educational institutions. Integral elements include the development of a reflective culture-the ability to self-analyze and self-improve -as well as scientific and methodological support and tutoring, which ensures individualization, counseling, and systematic organization of the educational process. Thus, the article proves that the full and systematic implementation of these pedagogical conditions is the foundation for the formation of holistic professional maturity, creativity, and readiness of future technology teachers to act effectively in the context of modern digital education and constant technological change.

Klaipėdos universiteto doktorantas,Klaipėdos Vydūno vidurinės mokyklos direktorius,muzikos mokytojas ekspertasTiltų g. 27–6, LT-91249 KlaipėdaEl. paštas: arvydas.girdzijauskas@gmail.comStraipsnyje analizuojami dorovinės kultūros raiškos ypatumai. Remiantis aukštesniųjų klasių dorovinės kultūros raiškos tyrimu, atskleidžiami jos pažintinio – vertinamojo, emocinio, sprendimų priėmimo ir praktinio – kūrybinio komponentų raiškos ypatumai. Aptariamas dorovinės kultūros ir mokinių lyties, mokymosi pažangumo ryšys.

Introduction. The current, rapidly changing world is faced with global changes taking place in various spheres of human activity and bearing a spiritual, moral, ontological character. Insufficient level of spiritual and moral culture, uncertainty in the choice of life-meaning orientations, change of value attitudes, manifestation of egocentricity generates quasi-needs and destructive behavior among students. This is the reason for the problem of studying the prevention of destructive behavior of students, which has become particularly relevant. The purpose of the article is to test a practice–oriented model of prevention of destructive behavior of students in the process of formation of spiritual and moral culture (PDPO in the process of FDNA). Materials and methods. The study involved 287 5th grade students and 48 teachers of the educational organization of the city of Krasnodar (Russian Federation). The research methods are based on a rational combination of theoretical and experimental methods of studying objects corresponding to the set goals and objectives, aimed at determining the level of development of spiritual and moral qualities, the formation of vital functions in students, their value orientations and destructive manifestations (test «Value orientations» by M. Rokich; card «Spiritual and moral development of a student» by V.I. Andreev; diagnostic card of readiness of a student and a teacher to prevent destructive behavior in the process of forming a spiritual and moral culture by Yu.N. Sinitsyn; methodology for assessing the formation of vital functions, spiritual and moral development and destructive manifestations of a student by V.I. Andreev, Yu.N. Sinitsyn). The method of mathematical statistics is the Kramer-Welch T-test. Results. The analysis of the problem of preventing destructive behavior of students in the process of forming a spiritual and moral culture allowed us to develop and test a practice-oriented model of PDPO in the process of FDNA, which is based on objective and subjective pedagogical conditions, using integrative technology for preventing destructive behavior of students. As a result of the implementation: 1) a decrease in the level of destructive behavior of students by 60,7%, the effectiveness of experimental exposure is represented by changes in the difference in characteristics according to the coefficients ТEMP before = 0,009 and ТEMP after = 4,59; 2) an increase in the levels of vital functions by 12,1% (ТEMP before = 0,24, ТEMP after = 6,23), the formation of moral qualities in students by 13,2% (ТEMP before = 0,03, ТEMP after = 8,24), the readiness of students for PDPO in the FDNA process by 15,7% (ТEMP before = 0,45, ТEMP after = 8,15). Conclusion. The created practice-oriented model of PDPO in the process of FDNA allows to expand the understanding of the prevention of destructive behavior of students in the process of forming a spiritual and moral culture and can act as a prerequisite for: the development of network interaction of educational organizations in the systems of general and vocational education on this issue; the continuity of FDNA of students in educational organizations at all levels; conducting advanced training courses qualifications of teaching staff, parental training. Keywords: spiritual and moral culture, prevention of destructive behavior, students, conceptual model, pedagogical system, criteria and indicators of readiness for the prevention of destructive behavior, practical recommendations

