ScienceRise: Pedagogical Education <p style="font-weight: 400;">"<em>ScienceRise: Pedagogical Education</em>" is a peer-reviewed scientific journal that publishes original research on lifelong learning.</p> <p style="font-weight: 400;">The issues investigated in scientific publications cover the following areas:</p> <p style="font-weight: 400;">- adult education,<br />- professional education,<br />- primary education,<br />- special education.</p> <p style="font-weight: 400;">The purpose of such publications is to bring to a wide range of scientists and practitioners in the field of education modern developments aimed at implementation in educational processes to increase their effectiveness. In particular:</p> <p style="font-weight: 400;">- in the direction of adult education – the formation of new skills and competencies in them for adaptation to the requirements of the labor market, which are rapidly changing due to information and technological transformations in society,</p> <p style="font-weight: 400;">- in the direction of professional education – formation of students' adaptation capabilities to the modern requirements of employers,</p> <p style="font-weight: 400;">- in the direction of primary education – correct orientation of students according to their abilities,</p> <p style="font-weight: 400;">- in the direction of special education – creation of the most comfortable adaptation of people with disabilities in physical development to society.</p> <p style="font-weight: 400;">All the mentioned topics covered by the concept of continuous education can also be considered through the paradigm of distance learning.</p> <p style="font-weight: 400;">The journal is published 4 times a year and has a worldwide distribution scope, without limiting the authors on any basis.</p> <p><a href="">ISSN 2519-4976 </a> (print), <a href="">ISSN 2519-4984 </a>(on-line) <br /><br />Drawing up the items of the publication ethics policy of the journal «ScienceRise: Pedagogical Education» Editors followed the recommendations of Committee on Publication Ethics <a href="">(COPE)</a>.</p> РС ТЕСHNOLOGY СЕNTЕR en-US ScienceRise: Pedagogical Education 2519-4976 <p>Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.</p> <p>Authors, who are published in this journal, agree to the following conditions:</p> <p>1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.</p> <p> 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.</p> Analysis of the specificity of pedagogical training of personnel for the security sector <p>The article is devoted to the review and analysis of the specifics of pedagogical training of personnel for the security sector. The author emphasizes the need to remember that in Ukraine, the pedagogical training of personnel for the security sector is determined by the specific needs of this sector and is designed to ensure the effective activity of professionals in the field of security. The key aspects that determine the pedagogical training of personnel for the security and defense sector are considered. The article also emphasizes the need to understand the fact that the modern pedagogical program for the security sector has an integrated approach that combines theoretical knowledge and practical skills. In addition, it draws attention to the need for an interdisciplinary approach, which allows students to consider security issues from different perspectives, including social, economic and political aspects. The authors reminds of the importance of taking into account numerous trends that include modern challenges and needs of the security sector in the process of pedagogical training of personnel for the security sector. The article presents the main aspects highlighting the trends of pedagogical training of personnel for the security sector. The article emphasizes the fact of globalization, which requires a balanced approach to the study of international aspects of security and cooperation between states. It is emphasized the need to create simulation centers that allow students to study in real conditions, reproducing situations that may arise in the field of security. The article reflects the main aspects that represent the specifics of pedagogical training of personnel for the security sector. The article emphasizes the need to study ethical aspects and human rights protection in the security sector. The practical significance of this article is revealed in the possibility of formulating recommendations to the management of educational institutions regarding the pedagogical training of personnel for the security sector</p> Olexander Cherkashin Olena Kuruch Copyright (c) 2024 Olexander Cherkashin, Olena Kuruch 2024-02-29 2024-02-29 1 (58) 4 7 10.15587/2519-4984.2024.298501 Formation and development of the system of training speech therapy personnel (late XIX – early XXI century) <p>The preparation of future speech therapists in the modern educational space is defined by processes in the socio-cultural environment, societal transformations, changes in modern mentality, and heightened requirements for the quality of professional training. The necessity to improve speech therapy training arises from disparities between second-generation state educational standards for computerization and use of information resources, and the real state of the education