Browsing by Author "Zabolotska, O."

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    DIGITAL COMPETENCIES OF TEACHERS IN THE TRANSFORMATION OF THE EDUCATIONAL ENVIRONMENT
    (2021) Zabolotska, O.; Zhyliak, N.; Hevchuk, N.; Petrenko, N.; Alieko, O.; Заболотська, О. О.
    The purpose of this study is to determine the main directions of development of digital competencies of teachers to ensure a quality educational process in the transformation of the educational environment. The relevance of this study is due to the need to determine the main directions of development of the education system for adaptation in the context of digitalization of society. It is established thatthe transformation of the educational environment requires an increase in digital literacy and digital improvement competencies of teachers in terms of digitalization of the educational process. The effectiveness of the educational process with the use of digital technologies is based on digital competencies, which are now universal and provide participants in the educational process with adaptive mechanisms to the digitalization of society. The product of this study is the optimization of the model of digital competencies of the teacher, which establishes a single structure of digital and professional competencies based on the general theory of activity: "values - purpose (subject) - actions". The novelty of the study is determined by the fact that the paper uses the approach of identifying elements of digital competencies in the integrated application of pedagogical technologies. This approach allows us to identify levels of assessment of the conditions necessary for the construction of a digital educational process of vocational education and training. The authors show thatdigital technologies play a key role in the organization of the educational process, if you use them as a tool for collaboration, inclusion and involvement in the process of all participants, the personification of learning. Research has shown that the role of digital literacy for all participants in the learning process is growing significantly. Digital literacy, as a set of competencies, becomes the basis for the full participation in the knowledge society of the teacher personally and the involvement of their students, revealing their talents. The study was conducted on the example of Ukrainian educational institutions based on the results of the organization of the educational process during the quarantine period 2020. The assessment of the organization of the distance form of the educational process using digital tools and technologies in higher education institutions. The authors show thatlevel of skills and ability to use digital technologies in the organization of the educational process among research and teaching staff is quite mediocre, as less than half of respondents used such tools on a regular / regular basis. At the same time, a fairly high level of digital literacy of both teachers and students was revealed. According to the results, it is established that the problems of digitalization of the educational environment in Ukraine are systemic. Therefore, it is necessary to continue reforms of the education system, to implement specific measures to form a digital culture and philosophy of digitalization of the educational environment. Accordingly, the basis of such transformations is digital literacy and digital competencies of all participants.
  • No Thumbnail Available
    Item
    THE MODEL OF FORMATION OF FUTURE FOREING LANGUAGE TEACHER’S POLYCULTURE
    (2020) Zabolotska, O.; Заболотська, О. О.
    This article deals with the problem of formation of future language teachers’ polyculture in the condition of polylingual educational environment. Structural and functional model of the formation of future language teachers’ polyculture was elaborated for proving the effectiveness of the research’s hypothesis. This model includes target, processual, content, control components and monitoring of results that gives an opportunity to demonstrate the main approaches, principles, methods and means of its implementation in educational process. The dominant approaches for our research are: competitive, communicative and cognitive, integrative, individual and activity, cultural. Among general didactic principles there were defined the following: students’ activity while studying, systemacy, consistency in acquiring knowledge and development of skills, individualization, individual work of students while studying through the content of professionally oriented disciplines; and methodical principles: situations of studying process, intercultural domination of studying interactivity, priority of tasks and polyfunctionality of tasks, dialogue of cultures, co-studying of foreign language with foreign culture.