The monograph examines the historical-pedagogical aspect of forming the moral-ethical culture of teachers. Based on the conducted research, it has been established that pedagogically valuable ideas regarding education, the main requirements for teachers and pupils were formulated as early as in the states of the Ancient World. It has been clarified that philosophers of Ancient Greece played a leading role in shaping the moral-ethical culture of teachers in European pedagogical thought. The scientific inquiry indicates that the issue of forming the moral-ethical culture of teachers received further development during the Enlightenment era. The genesis of the idea of forming the moral-ethical culture of teachers in Ukrainian pedagogical thought from the 11th to the 19th centuries has been analyzed. Three stages of its establishment and development have been identified and scientifically substantiated. The structural components of the moral-ethical culture of future teachers have been studied, and the main pathways for its formation have been characterized. The structural components of a teacher's moral-ethical culture include moral values, which encompass moral consciousness, behavior, norms, principles, and ideals that the teacher considers most significant and important in their attitude toward others. It has been determined that one of the pathways for forming the moral-ethical culture of future teachers is the study of various pedagogically oriented disciplines. Active participation in volunteer activities contributes to the practical improvement of future teachers' moral-ethical skills and the development of their ability to fulfill professional duties from the perspective of ethical norms and values. The essence of moral-ethical culture has been clarified, and the most effective forms and methods for its formation among future teachers in the educational process of higher education institutions in both Ukraine and Great Britain have been identified. The moral-ethical culture of future teachers is defined as a system of moral and cultural values, value orientations, and moral norms. It has been established that the process of forming the moral-ethical culture of future teachers combines both traditional and interactive methods.

The article states that the morning meeting in primary school is one of the ways to introduce a new content of education based on competence, personalityoriented and activity-based approaches. It is emphasized that the formation of competencies and cross-cutting skills of junior schoolchildren, which takes place in particular, thanks to morning circles, is due to Conceptual Principles of Secondary Education Reform and the State Standard of Primary Education. The authors of the article argue that future primary school teachers have to be prepared to plan and conduct morning meetings as a mandatory part of the educational process. The importance of revising the content of professional training of future teachers in the context of the reform of the New Ukrainian School is emphasized. It was found that the morning meeting, which is held daily, should set students up for the school day and create a favourable atmosphere of communication taking into account the characteristics of the children’s team and the individual characteristics of younger schoolchildren. Morning meetings have been proven to develop emotional and social intelligence, academic skills, and cross-cutting skills; build a classroom community; cultivate values; model democratic behaviour; facilitate the process of adaptation to school life. The authors defined and characterized the criteria for the readiness of future primary school teachers to hold morning meetings (motivational and valuebased, cognitive, activity-based and reflective) and relevant metrics. The pedagogical conditions that will contribute to the effectiveness of such training are substantiated, in particular: 1) improvement of the content of educational and professional programs and work programs of academic disciplines (the relevant professional competence is formulated; the content of preparation for the morning meetings and the disciplines that will contribute to the preparation is determined); 2) giving priority to practical training; 3) mastering by students effective tools for conducting morning meetings (traditional and interactive) in online and offline formats.

The fundamental purpose of government departments is to provide services to satisfy public needs. Public leaders have to take on organisational roles to decide how to best achieve the organisation’s purpose of meeting human needs and enhancing human life. An ethical culture underpinning purposedriven leadership is viewed as an effective approach that will promote the broader interests of society in respect of public service delivery. This article focuses on the possible contribution of a purposedirected leadership approach within the South African public service toward enhancing ethical behaviour which can ultimately translate into improved public service delivery. Attention is devoted to the capacity of such an approach in creating a milieu of commitment toward service excellence, this article argues that unethical behaviour in the public service has impacted on the quality of service delivery in many government departments in South Africa. A review of reports by the Public Service Commission and the media suggest that quality public service delivery has been affected by the lack of an ethical culture within purpose directed leadership. Through a detailed review of literature and documents relating to poor public service delivery in South Africa, it has become imperative to explore the effect of ethical and purpose-directed leadership on public service delivery. This article further argues that through ethical and purpose driven leadership, the mission statement of the public service is not only communicated to all concerned, but it is also clarified and understood and becomes the driving force in delivering what is to be achieved, without compromising the quality of public services. Performance in support of the purpose can be the building blocks upon which an ethical culture is developed throughout all government departments. Public leaders must therefore use the organisational purpose as a frame of reference for the execution of all functions within the organisation so that public satisfaction can be best achieved, without compromising ethical behaviour. The public service needs to accord greater importance and focus to leadership based on purpose-driven activities to address some of the ethical issues affecting quality service delivery. Some of the ethical issues include conflict of interest, mismatch post appointments and lack of commitment to quality service delivery. By adhering to the purpose, the principles of public service delivery beyond personal aspirations and ambitions are prioritised. The study is contextualized through a general overview of the role of leadership, within an ethical and purpose-directed framework, in promoting quality services in the public sector.

