Риторична компетентність учнів: зміст, структура та шляхи формування

The aim of the article was to evaluate the effectiveness of emotional support in the introduction of information technology in higher educational institutions during martial law. The following methods were used: general theoretical; testing, analysis of products of activity, formative experiment, statistical methods. Motivational, cognitive, activity and reflective components of professional competence were identified in the course of theoretical analysis. The medium indicators of dominance of cognitive, activity and reflective components of professional competence of students during martial law were recorded. The motivational component was the least developed. Experimental impact is effective for the development of motivational and cognitive components, but requires further clarification in the development of activity and reflective components. The significance of the changes is confirmed by statistical verification of the data. Prospects for research on the problem involve expanding the number and duration of research on the use of educational information technology during martial law.

The article examines the theoretical foundations of the formation of rhetorical competence of future teachers in the process of professional training. It has been established that the problem of forming the rhetorical competence of future teachers is in the focus of a comprehensive study of the teacherʼs professional training, which is carried out on the basis of the competence approach. The views of scientists on the essence of the formation of rhetorical competence of future teachers are considered. The following components are distinguished in the structure of professional competence: theoretical, methodical, professional competence; socio-pedagogical, differential-psychological and auto-psychological competence. It was established that the “rhetorical competence” of future teachers is an important component of their training in higher education and involves the ability to effectively form a communicative strategy, formulate an opinion logically, accessible, communicate, skillfully use rhetorical techniques in order to form an individual oratorical style. It has been proven that in order to develop and form the language and communication skills and skills of students, the teacher must possess rhetorical competence, because for the provision of quality educational services, it is important not only to have information and be able to process it, but also to provide it in a high-quality manner to those seeking education. In the educational process of the future teacher, it is advisable to implement measures aimed at the formation of rhetorical competence: project technologies, trainings, master classes on the basics of public speaking, self-motivation, discussions, role-playing rhetorical games-improvisations, rhetorical exercises, exercises for mastering language techniques (setting the voice, developing diction, intonation, correct breathing). This will contribute to the formation of highly qualified teachers capable of solving a number of tasks professionally. Keywords: rhetoric; language; communication; linguistic and communicative competence; rhetorical competence; future teachers; competence approach; rhetorical knowledge, skills and abilities.

This paper examines the act of protest suicide as a form of rhetoric. Three representative cases of protest suicide, those of Emily Wilding Davison, Terence James MacSwiney, and Norman Morrison/Roger LaPorte, are studied for insight into the following unanswered questions concerning this act. What blend of emotional expression and movement goals motivates the actor? In a free society with other avenues of dissent open, why choose an act as extreme and irrevocable as protest suicide? What is the act's impact on those within and those outside the movement? By viewing protest suicide as a form of “symbolic inducement,” this method of dissent may be seen as a rhetorical act whose motivation, form and impact can be better understood.

