ScienceRise: Pedagogical Education

Specialized internet resources in the professional training of future teachers of music art

Li Haijuan — 2024-11-26

The article provides an overview of the use of specialized Internet resources in music-pedagogical education for the professional training of future music teachers in Ukraine and China. In Ukraine, higher education institutions utilize a wide range of specialized Internet resources, with a preference for non-commercial ones. These resources are effectively integrated into the educational process, used for teaching professional and methodical disciplines, facilitating educational and research work, and encouraging independent creativity among students. Digital and specialized Internet resources are recognized as a key aspect of modernizing the educational process in all higher musical and pedagogical institutions. However, challenges, such as the absence of Ukrainian localization in popular projects and inadequate technical support in educational institutions, complicate the use of these resources. Additionally, using Internet resources with artificial intelligence is in the early testing and active discussion stage in Ukraine. In China, alongside international Internet resources (limited due to national requirements), a wide range of localized or adapted Internet resources is utilized in music-pedagogical education. These specialized Internet resources are primarily used in teaching special educational disciplines of the professional training cycle. The systematic use of artificial intelligence in musical and pedagogical education in China is particularly noteworthy. The technological advantages of using specialized Internet resources in the training of future music teachers have been established, including accessibility and cross-platform compatibility, real-time updates, less need for device resources, deployment speed and scalability, instant access and ease of use, saving memory on the user's device, simplicity in support, and security. These advantages have implications for the methodological features of their use in music and pedagogical education, which require further research

Results of the implementation of the model of scientific and methodological system of training future primary school teachers to organize a safety-oriented educational environment under conditions of risks

Nataliia Naumenko — 2024-11-21

The article is devoted to the problem of professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks in the context of reforming the educational system in Ukraine and taking into account global changes in all the spheres of human life, challenges, risks, and threats. The purpose of the article is to highlight the results of the experimental testing of the implementation of a model of a scientific and methodological system for the professional training of future primary school teachers to organize a safety-oriented educational environment under conditions of risks, which is due to the need to ensure quality primary education without endangering the life and health of all participants in the educational process, taking into account modern educational risks and threats. The implementation of the model involved updating psychological and pedagogical approaches, content, and theoretical and methodological substantiation of the professional training of future primary school teachers for this type of activity. The result of the model implementation is the formation of the readiness of future primary school teachers to organize a safety-oriented educational environment under conditions of risks. The diagnostic tools for experimental verification of the results of the model implementation are determined. The effectiveness of the implementation of the model of the scientific and methodological system of professional training of future primary school teachers for the organization of a safety-oriented educational environment under conditions of risks, which is presented in the results of the pedagogical experiment and is reflected in a statistically significant decrease in the proportion of future teachers with a low level of readiness to organize a safety-oriented educational environment under conditions of risks compared to the ascertaining stage of the study against the background of a significant increase in the proportion of future teachers with high and middle levels of readiness to organize a safety-oriented educational environment under conditions of risks, is proved.

Social-emotional learning in foreign language classes at higher education institutions: from theory to practice

Liudmyla Herasymenko — 2024-11-26

This article explores the theoretical and practical aspects of integrating Social-Emotional Learning (SEL) into Foreign Language classes, emphasizing its benefits over traditional teaching methods, particularly in the context of the ongoing military aggression of russia against Ukraine. SEL fosters a supportive environment where students can express themselves, make choices, and develop essential life skills, with a focus on mental health – an especially critical factor during times of uncertainty. Foreign Language instruction offers a unique opportunity to gradually introduce SEL as it can be easily incorporated into the curriculum. Through SEL, students learn to understand and empathize with others, regardless of cultural or social backgrounds, thereby enhancing their interpersonal skills.

The integration of SEL in Foreign Language education helps students build and maintain positive relationships, resolve conflicts, and make constructive decisions. It also plays a crucial role in helping first-year students adapt to the new environment at university. At the tertiary level, SEL exposure supports the development of key competencies, such as self-awareness, self-management, responsible decision-making, social awareness, and relationship-building.