system. Additionally, there is a growing number of children with speech disorders, often complicated by secondary disorders. A deep historical study of the development of speech therapy training is key to understanding and improving modern educational processes, considering socio-economic, cultural, and technological factors that shape the needs and directions of speech therapy development in the future. The article highlights the history of the development of the national speech therapy education system, revealing its connection with the socio-economic structure of the country, global historical-pedagogical processes, and the level of development of defectology science. The analysis of scientific literature allows identifying general conditions for the modernization of speech therapy education, confirming that based on an in-depth study of the content and essence of the problem of forming professionalism and professional competence of future speech therapists, it is possible to develop organizational and methodical support for their development and implementation in educational and production practice according to socio-economic conditions. This article emphasizes the importance of a deep analysis of historical and modern aspects in the training of speech therapists, taking into account socio-cultural changes and technological development. Understanding the history and current state of speech therapy education is key to effectively modernizing training that meets the contemporary challenges and needs of society</p> Yevheniia Lyndinа Copyright (c) 2024 Yevheniia Lyndinа 2024-02-29 2024-02-29 1 (58) 8 14 10.15587/2519-4984.2024.298564 Methods and means of developing the pedagogical skill of teachers of general education disciplines in vocational education institutions <p>The problem of developing the professionalism of teachers today belongs to the key directions of research in the field of modern pedagogical science. The high quality of teaching in the vocational education system depends on the level of knowledge, pedagogical skill of the teacher, and his/her professional maturity. On the basis of the conducted analysis, it is substantiated that the effectiveness of the development of the pedagogical skill of teachers of general education disciplines of vocational education institutions depends both on the correct definition of goals and content, and on the methods of achieving the goal - teaching methods.</p> <p>The purpose of the article is the theoretical justification of the main methods and means of developing the pedagogical skill of teachers of general education disciplines of vocational education institutions.</p> <p>The work characterizes the main functions of teaching methods, analyzes their main classifications, examines familiar, traditional methods (lecture method, story, explanation, training exercises, explanatory conversation, discussion, independent work, instruction, etc.), as well as innovative: simulation and game methods, brainstorming method, problem methods, project method, case method, master class, work in pairs, work in groups, consultations, portfolio, method of situational analysis, coaching, tutoring, etc.</p> <p>The study revealed that improving the professional skill of teachers of general education disciplines in vocational education institutions is a complex process. The professional skill of a teacher is an individual style, combined with high professional competence, which determines the ability to apply traditional and innovative technologies, to carry out professional activities regardless of the conditions of the social environment and the characteristics of students. That is why explanatory-illustrative, reproductive, and problem-based teaching methods (traditional and innovative) should gradually and purposefully implement cognitive activity, develop and improve professional skills within the framework of formal, non-formal, and informal continuous pedagogical education of teachers of general education disciplines of vocational education institutions</p> Мaryna Kаbysh Copyright (c) 2024 Мaryna Kаbysh 2024-02-29 2024-02-29 1 (58) 15 21 10.15587/2519-4984.2024.298508 Social larping as an author's method of forming the social competence of children with complex developmental disorders <p>The article presents the author's own practical experience and description of experimental work with children with complex disorders (autism, ADHD, intellectual disability, Down syndrome, childhood schizophrenia, cerebral palsy). The author has created his own method of forming the social competence of children with complex developmental disorders, implemented as part of an experiment within a rehabilitation institution. The essence and advantages of social larping are defined. The scientific studies related to the research topic are briefly reviewed. The method of forming social competence for autistic children - Creative drama - is analysed. A comparative analysis of the method of "live" game LARP and Creative drama is carried out. The concept of "social larping" is defined for the first time. The criteria and indicators of the level of formation of the social competence of children with complex developmental disorders are outlined (cognitive: knowledge of ways of behaviour, rights and responsibilities; basic ideas and knowledge to meet their own needs; knowledge of ways of social interaction; emotional and motivational: understanding of emotions, self-control skills (self-esteem), social values; behavioural: social interaction, orientation in social roles, social skills). The descriptive characteristics of the levels of formation of the social competence of children with complex developmental disorders in accordance with the above criteria are provided.