Статті в журналах з теми "System of natural - science training for future primary school teachers"

The article describes the issues of preparing future primary school teachers for new professional competencies. The article describes the need to prepare future teachers for the formation and consolidation of skills of the XXI century in the system of 4K. The individual content of skills and features of training in accordance with the model of 4K. According to the updated educational program, the reasons and expected results of the introduction of the natural science subject in the primary level are presented. The possibility of a natural science subject in primary classes in the formation of a wide range of skills is shown. Science lessons have a great potential for mastering the skills of group 4K, based on the basis of integration education. In the organization of the course "methods of teaching natural science in primary classes" students are offered the most effective forms of innovative teaching methods: "Fishbone", "smart 6 hats", "Zigzak", "SCAMPER", which have been tested. Each of them is characterized and confirmed by methods that allow to improve the skills of the group of 4K, necessary for the professional activities of future teachers.

Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process. Keywords: content analysis, primary school, science education, subject knowledge.

This paper describes a training proposal for future teachers in the design, management, and use of school gardens as an educational resource. During the 2020/2021 academic year, future teachers in the 4th grade of Primary Education (last year of the University Degree) received theoretical-practical classes to develop teaching-learning activities in the area of Sciences that they implemented in a Primary school. This training proposal and the research activities designed and implemented in the school garden by future teachers were analysed using three criteria: curricular contents covered, competency richness and structure and content. From the training programme implemented, we highlight an increase in the motivation of students towards learning to use this resource; because it is learned “in situ” in the school garden, it is possible to carry out outdoor work, sharing natural resources through cooperative work and improving relationships. Regarding the design of activities proposed by the future teachers, there is a predominance of the use of observation and classification processes and a deficit of other scientific competences, which implies the need for greater specific initial training on school gardens.

This paper describes a training proposal for future teachers in the design, management, and use of school gardens as an educational resource. During the 2020/2021 academic year, future teachers in the 4th grade of Primary Education (last year of the University Degree) received theoretical-practical classes to develop teaching-learning activities in the area of Sciences that they implemented in a Primary school. This training proposal and the research activities designed and implemented in the school garden by future teachers were analysed using three criteria: curricular contents covered, competency richness and structure and content. From the training programme implemented, we highlight an increase in the motivation of students towards learning to use this resource; because it is learned “in situ” in the school garden, it is possible to carry out outdoor work, sharing natural resources through cooperative work and improving relationships. Regarding the design of activities proposed by the future teachers, there is a predominance of the use of observation and classification processes and a deficit of other scientific competences, which implies the need for greater specific initial training on school gardens.

Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. 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The article characterizes and experimentally substantiates the criteria, indicators and levels of methodical competence of future teachers; illustrated by didactic means propaedeutic training of students for the instructional activities in primary school. The influence of metaprofessional (universal) instrumental competences formed by future teachers at Nature Science lectures on the unconscious, on the intuitive level, through the "insight", their acquisition of the methodological experience is proved.

At the present stage of the development of Kazakhstani higher education in the context of the transition to the updated content of education, the problem of future primary school teachers’ professional training is relevant. It is not enough to identify the problems in the training of future specialists in the field of primary education in order to list the competencies that a graduate should master. It is reasonable to consider the model of the predicted result as a system of interrelated components. In this regard, this study aims to identify and substantiate the structural components of the professional competence of primary school teachers. The main methods of studying this problem are comparative and model methods, which allow to to take account of various research approaches for understanding the structure of teachers’ professional competence. The results of the study indicate the process of developing analytical, diagnostic, and prognostic professional actions make up the structure of the professional competence of an elementary school teacher, other important characteristics of the teachers’ professional development, such as communicative, are also being successfully improved, which also confirms the integrative basis of the structure of professional competence.

The study addresses to the modern praxeological approach of professional training of future primary school teachers on the research results application of modern neuroscience. The essence of praxeology as a science and praxeological approach in pedagogical activity is considered. The expediency of praxeological orientation during the professional training of future primary school teachers is substantiated. Theoretical bases of neurosciences studies in the system of pedagogical education and neuropedagogy formation are also considered. Based on the neuromyths spread, the problem of obtaining neuroscientific knowledge by future teachers in the context of praxeological orientation is actualized, which will significantly help to orient the latter to effective and efficient professional activity. The key structural components of the author’s model of primary school teacher’s training using a praxeological approach in the context of modern neuroscience are proposed and described in the study. The key theoretical provisions of the motivational and target component, organizational and procedural, semantic, operational and technological, diagnostic and effective components of the specified model are generalized. The theoretical provisions of modern neuroscience are detailed, which are the basis of the semantic component of the model. The purpose and tasks of the author’s course “Modern neuroscience in the education system” are determined, which is the basis of the content component of the model of training future primary school teachers. Perspective directions of future scientific studies are outlined - research of biological and neural feedback in educational activity.