Oral Traditions in Greater Mexico Marcia Farr (bio) What Américo Paredes (1993) once called Greater Mexico now exists all over the United States. That is, the Mexican diaspora (perhaps Cuauhtémoc’s true revenge) is evident from Alaska to Georgia, and everywhere in between. This presence of Mexicans is particularly notable in Chicago, the global Midwestern city, which now counts a million persons of Mexican descent in its metropolitan area (U.S. Census 2000). Mexicans, like all peoples, bring their oral traditions with them in such transnational migrations. Mexican oral traditions rely on a wide range of genres, from the more canonical corridos (narrative folk songs with poetic structuring; see Herrera-Sobek 1990, Limón 1992), proverbs (Dominguez Barajas 2002), riddles, and jokes to varying types of informal narratives. The richness of these oral traditions illustrates the creativity and high value placed on rhetorical competence (Briggs 1988) within Mexican cultures and the importance of the poetic in Mexican verbal art and life. Although demographers, sociologists, and anthropologists have studied transnational Mexican communities, little work has focused on oral traditions within these populations (Farr 1994, 1998, 2000, in press; Guerra 1998). Oral traditions, of course, can be performed in public, more formal settings, or in private, more intimate ones. The commercialization of corridos on CDs enables their almost constant public performance on Spanish language radio stations. At the other extreme are the intimate contexts of family and home, in which oral traditions live on the tongues of and in the space between persons, contexts that are often out of the range of interested researchers. My deep involvement with a social network of Mexican families, both in Chicago and in their rancho (rural hamlet) in northwest Michoacán, over the last decade and a half has given me access to such intimate contexts, and especially to all-female conversations within them. The developing awareness over recent decades of the reflexivity of ethnography allows us to recognize the effect of gender and other identities on the research process. In this respect, my gender has been significant in opening access to the rich [End Page 159] world of female talk in these families, transcending other aspects of identity in importance. I have thus been able to describe three culturally embedded ways of speaking within this group: 1 franqueza (frank, candid talk), respeto (respectful talk that inscribes traditional age and gender hierarchies), and relajo (joking talk that, like fiesta or carnival, turns the social order “upside down” and thus provides a space for social critique). Particularly during the verbal frame of echando relajo (joking around), women (and men) address the inevitable tensions of the existing social order, frequently treating gender with a humorous critique. In the storytelling that abounds during relajo, people construct their politics with poetry, utilizing parallelism, repetition, quoted dialogue, and other oral poetic devices that persuade through aesthetic pleasure. Given the large and growing number of Mexicans in the U.S., and especially of Mexican children in schools, such portraits of verbal art can persuade teachers and others of the creativity and verbal dexterity in Mexican oral traditions, aspects of communicative competence that can be constructively built on to develop verbal skills in the academic register. Marcia Farr Ohio State University Marcia Farr Marcia Farr is Professor of Education and English at Ohio State University. Her recent work includes explorations of oral language and literacy within Mexican families in Chicago and Mexico, and an edited book, Ethnolinguistic Chicago: Language and Literacy in the City’s Neighborhoods (2003). References Briggs 1988. Briggs 1988 Charles Briggs. Competence in Performance: The Creativity of Tradition in Mexicano Verbal Art. Philadelphia, PA: University of Pennsylvania Press. Google Scholar Domínguez Barajas 2002. Domínguez Barajas 2002 E. Domínguez Barajas. “Reconciling Cognitive Universals and Cultural Particulars: A Mexican Social Network’s Use of Proverbs.” Unpub. diss., University of Illinois at Chicago. Google Scholar Farr 1994. Farr 1994 Marcia Farr. “Echando relajo: Verbal Art and Gender among Mexicanas in Chicago.” In Cultural Performances: Proceedings of the Third Women and Language Conference, April 8–10, 1994. Ed. by Mary Bucholtz et al. Berkeley, CA: University of California. pp. 168–86. [End Page 160] Google Scholar Farr 1998. Farr...

The problem of patriotic upbringing of students intensified due to the complication of political situation in the world in the past few years requires searching for new forms, methods and means used in higher education to promote patriotism and patriotic awareness of students including those enrolled in the Master’s Degree programs. Given the significant workload of Master’s students who usually combine work and study, have social roles related to family life, and are actively involved in research it is important to create the necessary conditions in the educational process without increasing the study load. The implementation of the abovementioned requirements is possible due to the disciplines< studied by Master’s students of non-pedagogical majors including technical areas and the ones related to the variable part of Block 1: ‘Fundamentals of Pedagogy and Andragogy’, ‘Pedagogy and Psychology of Higher Education’, and ‘Pedagogy of Higher Education’. Significant opportunities for this are provided by the module of the abovementioned disciplines called ‘Competence Model of a Higher School Teacher’. Activities of Master’s students on studying the module ‘Assistance in Civil and Patriotic Self-Determination of Students as One of the Competences of Extracurricular Educational Activities’ are represented as a system consisting of three components: cognitive component, need and motivational component, behavioral and activity component. It presents a detailed description of behavioral and activity component that involves the creation of projects by Master’s students promoting patriotic education of Bachelor’s and Master’s students; evaluation criteria of the project are also given among which innovation and feasibility of the project can be named. Tools and instruments that enable to determine the effectiveness of this model are represented as well. The results of this study can be used in the institutions of higher education for the organization of educational process of Master’s students of non-pedagogical majors including the technical ones. The results of the project activity of Master’s students can be used to improve the system of patriotic education of Bachelor’s students and future specialists.

The article is devoted to the problem of professional training of future teachers in the development of social skills of primary school students. The scientific research conducted by the authors contributes to the increase of creative and intellectual activity of students. The review of the literature defines the essence of the concepts of “social skills” and “training”, as well as clarifies the problem of developing social skills. The assessment of the levels of motivational, cognitive, activity, and reflexive components of the process of developing students' professional training has been carried out. During the experiment, a special course was organized, within the framework of which complex work was carried out, including theoretical, practical and methodological tasks. The indicators and levels of preparedness of future teachers for the development of social skills of primary school students are determined, and the results of experimental work are presented. Students master the technologies and information provided aimed at developing students' social skills and achieve significant changes with their successful implementation during practice. When analyzing the results, it was noted that future teachers had increased interest in their profession, professional activity, and significantly improved creative thinking and cognitive abilities. The results show the effectiveness of methods and organized work in the process of teaching students. Accordingly, the authors consider it necessary to include the subject “Methods of developing social skills of primary school students” in the curriculum.