</p> <p>The importance of introducing social larping as an author's method of forming the social competence of children with complex developmental disorders within the correctional and developmental work of rehabilitation institutions is proved. The impact of social larping on improving the interaction between children with complex developmental disorders within a mini-group, catching up with the child's own social experience in a rehabilitation centre is analysed.</p> <p>The conclusions and suggestions demonstrate the essence and advantages of social larping as a method of forming the social competence of children with SCD, as well as the effectiveness of its implementation</p> Tеtiana Sumenko Copyright (c) 2024 Sumenko Tеtiana 2024-02-29 2024-02-29 1 (58) 22 30 10.15587/2519-4984.2024.298179 Parental uncertainty in plans and education of ukrainian refugee children in European countries: a pilot study introduction <p>The aim of this article is to better understand parents' decisions regarding their children's education in the face of uncertainty in plans. The focus of this paper is twofold. First, the author shows how, even with sufficiently favorable mechanisms for integration into the host society, immediate protection status, and substantial material support, uncertainty affect the experience of refugee parents with temporary protection status. The author also wants to show how, at a time of the greatest uncertainty in the plans of refugee parents, distance education makes its own special and distinct contribution to the educational strategy. The survey was completely anonymous, with 160 respondents, 65 of whom currently reside in Germany, 61 in Poland as well as 34 in the UK. The pilot study involved parents from three countries – Poland, Germany and the United Kingdom. These are the countries that have received the most significant number of Ukrainian refugees. It was concluded that the desire to complete all possible strategies in the education of their children is highest among those who are in a state of greatest uncertainty. Such parents tend to continue educating their children remotely in Ukraine and in local schools in parallel. This strategy creates an unnecessary burden on children and possibly worsens their adaptation in local schools, but in the parents' opinion, it insures children from possible gaps in their education. It is necessary to develop more flexible criteria for different groups of refugee children, depending on their age and their parents' plans to return home</p> Ganna Chovpan Copyright (c) 2024 Ganna Chovpan 2024-02-29 2024-02-29 1 (58) 31 40 10.15587/2519-4984.2024.296502 Features of scientific research work of future aviation specialists <p>The article presents the peculiarities of research work of future aviation specialists. It is noted that higher education institutions in the aviation field pay considerable attention to ensuring the scientific and research component of the use of modern educational technologies for the professional training of future specialists. The purpose of the study was the analysis and peculiarities of the research work of aviation institutions of higher education, aimed at the formation of research skills and professional skills.</p> <p>The methods of research were the analysis and generalization of scientific literature on the organization of research work in higher education, ICAO documents regulating the flight safety management system for air transport.</p> <p>Features of research work for students of higher education at aviation institutions are singled out, in particular: application of the problem-based learning method through the analysis of aviation regulatory documents and investigation materials of aviation events; simulation of real professional situations through a business game (imitation simulation), where the student is given the opportunity to be a pilot, air traffic controller, dispatcher-instructor, aviation shift leader, etc.; student conferences as an opportunity to present professional research work; simulator (practical) training; the practically oriented character of the educational program – the involvement and use of the work experience of aviation specialists-practitioners.