The current innovations in the system of education demand the high level of readiness, abilities to changes, rapid adjustment, and adaptation to new educational conditions. The article reveals and analyzes basic pedagogical conditions of the primary school teachers’ training for the development of students’ creative potential. It was found out that the basic pedagogical conditions of the primary school teachers’ training for the development of students’ creative potential are providing motivation for teachers to develop students’ creative potential; purposeful filling of the content of primary school teachers' training with a creative component in order to improve professional teachers’ competence about the development of students’ creative potential; organization of educational and methodological support for teachers. The article proves that the structure of readiness of future primary school teachers to the development of students’ creative potential consists of components that are closely related, criteria and factors that make dynamic integrity and have level characteristics. The structure of readiness of future primary school teachers to the development of students’ creative potential includes motivational, procedural and resulting components. Substantiated by the author tools for evaluation of readiness of future primary school teachers to the development of students’ creative potential made it possible to understand the content and the relationship among the criteria (motivational and value, activity and creative, professional and evaluation), relevant indicators of the specified readiness (the formation of the teacher's internal motives for professional development and value orientations; the degree of creative solution of educational tasks and creative approach to pedagogical activity with primary school students; professional readiness for pedagogical activity and readiness for professional self-development). The result of the primary school teachers’ training is readiness for the development of primary school students’ creative potential, the specifics of which are the motivation of future teachers to master the professional knowledge, skills and abilities to develop students' creative potential, mastering the necessary creative abilities and a high level of professional competence.

The article actualizes the issue of forming the readiness of students pedagogical university to environmental activities. Based on the world and domestic environmental documents, new creative educational directions of ecological content in higher pedagogical institutions are determined. We conducted a definitive analysis of main concepts of the study: «creativity», «environmental activities», «readiness» and proposed its own definition of the term «readiness for environmental activities» (protecting, preserving and restoring the natural potential of nature). We have carried out a historical review of the main creative waysof formation teachers readiness for environmental activities. The aim of the article is to prove the effectiveness of the formation of the readiness of students for environmental activities through creative methodological exercises. We have proposed a system of creative exercises and tasks that must be used in the complex «classroom work – extracurricular work – independent training». Creative exercises allow to expand the panorama of ecological thinking of students, to acquire the necessary knowledge through analysis and personal appropriation, to enrich one own methodical stock with original, non-standard tasks of natural and ecological subjects. We have revealed the specifics of the introduction of a system creative exercises of environmental content for future teachers of rimary school. During the study we identified the criteria, indicators and levels (low, average, high) of readiness for environmental protection of future teachers, conducted a study on the basis of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, (Ukraine), and Kamianets-Podilskyi National Ivan Ohiienko University (Ukraine). We conducted an experimental study and found that the average level of readiness to environmental activities of future primary school teachers are vails in both universities, but Vinnytsia institute of high pedagogical education is the leader of high level, because students used a system of creative exercises in the educational process.

The purpose of the article: to process diagnostic methods for the level of communicative and organizational abilities of future teachers. Methodical tools for the study of communicative competence of students, are directed at determining the power structures that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. The article substantiates the methodological tools of research of communicative competence of students, which is aimed at determining the properties that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. It is emphasized that communicative competence is a demonstrated area of successful communicative activity based on acquired values and strategies of language communication, supported by language skills and abilities, and communicative competence is defined in modern science as an integrative personal resource that ensures successful communication. It is determined that to identify the manifestation of the level of communicativeness of teachers it is necessary to diagnose communicative and organizational abilities, the ability to communicative self-control and the diagnosis of empathic abilities. The results of diagnosing communication and organizational skills are presented. It is emphasized that the lowest level of formation of future primary school teachers is found in such quality as empathic abilities. It is proposed to introduce specialized courses aimed at developing professionally significant communicative and organizational skills of future teachers on the basis of communicative practices, project activities, development of reflexive abilities, development of self-education skills, etc. as areas of solving problems of improving communicative competence. It is concluded that diagnostics is primarily a process of analysis, which allows to identify a system of rules, guided by which people organize their interaction, to understand which rules promote and which hinder the successful implementation of communicative interaction. Diagnosis of the level of formation of communicative qualities of future professionals is an integral part of the system of monitoring the quality of education in higher education institutions.

<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>

The main problem area of the article is the current issues of pedagogical science concerning training of future primary school teachers for the formation of functional literacy in pupils. The emergence of these issues is determined by globalization and integration processes in the educational system of Ukraine and in the world, social transformations that affect the content of primary education, as well as modern humanitarian, scientific and technological development. This requires each individual to show functional literacy. Based on this, there is an urgent need for fundamental changes in postclassical education, caused by modern European theories, educational models, the latest tools of professional activity of primary school teachers who are responsible for the provided educational services. These changes are necessary in the context of the recommendations provided by leading European and international educational organizations, and are confirmed by the results of international PISA research. The purpose of the research involves establishing the essence of the basic concept of “functional literacy” and its structure. The research found a link between functional literacy and soft skills. The program of the experiment provides for the diagnosis of the formation of functional literacy in future primary school teachers. Questionnaire and testing of final year students’ in specialty 013 Primary Education of Bohdan Khmelnytsky National University of Cherkasy (Ukraine) confirmed the assumption that in most students functional literacy is formed at the middle level.