In our society, consumers and enterprises work in cooperation for the continuous development and growth of society as well as construct effective and ethical measures. One of the representative examples are customer-centered management activities in corporations, social responsibility activities, and sustainable ethical consumption that show consideration for the consumer's environment. The ethical consumption behavior of consumers becomes a virtuous circle that influences other consumer's ethical decision making by creating an ethical consumption culture. Furthermore, the cost and effort to solve non-ethical consumption problems can be solved. This research aims at aspiring the perception of consumer's ethical consumption and finding measures to increase ethical behavior. This paper further investigated the consumer's ethical consumption behavior, personality traits, perception of consumption society, and ethical judgements. For the research, a structured survey was conducted on 300 university students in Seoul. SPSS ver. 21.0 and AMOS ver. 18.0 programs were used for statistical data analysis. The results indicated differences in variables that influence consumer's ethical consumption behavior (fair trade, boycotts, and environmentally friendly products). In particular, it was evident that ethical judgements (such as the agent, personality traits, and perception consumption society) have different direct and non-direct influences on ethical consumption behavior. Strengthening the management of factors that influence measures that increase university student's ethical consumption behavior in direct and non-direct ways, providing education and improving information are believed effective in increasing ethical consumption behavior. Keywords: personality traits, perception of consumption society, ethical judgments, ethical behavior

The article is devoted to the topic of school professional competence formation in future foreign language teachers, who in short period of time will come to work with children in the New Ukrainian School. The main idea of the research is to analyze the modern scientific concepts conceptual aspects of future training teachers made by domestic and foreign scientists. Theoretical and methodological foundations of professional education of New Ukrainian School teachers, the features of their professional training and formation of foreign language competence are presented by the authors of this article too. Professional competence future teachers of the New Ukrainian School is defined as an integrative value and personal-professional trait based on special knowledge and skills, the teacher’s responsible attitude to professional communication activity, his\her awareness of its motives. It provides the ability of the individual to the implementation of adequate foreign language, intercultural communication in various forms. The basic components of the structure of this phenomenon are as: motivational (value and professionally important personal qualities); language (a set of formed foreign language knowledge as a means of activating consciousness and verbal expression of thought and speech in a foreign language); speech (formation of foreign language skills - cognitive actions aimed at solving communicative tasks that require deep knowledge foreign language). The integration of multi-subject knowledge in primary general education is especially relevant, since younger schoolchildren do not have a fragmented perception of the objects of the surrounding world, but a holistic one. Integration as a phenomenon of fundamental sciences is the opposite of differentiation. Differentiation is the separation, dismemberment of something into separate separate objects, and integration is the unification of something into a single whole. In Ukraine, in the draft of the New State Standard of Primary Education, developed in accordance with the Law of Ukraine «On Education», the Law of Ukraine «On General Secondary Education», it is emphasized that on the basis of the basic curriculum it is possible to carry out full or partial integration of various educational fields, which should be reflected in the educational program and curriculum of the general primary education institution. The content of primary education is developed on the basis of a competence approach: not knowledge for the sake of knowledge, but the ability to apply it in real life. Competences are also an integrated result of the educational activity of students and they are formed primarily on the basis of mastering the integral content of primary education.

The article reveals the essence, relevance and main contradictions of the process of forming the readiness of future music teachers for professional activity in general secondary education institutions in the conditions of modern society. It is emphasised that the transformational processes in the education system, the introduction of a competencebased approach, the digitalisation of the learning environment and the growing demands on the teacher's personality necessitate a rethinking of the content, forms and methods of professional training of artistic specialists. The main problems that complicate the effective formation of future music teachers' professional readiness for professional activity in educational institutions of Ukraine are identified. These include insufficient integration of digital technologies into the educational process of students, and therefore a low level of digital competence of future teachers; limited interdisciplinary interaction and fragmented interdisciplinary learning; impossibility of integrating ICT into the educational process of students and their integration into music education; insufficient practice-orientedness of the educational process and the educational programme as a whole; low level of students' motivation for professional self-development; limited opportunities for pedagogical practice in schools with modern equipment; incomplete adaptation of the educational environment to the requirements of the New Ukrainian School and the modern digital space; incompatibility of traditional pedagogical methods of teaching with modern educational trends. The main problems that complicate the effective formation of the professional readiness of future music teachers are identified, including insufficient integration of digital technologies, limited interdisciplinary interaction, and weak practiceorientation of the educational process. At the same time, promising areas for improving educational training are outlined, including the use of innovative pedagogical technologies, the creation of a digital educational space, the implementation of interdisciplinary projects, and the development of the motivational and value sphere of the future teacher. The results of the study can be used to update the content of professional training of future music teachers, improve curricula and increase the efficiency of the educational process in artistic higher education institutions.