</p> <p>The criteria for ensuring the effective organization and implementation of research work of future aviation specialists are summarized, which is the complexity, consistency and comprehensiveness of learning and use of methods and technologies of conducting scientific research, implementation of their results, the continuity of research work according to training courses, the logic of the complication of methods, types and forms of scientific creativity</p> Oksana Danylko Tetiana Ternavska Kateryna Surkova Copyright (c) 2024 Oksana Danylko, Tetiana Ternavska, Kateryna Surkova 2024-02-29 2024-02-29 1 (58) 41 45 10.15587/2519-4984.2024.298544 Experience of bilingual countries in the issue of mastering the minority language: effective borrowing into preschool pedagogy of Ukraine in order to form foreign language communicative competence in children of middle preschool age <p>The article addresses the relevant topic for Ukraine of developing foreign language communicative competence in preschool and, specifically, middle preschool age. The research aims to analyze and summarize the experience of bilingual countries in the formation of communicative competence in minority languages, as well as to determine practical boundaries for its adoption in Ukrainian preschool pedagogy with the ultimate goal to develop effective methodologies for children of middle preschool age to acquire foreign language communicative competence. In the research process, theoretical methods, such as literature and documentation analysis, were used, along with a set of general theoretical methods: abstraction and concretization, analysis and synthesis, comparison, contrast, structuring, induction, and deduction. As a result of the research, the experience of forming language communicative competence in minority languages in countries, such as Finland, Canada, Malta, and Israel, was analyzed and summarized. The main effective methods for developing communicative competence in the language of minorities in children of middle preschool age were identified, including the method of total immersion, the method of partial immersion based on the principle of one educator - one language, and the method of partial immersion based on the principle of one educator - two languages.The widespread use of the translanguaging approach and language mixing in the process of forming communicative competence in minority languages in the context of bilingual countries has been identified. The main conditions, under which the formation of communicative competence in minority languages occurs in bilingual countries, have been summarized, a comparison with similar conditions for developing foreign language communicative competence in children of middle preschool age in Ukraine has been made.It has been identified that the main contextual difference in Ukraine is the extensive geographical distribution of a foreign language that influences children's understanding of its practical significance and the possibility of live communication with it. A conclusion has been drawn regarding the necessity of carefully transferring the experience of bilingual countries in using the translanguaging approach during the formation of foreign language communicative competence in Ukraine, since this caution is warranted because its application may result in a decrease in the motivation of children of middle preschool age to acquire a foreign language, given the possibility of achieving communication goals through their native language. The main assets of the studied bilingual countries that can be effectively borrowed by the preschool pedagogy of Ukraine in the process of developing methods for the formation of foreign language communicative competence in children of middle preschool age are highlighted, as a normative consolidation of the method of such formation, taking into account the greater effectiveness of early and total immersion in comparison with other forms of mastery of children of middle preschool age in a foreign language, managing groups of children with different levels of foreign language speaking competence and the practice of introducing children with an insignificant level of competence in a foreign language into groups with a higher level of foreign language communicative competence</p> Nadiia Konovalova Copyright (c) 2024 Nadiia Konovalova 2024-02-29 2024-02-29 1 (58) 46 55 10.15587/2519-4984.2024.298785 Digital transformation of visual collaboration in the educational environment <p>The article delves into the significance of digital transformation in the educational environment through the application of the innovative tool Miro for conceptual visualization and collaborative work. A detailed analysis of Miro's functionality in the educational context reveals its potential to support interactive education and stimulate active participation in the educational process. The specification of Miro's role in the educational space particularly emphasizes its potential for excellent implementation and support of educational programs at V.G. Korolenko Poltava National Pedagogical University.</p> <p>It is determined that the use of this tool can illuminate new horizons and enhance the efficiency of the educational process in the university environment. Analyzing the possibilities of Miro, attention is given to the adaptability and flexibility of the tool to the individual needs of university programs, ensuring its excellent implementation in various disciplines and scientific fields.</p> <p>The crucial aspect lies in its interactive nature, enabling collaborative and effective work on tasks and projects. Through the research, it has been determined that Miro can contribute to enhancing interaction among participants in the educational process by simplifying the collaborative creation and discussion of materials. The analysis regarding the utilization of Miro in the educational process has revealed a range of advantages and challenges. These have been taken into account in the development of an effective life hack for future teachers, aimed at enhancing their professional preparation.