The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. In this connection, there is a problem of professional training of the future biology teacher of the new formation, oriented on innovative pedagogical activity. The recognition of the modern teacher as the subject of innovative changes defines new targets in his vocational training system. The problem of professional training of the future biology teacher does not lose its relevance. The new paradigm of science education necessitates constructive changes in the professional training of the future teachersubjectist. First of all, the process of becoming a future teacher should be professionally and pedagogically oriented. An important component of the professional development of a modern biology teacher is his personal qualities formed in the process of pedagogical training that determine the professional orientation of the future specialist. In this regard, the professional training of the future teacher of the natural sector should integrate in the content of higher education the idea of developing the creative potential of the student's personality, the recognition of students as subjects of the educational process. And the process itself, the formation of the professional competence of the future teacher, should be guided by modern natural science knowledge. The peculiarity of teaching biology in high and high school requires the modern teacher to have specific qualities, which in the conditions of the New Ukrainian School are of particular relevance. Among the most significant are the responsibility of the teacher for the results of his teaching activities. At present, the modern school is waiting for a teacher of a new formation, which is characterized by creative thinking, innovative pedagogical activity, the ability to self-reflection, which significantly expands its role functions. The development of new directions in the training of biology teachers objectively requires a rethinking of the content, forms and methods of pedagogical education, development of new approaches to teaching. In addition, the focus on European educational standards, necessitates the study of foreign teacher training experience in the context of innovation. Thus, the European vectors for the development of higher education in Ukraine necessitate changes in the methodological and psychological-pedagogical foundations of modern higher education of future biology teachers. It is the practice-oriented character of the pedagogical training of the future teacher that will provide the updating of the content of the system of vocational training of future teachers, which will significantly increase its competitiveness.

The article identifies and characterizes the features of environmental upbringing of primary school students and the preparation of teachers for its implementation as a pedagogical problem of today. The authors research scientific papers on the peculiarities of environmental upbringing of primary school students and teacher training, as well as describe ways to achieve the goal of environmental upbringing in the case of solving a set of interrelated tasks that have educational, upbringing, and value components. Environmental upbringing is one of the priority areas in the general system of education, aimed at the harmonious development of man, his civic consciousness. Therefore, it cannot be considered as a separate form of education. Although, of course, the relevance and specificity of environmental upbringing encourage us to perceive it as one of the important areas of the overall educational process. In the scientific and pedagogical literature, environmental upbringing and upbringing are interpreted as a psychological and pedagogical process of human impact in order to form knowledge of the scientific foundations of nature, the necessary beliefs and practical skills, a certain orientation and active social position in environmental protection, environmental management and reproduction of natural resources. Modern theory and methods of vocational education offers a concept of philosophical and psychological-pedagogical foundations of the process of professional environmental upbringing of future primary school teachers, emphasizing the role of methods and technologies by which it is possible to implement the content of environmental upbringing, implementing the highest ideals and standards of ecological educated personality of the teacher. The authors argue that the actualization of the tasks of preparing future primary school teachers for environmental upbringing of primary school students is due to modern socio-cultural circumstances, which allows the formation of environmentally educated personalities capable of self-application of environmental knowledge and skills. Key words: environmental upbringing, primary school student, teacher training.

The success of modern transformational changes in public life depends crucially on the quality of professional training of future professionals. In this view, under conditions of reforming the Ukrainian society, a social significance of a competent specialist is extremely growing. An important area of transformational changes is the training of future teachers on a competence basis, which is conditioned by qualitative features of the competence-based paradigm in the context of modern socio-economic and spiritual development of society, changes in the nature and content of work, complexity as well as increasing requirements to performance results, on the one hand; and on the other hand – by the need to more quickly overcome the negative phenomena occurring in the system of training future professionals. The modern labour market, above all, provides for the presence of a professionally competent worker who is fluent in the profession-centred assignments and well-oriented in related fields, ready for continuous personal growth, social and professional mobility. These requirements can be fully applied to the training intended for the future teachers. At the same time, since the future specialist of any profession begins with the school, namely "the school stands for their teacher", the solution of these complicated problems depends entirely on the teacher, the quality of his / her training. As the teacher’s professional activity under conditions of the New Ukrainian school is filled with qualitatively new content, conditioned by the new demands of the society, the professional requirements to the training of the future teacher are significantly strengthened. This outlines a radical change in approaches to the process of professional training intended for future teachers. This is the general pedagogical core of this training that is important, because it deals with the equipping of students with knowledge of the basics of pedagogical theory and school practice, the development of professional thinking, the developed pedagogical skills and abilities to implement social functions alongside the subject component of the professional development aimed at mastering the logic of deploying the specifics of the content. Based on the understanding that each subject, including Biology in particular, is a means of developing the student's personality; the problem of forming future Natural Science teachers’ subject competence in Biology is becoming extremely important. This also requires the expansion of scientific knowledge about the structure of originality, in particular the subject competence in Biology under conditions of the bachelor courses, where basic higher education is obtained.