In this study, we selected and adapted a range of SEL activities for use in Foreign Language classes. These activities encourage students to identify their emotions, attitudes, and values, while reflecting on how these influence their behavior. Techniques, such as breathing exercises, meditation, goal-setting, and time management, are introduced to help students regulate their emotions, manage stress, control impulses, and stay motivated. Group discussions, collaborative projects, and teamwork are recommended to further improve social awareness, decision-making, and relationship-building skills

The essence of digital competence of masters of professional education

Artem Ponomarenko — 2024-12-30

The results of studying the content of the concept of digital competence in pedagogical science are presented in the article. An analysis of the role of digital competence in ensuring the quality of education in the conditions of distance learning was carried out. An analysis of modern scientific approaches to determining the structure of competence was carried out.

The requirements of the competence approach in education are taken into account in the process of determining the results of professional training of a specialist. An analysis of research on the definition of the content of digital competence in various fields of knowledge and specialties of professional training was carried out. An analysis of modern scientific works was carried out in order to identify common and different approaches in understanding the content of digital competence.

The main components of digital competence in various scientific approaches to determining its content are analyzed. The content of digital competence is presented based on a combination of a set of theoretical knowledge and practical skills that ensure successful work with digital information processing tools.

Based on the analysis of modern scientific approaches to the definition of the structure of professional competence, attention is focused on the need to distinguish a system of professional qualities. Professional qualities together with digital literacy and the ability to use digital technologies form the content of digital competence.

Based on the analysis of the standard of higher education in the specialty "Professional Education", a list of requirements for the formation of the content of digital competence of students of the specialty "Professional Education" has been determined. The system of knowledge, skills and professional qualities, which collectively reveal the content of the digital competence of masters in the "Professional Education" specialty, has been concretized

Stress management in "Music performance practice" classes

Zakhar Duboviy — 2024-12-30

The article is dedicated to studying the phenomenon of music performance anxiety, focusing on the characteristics of stress development during music-related creative activities. It is determined that musical activities, particularly public one, are often accompanied by increased anxiety in performers due to fear of making mistakes, the responsibility to the audience, and the need to demonstrate high levels of mastery. Anxiety, as a normal physiological response to stress, can have both positive and negative effects on performers’ productivity.

An analysis of effective methods, approaches, and strategies for stress management in productive music performance is provided. It is shown that the causes of stress states among music pedagogy students can be emotional tension, technical difficulties, and time constraints.

The cognitive-behavioural, emotionally-focused, neuropsychological, body-oriented, social-communicative, and technological approaches that can be implemented within the stress management framework in "Music Performance Practice" classes are revealed.

The article justifies the need for a comprehensive approach to managing anxiety and stress, using cognitive-behavioural methods, physiological techniques, and a social-communicative approach. This will not only aid students reduce their anxiety levels but also enable them to operate stress as a tool for achieving performance productivity and high professionalism.

Based on the results of the methodology trial, it is concluded that integrating stress management technologies into the content of the "Music Performance Practice" course is advisable.

Further research aims to develop a comprehensive pedagogical system that integrates stress management strategies into the educational process

Foreign experience of software testing engineers training: analysis of educational standards and programs of European universities

Oleksandr Gura — 2024-12-30

The article explores the European educational system's approach to training software testing specialists. It contains an analysis of certain key standards for IT engineers training in Europe, such as the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), the European Association for Quality Assurance in Higher Education (ENQA) criteria, and national accreditation standards like the Polish Accreditation Committee (PKA), the German Accreditation Council (GAC), and the UK’s Engineering Council (ECUK). The study emphasizes the place and teaching methods of software testing theory and practice within university curriculum guidelines, assessing both an availability of dedicated testing disciplines and the appearance of testing topics/modules in more general engineering disciplines. Despite similar interpretations of basic concepts and practices in software testing, opinions on teaching methodologies and the representation of both theoretical and practical aspects of it vary among the reviewed standards. Additionally, the research examines training programs at leading European universities to identify how software testing and quality assurance are reflected in their curricula. This analysis covers full-time training programs for students in computer science, software engineering, and related fields. The study explores programs in both general and basic disciplines within IT and those specific to certain technological or organizational areas, such as mobile device development or IT project management. The content of subjects, modules, lectures, and extracurricular work tasks available in open sources was also analyzed. Furthermore, the research investigates how these institutions incorporate practical training, such as internships and project-based learning, to ensure students gain hands-on experience in software testing and quality assurance

Discursive features of describing speech disorders in modern scientific literature

Viktoriia Apukhtina — 2024-12-30

The article is dedicated to analyzing the discursive features of describing speech disorders in contemporary scientific literature. The study emphasizes the importance of terminological precision, structural clarity, and stylistic adaptability in scientific texts that address speech disorders and corrective practices in speech therapy. The research is based on qualitative discourse analysis of texts, selected from peer-reviewed Ukrainian professional journals, published over the past five years. The objective of the study is to identify key characteristics influencing the perception and effective use of such texts by researchers, practitioners, and specialists in related fields.