The article deals with the categories of competency as the ability to apply knowledge, skills and personal qualities for successful and future professional activities and students’ professional-subjective attitude as an integrative personality trait, manifested in the willingness to master professional experience and based on the independent development of professional and personal qualities through initiative inclusion in creative professionally oriented activities. The formation of a professional-subjective attitude provides the basis for the development of professional competencies, which, in turn, are the key goal and the result of the educational process. The paper proposes a model for the formation of the professional-subjective attitude of the medical university students. The motivational, cognitive, professional-practical and professional-medical components are distinguished. The motivational component includes the motivation of a student to learn, to get a profession, to form a professional-subjective attitude and also involves self-estimation of the attitude by the student himself. The cognitive component considers the process of forming a professional-subjective attitude in the student’s educational activity (moreover, this process is conscious). The professional-practical component involves the formation of a professional-subjective attitude of students through activities in the educational environment attitude and problems solving.

This article attempts to improve the Ukrainian system of competencies for fine arts teachers in Ukraine. On the basis of the theoretical analysis of the approaches to classification of components of artistic and pedagogical competence (structural, system, functional), the article justifies the need to improve expected competencies in the context of motivational, cognitive and pratical components of education content. The article proves that the result of the formation of each of the selected components is the development of certain artistic and pedagogical knowledge, skills and experience of creative attitude to artistic and pedagogical activities, and the result of the formation of holistic artistic and pedagogical competence is the teacher's readiness for innovative artistic creativity, developed individual style of pedagogical activity. The motivational component of artistic and pedagogical competence of a teacher of fine arts is characterized by a set of cognitive guidelines, artistic and value orientations, creative interests related to the content of artistic and pedagogical activities; the cognitive component is defined as a system of knowledge about the essence, structure, functions and features of effective activity of a teacher of fine arts and optimal styles of pedagogical communication in unity with general cultural and specific fine arts knowledge; the practical component is manifested in the formation of the ability (communicative, organizational, diagnostic, projective, constructive, managerial, creative) to the effective implementation of the teacher of fine arts artistic and pedagogical functions. The international relevance of the article consists in the need of the post-Soviet countries to overcome conservative approaches in teaching creative courses and borrowing the innovative experience of the countries with ancient democratic traditions.

The article identifies that the main problem of distance online learning is the lack of interaction between teacher and student. The study was organized in three stages during 2020-2021. The methods of mathematical data processing and the software package for statistical analysis “Statistica” were used for the analysis of the obtained results and objective consideration of the dynamics of changes in the activity, cognitive and motivational components. The study showed the effectiveness of interactive methods in the distance learning system for the development of all components of the readiness of future primary school teachers to use pedagogical technologies. The author concluded that the most effective methods in the context of professional training of future primary school teachers and adaptation to the features of distance online learning are: microphone, unfinished sentences, brain storm, role play, case method, discussion, take a position, work in pairs, work in threes and small groups.

The article reveals the role of research competence in the career growth of academic staff, outlines the functions of research competence in the context of national science entry into the European Research Area. The research competence of an academic is considered in terms of the condition and result of academic’s professional activity. On the basis of literary sources analysis and taking into account the mission of the universities’ scientific activity, the concept of an academic’s research competence as a personal quality, being developed on the basis of a combination of knowledge, skills, values, has been formulated. Cognitive, research and value components have been distinguished in the structure of an academic’s research competence. The cognitive component is: knowledge of research methodology, types and methods and means of research, as well as knowledge of the research area. The activity component is the ability to analyze and evaluate scientific materials, to use knowledge that collectively constitutes the cognitive component, in one’s own research activities and in the education of higher education students through research; the ability to conduct a scientific experiment, to process and present scientific results. The value component is characterized by an awareness of the personal importance of scientific activity, its role in professional activity; ethical relationships shown in research with other researchers, academic integrity and tolerance. The author has expressed the opinion that it is inappropriate to consider motivation for research activity as a separate component of research competence. The argument is that motivation is an incentive to act, not an awareness of something specific, so it should be considered in the structure of readiness for activity. The characteristics of each component of an academic’s research competence have been presented.

The article is a comprehensive study aimed at conceptualizing the concept of “students' research competence” in the context of the system of secondary vocational education (hereinafter - SVET). The paper analyzes theoretical approaches to the interpretation of this term existing in the scientific literature, clarifies the ideas about the content and structure of research competence of students of vocational education institutions.The work is based on the analysis of modern domestic and foreign theoretical sources, including pedagogical, psychological and methodological studies, which allowed author to identify the diversity of interpretations and methodological positions.The article defines the key features of this competence, highlights its specificity as applied to vocational education and training students, taking into account the practice-oriented nature of their education. Within the framework of structural analysis three interrelated components are revealed in detail: motivational, cognitive, and activity components. Special attention is paid to the integrative nature of the competence, which combines theoretical training and practical skills relevant for future specialists. The practical significance of the study lies in the possibility of using the obtained results for the development of educational programs of vocational education and training aimed at the formation of research skills, as well as for the creation of diagnostic tools for assessing the level of competence.