The article deals with the analysis of the state of the primary school teachers’ preparation for communicative-rhetorical activity at school, diagnostics of formation of communicative-rhetorical skills of future teachers. The theorists and practitioners give an important place to rhetoric as a science and an academic subject in the training teachers of the new generation. It is the communicative and rhetorical skills as an important component of the general and professional culture of the teacher that will help the primary school educator to organize the pedagogical process effectively, build convincing communication with children, their parents, colleagues, officials etc. However, in the theory and practice of pedagogical education and science the phenomenon of communicative-rhetorical competence as the most important component of the teacher's professional profile is not realized, its structure is not distinguished, psychological and pedagogical bases and, technology of its formation for students are not clearly defined, the world’s experience of rhetorical personality formation is studied. This was confirmed by the results of a survey conducted among undergraduate students, graduates of pedagogical faculties of Vasyl Stefanyk Precarpathian National University, Kamyanets-Podilsky Ivan Ogienko National University, Drohobych State Pedagogical University of Ivan Franko, students of postgraduate pedagogical education Ivano-Frankivsk, Khmelnytsky, Lviv regions. Thus, most respondents consider their level of communication and rhetorical skills to be insufficient. More than 70% are afraid of the audience; 84% do not know how to speak “without paperˮ. All respondents, including teachers, regardless of work experience, called the main reason for the ineffectiveness of pedagogical communication the fact that during professional training they did not have well-formed communication and rhetorical skills. The obtained results convincingly prove the need for their purposeful formation in future primary school teachers. Optimal construction and implementation of the educational process for the formation of students’ communicative and rhetorical skills is possible with a technological approach, the essence of which is to modernize the didactic system based on the study of its components and experimental verification of its effectiveness, as well as the introduction of in general, the rhetoric of the initial process in the pedagogical institution.

The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.

The article objective is to define the basis of educational program continuity of higher pedagogical education and general secondary education in conditions of the secondary education renewal.Research Methodology. The authors carry out analytical and comparative study, analysis of philosophical, psychological, pedagogical, scientific and methodological literature, normative legal documents, forecasting, and synthesis.Results. The paper defines methodological approaches determining the basis of continuity of educational programs in the school-higher educational institution system; structural and substantive features of educational curricula of secondary education and higher education in the Republic of Kazakhstan; methodological basis of educational program design. To preserve and improve continuity in training teachers in natural science, higher educational institutions are offered recommendations to develop educational programmes and modular curricula based on the existing program study and analysis. The aurhors reveal didactic principles of ensuring continuity of educational programs of secondary and higher pedagogical education, and draw up a matrix for determining the content of education. Scientific novelty. The study is the first systematic work to ensure continuity of natural and scientific pedagogical education in the school-university system in frames of updating the content of secondary education. Practical importance. To improve the quality of training future teachers in natural science, recommendations are developed to improve the content of educational programmes based on continuity, which are the foundation to develop theoretical and methodological bases for ensuring the continuity of natural science education.

This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers’ professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title ‘Ball Geometry’ at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers’ professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses’ objectives.

The article analyzes the features of the formation of motivation for professional activity in future primary school teachers by means of BYOD’s technology. The authors revealed the essence of the concepts «motivation», «motivation to professional activity», «BYOD’s technology». Motivation to professional activity was characterized as a set of motivating factors that determine the activity of an individual, system of motives, needs, interests, aspirations, incentives, guidelines, value orientations, aimed at conscious choice of profession and long-term responsibilities which are associated with this profession. The authors substantiate the necessity of introduction of BYOD’s technology in the educational process of higher education institutions, which will promote the formation of motivation for professional activity in future primary-school teachers. The methodological basis of the study is a systematic approach to the studing of the provisions of pedagogical science regarding the application of BYOD. BYOD’s technology is seen as an innovative technology that allows using personal mobile devices (smartphones, tablets, netbooks, e-book, iPhone, iPad, etc.) as learning tools. The functional possibilities and peculiarities of the introduction of BYOD’s technology in the educational process of higher learning institutions are clarified as an effective means of forming motivation for professional activity in future primary-school teachers. It is determined that the introduction of BYOD’s technology in the educational process of higher education allows to intensify the training of future primary-school teachers; differentiate and individualize the learning process; streamline forms of information; use teaching time effectively; integrate students' knowledge of fundamental, psychological, pedagogical and methodological disciplines; get quick feedback. It is proved that the use of BYOD’s technology creates favorable conditions for the formation of students' motivation for professional activity, successful mastery of the profession of a primary-school teacher.