The analysis of structure, terminology, genre, and stylistic features of the texts revealed several challenges and trends in modern speech therapy literature. In particular, the study identified significant variations in terminology usage, which often create barriers to interdisciplinary collaboration. Additionally, many texts were found to lack sufficient adaptation for practitioners, complicating their application in real professional activities. Genre analysis highlighted a gap between theoretical studies, which often lack specific recommendations, and empirical works that focus on narrow aspects without broader generalizations.

A set of recommendations for improving scientific texts is proposed, including the standardization of terminology, integration of practical examples, simplification of language, and adaptation of content for diverse audiences. Enhancing discursive strategies will contribute to improving the efficiency of interdisciplinary communication, the quality of educational materials, and the practical application of scientific research in speech therapy. The findings of this study can be used to develop methodological recommendations that ensure an integrative approach to addressing the tasks of speech therapy science

Model of formation of innovative competence of students of basic general secondary education in the process of learning physics

Viktoriia Bondarenko — 2024-12-30

The formation of innovative competence in students during the process of learning physics has become a promising strategic direction for the development of physical education. Based on the results of the analysis of scientific psychological and pedagogical literature, current educational practices for preparing students of basic general secondary education, and trends in its development, the need to update the content of physical education in the context of forming innovative competence and mastering the scientific and pedagogical experience of its formulation in the conditions of the New Ukrainian School has been identified.

The article highlights the process of creating a model for forming innovative competence in students of basic general secondary education during physics learning: it clarifies the essence of modeling as a means of scientific cognition and identifies the peculiarities of creating a pedagogical model; the foundational principles for developing the model of innovative competence formation in students during physics education are outlined; the content of the main blocks of the developed model is defined.

The psychological and pedagogical conditions for the implementation of the developed model are indicated: stimulating positive and productive motivation for students to master physical education; considering the achievements of science, technological developments, and labor market requirements in the content of education; involving students in research, project, and interactive activities in line with educational standards, curricula, and educational programs; actively using modern pedagogical approaches to teaching and assessment, innovations in the education sector, interdisciplinary teaching practices, methods and tools that promote the development of students’ research and inventiveness competencies; organizing the educational process as a pedagogical interaction, aimed at the development of the individual and their preparation for solving life tasks of varying complexity

Essence and structure of professional self-realization of higher education students in China

Wang Xiang — 2024-12-30

The study examines the issues of structure and content of professional self-realization among higher education students in the People’s Republic of China (PRC). The relevance and importance of investigating the essence and structure of professional self-realization in PRC students are determined by the need to resolve the contradiction between the modern requirements for students’ professional self-realization as future specialists with significant well-developed professional qualities, defined motives, goals, values, orientations, and attitudes toward professional activities, and their actual level of readiness for such activities. This readiness encompasses acquiring the necessary knowledge, skills, and competencies, along with self-control and accountability for results. Moreover, a future specialist should possess advanced logical thinking, professional culture, and readiness for competitive professional activity in the labor market. Addressing these needs requires modernizing professional training in PRC higher education institutions through updated content, improved forms and methods of teaching, and innovative educational technologies. Professional self-realization involves achieving specific milestones in professional activity, such as acquiring new skills, attaining high-ranking positions, gaining recognition in the professional or expert community, or succeeding in own business. Specialists with developed self-realization capabilities often set ambitious goals, actively seek opportunities to achieve them, and strive for career advancement. Therefore, professional self-realization among PRC higher education students is one of the most significant and relevant educational challenges. Achieving the research objective involved developing a research program and applying appropriate methods, including analysis of legal and regulatory frameworks, scientific literature, educational and professional training programs for students, as well as studying the organizational and methodological support for the training process. Interviews with students and academic staff members of PRC higher education institutions were also conducted. The study found that students have an insufficient understanding of the essence and structure of professional self-realization, which is crucial for professional activities. Their knowledge of the structural components of professional self-realization is inadequate, which may negatively impact the quality of their education and future professional activity