The article considers the problem of forming the moral and ethical culture of future teachers as an important component of their professional competence. The essence of moral and ethical culture as an integral characteristic of a teacher is revealed, which includes a system of values, moral norms, ethical beliefs, the ability to make moral choices and be guided by professional ethics in interaction with participants in the educational process. It is substantiated that modern regulatory documents determine the need to train teachers capable of humanistic, ethically balanced professional activity, which enhances the relevance of studying this problem. The author presents the conceptual principles of forming the moral and ethical culture of future teachers in the context of professional training, with a special emphasis on the potential of extracurricular activities as a factor of purposeful influence on the formation of personal and professionally significant qualities. The main attention is paid to the relationship between extracurricular activities and the process of forming students' moral and ethical competencies. Extracurricular work is considered a special educational space within which favorable conditions are created for the formation of students' moral and ethical orientations through participation in volunteer initiatives, cultural and educational projects, discussion clubs, ethical trainings, creative associations, and student self-government. It is the basis for creating conditions for the practical assimilation of moral norms, the development of empathy, tolerance, responsibility and professional identity. The emphasis is on the fact that it is the practical implementation of moral principles in real social and pedagogical situations that allows students to integrate knowledge about ethical norms into their own behavior, forms moral reflection and the ability to make conscious moral choices. The article separately highlights the mechanisms of influence of extracurricular activities: social interaction, ethical experience, value self-determination, pedagogical support, and reflection. The results of the study can be used in the practical training of future teachers to increase the level of their professional moral and ethical culture and the effectiveness of educational influence in the modern educational environment

The article is devoted to the study of the essence and structure of the concepts “educational environment of a higher education institution” and “cultural and educational environment”. Based on the analysis of scientific and pedagogical literature, the author of the article claims that creating a cultural and educational environment within a higher education institution guarantees effective development of future primary school teachers’ readiness to foster pupils’ cultural competence. The establishment of a cultural and educational environment aimed at developing future teachers’ readiness to foster the cultural competence of primary school pupils within a higher education institution is considered in the context of the environmental approach, combined with the culturological approach. The author of the article clarifies the essence of the concept «cultural and educational environment for the development of future teachers’ readiness to foster the cultural competence of primary school pupils». This concept implies a set of factors that ensure future primary school teachers’ cultural and professional development, their continuous improvement and engagement in the cultural, artistic sphere or pedagogical activities, alongside with the acquisition of values, general and professional competences. The structure of the cultural and educational environment aimed at developing future teachers’ readiness to foster pupils’ cultural competence comprises the following components: deep knowledge in the fields of culture and art, material and technical support, educational, methodological, and didactic provision, and the creation of a favourable moral and psychological climate along with a creative artistic atmosphere. Within the context of creating a cultural and educational environment (illustrated by the case of the Faculty of Pedagogical Education of Ivan Franko National University of Lviv), the article describes the activities of the Laboratory of the New Ukrainian School, the Educational Laboratory for Specialists’ Training, the Laboratory of Museum Pedagogy, the Room of Developmental Technologies, and the Creative Workshop. The work of these units is aimed at developing future teachers’ readiness to foster the cultural competence of primary school students. Keywords: readiness of future teachers, cultural competence of primary school pupils, cultural and educational environment, educational environment.

This study explores auditors’ professional attitudes and behaviours. It tests the influence of public interest commitment, independence enforcement beliefs and organisational ethical culture on auditors’ acceptance of and engagement in practices that compromise their objectivity. The study is based on survey responses of 122 Spanish auditors. To analyse the combined effect of the variables under study, variance-based structural equation modelling (partial least squares, PLS) was employed. The results suggest that the regulatory efforts to improve auditors’ behaviours by enforcing independence rules have been internalised by auditors. The results also reinforce the need to instil the societal responsibilities of professional auditors, since auditors’ public interest commitment is related to their ethical decision making. Furthermore, this study reveals that firms’ ethical cultures influence auditors’ commitment to the public interest, as well as their ethical decision making. The study raises practical implications for auditing professionals, regulators and audit firms. Understanding auditors’ beliefs and behavioural patterns is critical to proposing mechanisms that enhance their ethical behaviours, which could ultimately enhance audit quality. The chapter contributes to the field by analysing the combined effect of the regulatory framework and organisational context on auditors’ professional values and behaviours.

This article explores how top executives from two electric utility multinationals visualize systemic change and adaptation of their ethical cultures in the future. Allaire and Firsirotu’s framework for organizational culture was incorporated with scenario planning which focused on the influence that the contextual environment exerts on building an organizational ethical culture. The study relied on a holistic and a systems thinking approach to cluster and evaluate six key themes perceived to lead to disruptions in ethical culture. Consequently arriving at the aim to conceive four possible scenarios for 2040 on the future of organizational dynamics and ethical culture in the private electric utility sector. The attributions of relevance for organizational ethical culture and the interrelationships among six key themes demonstrated the greater significance of two themes: From profit to purpose and Environment and Sustainability. As the main driving forces, these two themes guided the development of the scenarios and provided further insights into the flow of power relations, agency, and leverage points for an organizational ethical system.