This review is devoted to the 20th national scientific practical conference „Natural Science Education in a Comprehensive School – 2014“. It is obvious, that this conference is devoted to topical issues of natural science education. Every year teachers from different schools of Lithuania, and also the teachers and scientists from different foreign countries attending the conference. The first national conference „Natural science education in comprehensive school“ took place in Upyte, Panevezys district, Antanas Belazaras basic school. At that time, the organisers did not have a clear vision concerning the future of that conference, because that was the time when Lithuanian education „construction“ was going on. The beginning was very hard – there were no finances, no support. However, there was a clear perception – this is necessary, this is important. The years passed. The second conference took place in 1996, the third in 1997… and now we have 2014. Owing to colleagues and like-minded people, this conference is up to now. The 20th national scientific practical conference took place. What is more, it „grew up“ – both quantitatively and qualitatively. During the mentioned period, various natural science subject, primary class teachers, pre-school education, non-formal education specialists, education managers, high school teachers, scientists and so on took part in the conference. We were learning from each other. It is obvious, that natural science and technological education success and effectiveness are determined not only by current and newly written textbooks, computers and other modern technologies, renovated school material basis, but, first of all, by education managers’ and organisers’ attitude and understanding. Equally the same understanding should also get stronger in natural science subject teachers’ consciousness. I hope, that conferences contribute significantly to this, and all participating in them, carry out a noble mission – develop natural science and technological education movement not only in Lithuania, but also outside its borders. Time is ruthless, memory is not all-powerful. We must save the memory and future education activities’ reference point. Twenty years is a certain epoch, during which a lot of changes occurred in the field of natural science and technological education. Some of the changes were that gave good results, the others – poor. However, all this is experience. A man is great and powerful in his mind; however, very often of a poor soul. He does not lack willingness and possibilities to create, however, at the same time he does not lack the willingness to destroy what has been created. Nature scientists’ worry is absolutely grounded. Today, it is not only natural education that is discussed about. It is more and more often discussed in a very broad context: natural science – technological – noospheric education. Therefore, a personal responsibility falls on us, natural science education specialists, for natural science education system creation and development. This is our primary responsibility and duty. Key words: national conference, science education, science and technological education movement.

The article is devoted to the substantiation of the importance of ensuring the integration of professional disciplines as one of the conditions for the effective preparation of future primary school teachers for the organization of labor training for students. Based on the analysis of scientific literature, the article reveals the essence of the concepts of "integration", "integration of education", "integrative approach". An integrative approach in teaching such academic disciplines as "History of Ukrainian culture", "General and age psychology", "Pedagogy", "Methods of teaching the literary educational branch", "Methods of teaching the mathematical educational branch", "Methods of teaching natural science educational branch", "Methods of teaching the information educational branch", "Methods of teaching the art educational branch", the classes of which were supplemented with theoretical knowledge and exercises that contribute to the acquisition of the necessary skills by students, the development of professional and personal qualities necessary for organizing labor training of primary school students and the implementation of this approach in further professional activities.

Отражается становление педагога, ученого и успешного управленца в системе педагогического образования, профессора Томского государственного педагогического университета Владимира Михайловича Зеличенко, недавно ушедшего из жизни. Раскрывается его роль в развитии дополнительного физико-математического образования школьников в Томске и значительный вклад в повышение уровня подготовки современного учителя. Отражен собственный рост как ученого-физика в период его работы в Томском государственном университете и Сибирском физико-техническом институте, организаторские успехи в открытии второй в Сибири, после Новосибирска, физико-математической школы для учащихся, педагогические воззрения на подготовку учителя и их воплощение в практику в Томском государственном педагогическом институте, а затем – университете. This publication reflects the formation of a teacher, scientist and successful manager in the system of pedagogical education, Professor of Tomsk State Pedagogical University Vladimir Mikhailovich Zelichenko, who recently passed away. The author reveals its role in the development of additional physical and mathematical education of schoolchildren in Tomsk and its significant contribution to improving the level of training of modern teachers. It reflects his own growth as a physicist during his work at Tomsk State University and the Siberian Institute of Physics and Technology, organizational success in opening the second physics and mathematics school in Siberia, after Novosibirsk, for students, pedagogical views on teacher training and their implementation in practice at Tomsk State Pedagogical Institute, and then at the University. The main directions of scientific activity of V. M. Zelichenko are presented. He developed the theory of education, based on the evolutionary-synergetic paradigm, and applied issues of scientific and methodological support of physical and natural science education. In this direction, he developed new approaches to both the preparation of future teachers for teaching natural science disciplines, and to improving the qualifications of subject teachers. V. M. Zelichenko proved a number of minimal theorems as applied to excited states of atomic systems. He has constructed a unique technique for the minimax calculation of excited states. V. M. Zelichenko made a contribution to the study of the phenomena of photoionization of many-electron atoms. New approaches to the study of fullerenes are formulated.

Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe’s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.