</p> <p>The article proposes a comprehensive approach to studying and implementing digital tools in the educational process, revealing the perspectives of their utilization in the educational environment and providing specific recommendations for their effective application</p> Liubov Khomenko Copyright (c) 2024 Liubov Khomenko 2024-02-29 2024-02-29 1 (58) 56 61 10.15587/2519-4984.2024.298834 Use of museum pedagogics in the training of teachers of social sciences <p>The article defines museum pedagogy as an interdisciplinary educational technology that develops in the field of academic and non-formal education, covering various forms of communication, current educational programs and cultural practices and is a basic element of the program-targeted management of the activities of applicants and scientific-pedagogical workers in the museum-pedagogical environment , a means of its practical implementation, a kind of activity plan, in which the connections of the defined goal and the mechanisms of its achievement are clearly established; the general principles that must be relied upon in the application of museum pedagogy in the process of training a social science teacher are outlined; the concept of "museum resource" is presented as the ability to increase the power of professional and pedagogical potential, to reproduce and deepen the content of educational programs in the exposition, to be accessible and suitable for implementation in the conditions of the educational process, understandable for the majority of consumers of museum information, important components of which contribute to professional training future history teacher, there are: museum-pedagogical information, which contains news about specific museum-pedagogical and educational programs and their specifics; educational and methodological support of programs; forms and methods of pedagogical activity in the museum environment; results of the pedagogical process and results of research and experimental work; expert assessments of specialists, etc.; "museum environment" as a certain active space for learning and educating students of pedagogical specialties and a perfect means of implementing productive changes in teacher training, which ensures direct "communication" with original museum objects and active participation in various types of activities, organized on the basis of museums, the ability to awaken in future teachers' desire for professional and personal self-realization, to form stable humanistic orientations, a conscious positive attitude towards society, children, pedagogical activity and oneself, which causes deeper personal professionalization and creates conditions for correction of professional growth; directions of work with student audiences, organizational forms, methods, techniques of use in the educational activity of museums are substantiated; it is proposed to include in the educational and professional training program of historians the educational component "Fundamentals of museum and archive work" and to create a complex of methodical support for the proposed discipline</p> Svitlana Yakubovska Yurii Oleksin Copyright (c) 2024 Svitlana Yakubovska, Yurii Oleksin 2024-02-29 2024-02-29 1 (58) 62 65 10.15587/2519-4984.2024.298865 Prospects for the development of ecological competence in teaching virtual english written communication in secondary school <p>Different approaches to the definition of ecological competence are considered. The importance of learning virtual communication is proved. The current Ukrainian and foreign works on ecological competence are reviewed. The interactive methods of forming the ecological awareness of English language teachers are listed. The structural components of ecological competence and three interrelated components that influence the formation of ecological competence are indicated. The definition of ecological competence of a foreign language teacher is given. The list of topics for the development of ecological competence has been identified. The conditions for the formation of ecological competence in CLIL lessons are specified. An ecological view of a foreign language is presented. The potential of Internet memes in the formation of virtual communication skills is characterized. The concept of language assessment ecology is presented. It is confirmed that formative assessment is a structural part of the ecology of language assessment. The written tasks in authentic secondary school English language teaching materials are analyzed. The article presents an example of teaching meaning in a mediated sense in English lessons. A sample of teaching the internal dialogism of words in secondary school is shown. A model of teaching meaning in the emergent sense is created. The ways of applying the unpredictable and double-voiced meaning in secondary school English lessons are revealed. The potential use of metaphors for the development of linguistic and environmental literacy is indicated. It is emphasized that each topic studied should form ecological knowledge. It is concluded that the ecological principles of language can be applied already at the stage of the adaptation cycle of basic secondary education</p> Oksana Boiko Copyright (c) 2024 Oksana Boiko 2024-02-29 2024-02-29 1 (58) 66 73 10.15587/2519-4984.2024.298911