The article analyzes the level of research competence formation in students of secondary vocational education (hereinafter - SVE) as a key factor in ensuring the technological sovereignty of the state. The relevance of the study is determined by the need to train specialists capable of solving non-standard problems and innovative thinking in the conditions of technological transformation. The aim of the work is to assess the initial level of research competence of vocational education students on the basis of the establishing experiment and to substantiate the criteria of their professional readiness. The empirical results allowed us to formulate conclusions reflecting the current state of formation of key components of research competence: motivational, cognitive, and activity components. The work actualizes the problem of formation of research competence in SES and offers an algorithm for its solution through two-level diagnostics and targeted pedagogical interventions. The findings substantiate the necessity of implementing a pedagogical model that integrates motivational, cognitive and activity aspects. The study contributes to the development of methods for assessing and developing research competence in the system of vocational education and training, offering tools to improve the quality of specialist training. The prospects of the work are related to the approbation of the formative stage of the experiment and assessment of the effectiveness of the proposed model.

The aim of the study is to empirically verify the effectiveness of training in building the professional image of future preschool teachers. The research employs the following methods: diagnostics, qualitative and quantitative analysis, comparative analysis, testing, fulfilling tasks and resolving situations, completing creative professional assignments. A comparative analysis of the data on the level of the professional image of future preschool teachers with bachelor and master qualification levels was carried out. A professional image building programme was developed and tested within the scope of the study. It consists of ten training classes. The study found an increase in the level of the professional image of future preschool teachers by an average of 26.7%. The highest indicators of the professional image of future preschool teachers were recorded for the motivational and value component (75% of respondents), the medium — for the practical and activity component (65%), and the lowest — for the prognostic and reflexive component (60%). The use of training is effective for building the professional image of future preschool teachers in the process of their professional training.

The article deals with the structure of the educational levels of high-quality professional training of future designers. The phenomenon of the educational quality at all its levels has been defined. There has been also scientifically substantiated the concept of design education that serves as the subject of cultural, aesthetic and creative research, as well as the professional becoming of professionals in this field. It has been noted that the educational environment of future designers' professional training presents the consistent system formation of their professional orientation and development. The constituent of the levels of future designers' professional development is their vocational guidance, which is reflected in the following aspects: the ability to manifest a taste for a certain kind of activity, take responsibility for the consequences of one's own choice, to develop diligence, working capacity, orientation at own capabilities and affections. The training process of students emphasizes the concept "person-design-environment" which leads to the main areas of activity: forming consciousness, developing skills, applying theory in practice. As for higher school, the structure of professional basis of assessing consequences of professional activities is building there. Besides it is oriented at the development of personal creative skills, providing mobility and competitiveness. Postgraduate education is focused on the ability to perform professional duties, to get an appointment according to one's qualification level, selfdevelopment and self-assessment of professional competence and personal development. It is the implementation of the system of multileveled professional training of future designers which will effectively assist its quality improvement. The educational environment will depend on the educational institution which successfully combines staff, region, economic development, and traditions. The activity of a teacher and a student at all educational levels will provide the education quality improvement and professional skills acquisition.

The article considers the problem of the readiness of future specialists in the field of socionomics who will use information technologies in their professional activity. The analysis of references in the field of our research revealed that the effecient intoduction of information technologies in the sphere of socionomics depends on the readiness of specialists for innovation activity, as such activity is one of important components of their professional readiness. We determined the components of readiness of the specialists in the field of socionomics (psychologists, teachers) for applying information technologies in their future professional work. Such components are motivational, cognitive, reflective, communication and creative components. In order to investigate the level of formaton of each component by the future specialists in socionomics we conducted testing and suggested quiestionnaires for the students of psychology at Khmenytskyi National University and pedagogical students at Khmelnytskyi Humanitarian-Pedagogical Academy. The diagnostic results demonstrate that the motivational component of readiness of the students in the field of socionomics to use information technologies in their future professional activity has been formed at a sufficiently high level. However, the diagnostic results of all other components of readiness for using innovations by students of socionomics revealed only sufficient and low levels of formation. Such results necessitate the research effective psychological and pedagogical conditions for increasing the level of development of the motivational, cognitive, reflexive, communicative and creative components of readiness to use information technologies in professional activity by future specialists in the sphere of socionomics.