The Japanese government has actively promoted Education for Sustainable Development (ESD) that UNESCO advocates and is going to fully implement the school reform that aims to enhance next generation’s 21st century skills by the year of the Olympic in Tokyo, 2020. So far, Japanese schools focused on basic skills. However, the presenter believes that next generation’s schools need to be reconstructed with 21st century learning and ESD as their base. Now the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is taking actions to fix the comprehensive conditions for the educational reform. Especially MEXT focuses on the reform of the comprehensive system of training, employment, and development of teachers. The basic directions of the system reform is as follows: to hold “the Teacher Professional Development Consortium” by the association between education boards of the prefecture and universities; to develop the index of teacher professional development based on the fundamental principles by MEXT; to improve the curriculum of teacher training or development; and to assess the ability and quality that teachers need to hold. Since 2010, the Shizuoka University has promoted the systematic reform that integrated teacher education and in-service education. Such a reform corresponds to the era of globalization. The basic concept, if I state briefly, is to nurture and support the teachers who can teach for 21st century learning in their classrooms. To achieve this concept, the Faculty of Education, Shizuoka University, of which primary purpose is to train future teachers, is going to open the Elementary Learning Development Major in April of 2016, as a part of the organizational reform of teacher training. In the program, students will deal with contemporary educational problems and use interdisciplinary methods.In order to support teacher professional development and their research, School of Education established the Research and Education Center for the Learning Sciences (RECLS) in April of 2013 and the Center for Promoting Higher-Quality Teacher Education (PHTE) in April of 2014. In addition, it established Advanced Professional Development in School Education in 2009 and Cooperative Doctoral Course in Subject Development in 2012. Teachers in next generation schools should hold the practical abilities to organize their classes based on theories and methods of interdisciplinary and comprehensive learning. The Shizuoka University will promote such a reform and research teacher training, if possible, in association with the universities in Indonesia, ASEAN and Asia.

Informational support of education is an area of pedagogical science that has been actively developing in Russia over the past few decades. Today, it has become the basis for the digital transformation of education, whose essence is transforming the methods of professional teaching by integrating digital technologies and moving to a data-based decision-making model. Among the participants of educational relations, there are diametrically opposite views on the possibility and feasibility of digitalization of education, especially at its initial stage. The purpose of this research is to present an authorial standpoint on the problem of digitalization of education with regard to both elementary general education in general, and digitalization of the Mathematics and Computer Science subject area, in particular, at the level of primary general education. The research methods include content analysis of scientific articles and methodological publications, the regulatory framework of school education, as well as generalization and systematization of international research in the field of the digital transformation of education. Authors considered external aspects of the digital transformation of primary education, determined by the general requirements for the information educational environment; highlighted activity areas related to the formation of students’ basic digital skills in the course of mastering all subject areas without exception; as well as revealed the problems of internal digitalization of the Mathematics and Computer Science subject area at the level of primary general education. The article substantiates the expediency of strengthening the logical and algorithmic components of the initial course of mathematics, the content line responsible for working with data, as well as several other issues related to theoretical computer science, and outlines prospects of the digital transformation of training of future primary school teachers to work in a modern digital educational environment.

A brief overview of the results of theoretical and experimental research on the selection and structuring of educational materials in the context of the ideas of humanization and fundamentalization of the content of school science is presented including physical education. The paper shows that when constructing the content of such educational materials, it is necessary to present them in the context of historical development and formation of relevant knowledge, and the proposed content structures provided not only scientific and integrity content of school science education but also the development of the personality of a school-age child.The specific task of this article is to substantiate the new content of teaching the basics of the special theory of relativity in general secondary education and in the methodological system of training future physics teachers. The results obtained in the process of theoretical and experimental research can be used by students of general secondary and higher pedagogical education, graduate students, teachers and methodologists. Keywords: natural education; personality-oriented content of education; critical thinking; study of the basics of special relativity; expected (predicted) learning outcomes.

The article deals with the modern assessment of the role of philosophizing by the representatives of the primary school teachers. In their opinion, the study of philosophy is necessary according to the level of development of children in primary school. In the future, this will provide an opportunity to increase their life competence significantly compared with today's training of senior high school graduates.The article assumes the definition of philosophizing as a way to increase the social adaptation of the younger generation through its initiation into the system of philosophical knowledge.Primary school teachers are directly connected with junior school pupils on a daily basis, with their problems and searches, observe their intellectual and ideological development, and are most interested in answering the questions of their training and education. Most of them noted that primarily the formation of thinking, attitudes, needs, orientations of children are influenced by the characterological behavior of the parents, the family atmosphere, the degree of parental pedagogical literacy, and then comes the importance of the personality of the teacher, his or her worldview, value system and professionalism. In the school environment, the teacher directs the cognitive activity of students, fulfilling a number of roles such as gnoseological, motivating, searching, informational, axiological, communication. Some of the respondents among the primary factors of productive learning include the natural inclinations of the child, the degree of his or her overall development, mental health, the absence or presence of mental adequacy, the ability to be surrounded by pupils for a long time and productively perform communication functions. In the subsequent rank, the role of the curriculum, the nature of the classroom and school partnership, the extra-curricular sphere of communication, the activities of the media, the Internet and the general state of culture in society are noted. School head teachers are worried about the growing lack of spirituality of society, the loss of value of moral and ethical standards, the devaluation of values, the absolutization of the role of money, indifference to evil, and lack of concern for fellows. They indicate the danger of a change in the nature of needs, the development of a new hyper-consumer orientation by the society, on the children's world perception. In this regard, in the course of school or out of school communication, it is impossible to strengthen the sense of welfare among young people, to build self-confidence, to increase self-evaluation, and the ability to navigate in existing conflicts of interest.The school education system focuses not only on obtaining knowledge, but also on the importance of nurturing the competence of the individual for productive life and life support.In the new state standard for teaching pupils the following tasks are set: development of emotional intelligence, critical thinking, understanding of one's feelings, feelings of others, ability to interact in a team, flexibility, innovativeness, financial and environmental literacy.It is impossible to solve the tasks indicated by the Ministry of Education without introducing various levels of philosophical culture. Teachers say about this, stating the need to develop philosophical thinking of children, since it corresponds to the nature of the child, allows curiosity to be turned into cognitive interest and create an integral picture of his/her world. Otherwise, he/she will remain routinely limited, deprived of a purpose in life (people who have it, live longer), who do not see his/her own prospects.

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

Abstract This study offers an overview of the current state in the field of informatics education in the Czech Republic. The new publication of a monograph focusing on field didactics showed that a complex analysis of the current state and future perspectives of developments in informatics education that has not yet been addressed is needed. This paper presents an overview of development in the discipline from the 1960s, defines the main goals of informatics education in the Czech Republic, namely the contents and methods of ICT and computer science education, the need to revise the content areas in official pedagogical documents, teacher education including training of primary teachers and methodology of research in the field of informatics education. The authors of the paper analyse current trends that have impact on informatics education and also refer to the dynamics of computer science education, gradual shift of computer science to lower school levels and introduction of new computer science topics into the area of information and communication technologies. In the conclusion the authors formulate the current problems that informatics education will have to tackle and indicate the possible dangers and perspectives of its future developments. In this article, we distinguish between informatics education as a school subject education and computer science education and ICT education which we understand as parts of this school subject in this context.

Актуальность исследования определяется тем, что электронные образовательные ресурсы (ЭОР) являются новым средством обучения в школе. Студентам магистратуры - будущим педагогам важно знать дидактические возможности ЭОР и методику их использования в условиях цифровизации образования. Проблема исследования: место и значение электронных образовательных ресурсов в системе профессиональной подготовки обучающихся магистратуры в Адыгейском государственном университете. Цель исследования: выявление возможностей информационных технологий для проектирования основных образовательных программ учебных курсов будущими педагогами. Методы исследования: анализ, синтез, абстрагирование, обобщение. Результаты исследования: раскрыты методические основы формирования навыков использования ЭОР у магистрантов направления подготовки «Педагогическое образование» при изучении дисциплин естественно-математического цикла по магистерской программе «Современные образовательные технологии в начальной школе». В составе фонда оценочных средств с целью текущей аттестации магистрантов рассматриваются задания творческого характера, направленные на практическое использование ЭОР (электронных учебников, электронных справочников, каталогов ЭБС; мультимедийных презентаций, конструктора сайтов). Организация самостоятельной работы с ЭОР в условиях дистанционного обучения магистрантов в Адыгейском государственном университете осуществляется на платформе СДО MOODLE. Представлены результаты экспериментальной апробации методики использования ЭОР при изучении дисциплин естественно-математического цикла магистрантами Адыгейского государственного университета. Выводы исследования: применение электронных образовательных ресурсов в профессиональной подготовке будущих педагогов способствует развитию предметно-педагогической и общепедагогической ИКТ-компетентностей. Для эффективного применения ЭОР необходимо ориентироваться на организационно-методические аспекты: модернизацию учебной программы, структурирование учебного материала, использование интерактивных форм работы. The relevance of the research is determined by the fact that electronic educational resources (EER) are a new means of teaching at school. It is important for graduate students - future teachers to know the didactic possibilities of EER and the methodology for using them in the context of the digitalization of education. Research problem: the place and importance of electronic educational resources in the system of professional training of master students at Adyghe State University. Purpose of the study: identifying the possibilities of information technology for the design of the main educational programs of training courses by future teachers. Research methods: analysis, synthesis, abstraction, generalization. Results of the research: the publication discloses the methodological foundations of the formation of skills in the use of EER among master students of the direction of training "Pedagogical Education" in the study of disciplines of the natural and mathematical cycle under the master's program "Modern educational technologies in primary school". As part of the fund of assessment tools for the current certification of master students, tasks of a creative nature are considered, aimed at the practical use of EER (electronic textbooks, electronic reference books, EBS catalogs; multimedia presentations, website builders). The organization of independent work with EER in the conditions of distance learning for master students at the Adyghe State University is carried out on the platform of the MOODLE SDO. The results of experimental approbation of the methodology of using EER in the study of the disciplines of the natural-mathematical cycle by master students of Adyghe State University are presented. Conclusions of the research: the use of electronic educational resources in the professional training of future teachers contributes to the development of subject-pedagogical and general pedagogical ICT competences. For the effective use of EER, it is necessary to focus on the organizational and methodological aspects: modernization of the curriculum, structuring of educational material, the use of interactive forms of work.

Introduction. The inclusion of schoolchildren in the development of robotics can serve as an effective method of popularising technical education and a means of vocational guidance work. Educational robotics can be viewed as a means of integrating science, technology, engineering and mathematics in the context of school education, as a tool for developing flexible skills in students. The problem of the lack and/or incompetence of teaching staff in this area is a limiting factor in the development of children’s technical creativity.Aim. Based on the analysis of the development of educational robotics (a popular and promising direction of children’s technical creativity), the current research aimed to compare the trends of its implementation in different countries, identify problems arising on the way of integrating educational robotics into school and additional education, and outline ways to overcome these problems.Methodology and research methods. The methodological basis of the study was the theory of professional development of future teachers and the concept of forecasting the prospects in the field of education.The identification of problems and prospects for the integration of robotics into the education of schoolchildren was carried out by the method of thematic content-analysis of publications with a search depth of 10 years, placed in the Web of Science, Google Academy and eLibrary databases.The identification of the need for teachers in robotics in school and additional education was carried out on the basis of generalising the results obtained in the course of questioning the heads and teachers of children technical creativity centres. 275 respondents from 11 regions of Russia took part in the online survey based on Google forms.Diagnostics of teachers’ interests and readiness to receive additional education in educational robotics was carried out on the basis of a questionnaire survey of students in pedagogical areas of training. The study involved 185 students – future teachers from 6 universities in Russia. The equipment of the system of school and additional education in Russia and the availability of appropriate equipment for schoolchildren were studied on the example of one of the Russian regions. The authors obtained empirical data from the annual reports of educational institutions.The assessment of the availability and quality of methodological support for robotics classes was carried out by processing data from an online survey of teachers, in which 98 respondents took part.Results. Research papers on the development of educational robotics have been divided into three main groups: robotics as a means of STEM integration; robotics as a means of forming Soft Skills; robotics as a means of forming professional competencies among teachers. The most significant problems of integrating educational robotics into school and additional education are highlighted: weak material base for organising classes; absence or low qualification of existing teachers; lack of a clear systemic plan for the implementation of robotics in the education of schoolchildren; lack of educational and methodological support. As strategies for the provision of education with teachers in educational robotics, the following are proposed: introduction into the practice of professional training of teachers in the higher education system of the profile “Educational Robotics”; implementation of professional retraining under the “Educational Robotics” programme for teachers of computer science, mathematics, technology, physics and primary education; attracting students –future teachers to receive additional education at the stage of study at the university in the framework of professional training “Pedagogy of Additional Education: Robotics”.Scientific novelty. The problems of successful integration of robotics into school and additional education are identified and described, among which the leading one is the absence or low qualifications of existing teachers in educational robotics. The ways of overcoming the identified difficulties based on mutually beneficial cooperation of universities, schools and centres of additional education are outlined; the system-forming role of pedagogical universities in this process is outlined.The practical significance of the study consists in the possibility of using its results to determine the prospects for the development of educational robotics, as well as to select the optimal ways of professional training and/or retraining of teaching staff for the implementation of this type of activity.

STEAM activities, STEAM formal and non-formal education, STEAM programs, STEAM schools, STEAM field, STEAM open access centers and others are often used terms in the society and in the education society in particular. STEAM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEAM literacy and with it the ability to compete in the new economy. STEAM education emphasizes art and technical creativity as interdisciplinary access, combining it with a rational combination with the peculiarities of individual subjects. Most countries declare STEAM education as a priority of their national education system. All countries link STEAM education reform with primary and secondary schools. Taking into account today's trends and future insights, education and training play a very important role. After all, it is important that Lithuania took a challenge - by 2025 teacher is a prestigious profession. The country lacks a new generation of teachers, teachers with a different approach to teaching and learning. In the near future there should be new specialties that will expand and change the field of the teacher's work, adapting it to contemporary realities. In the future, education will become more personalized; students will be offered personalized training programs. Much attention will be paid to increasing the efficiency of mental activity: there will be programs for improving memory, reading speed, increasing concentration, etc. Integrated access to STEAM subjects creates the conditions for the formation of such a human thinking, that allows a complex understanding of the world, making responsible decisions, and foreseeing further paths. Everyone agrees that integrated access brings benefits to all stakeholders. Keywords: interdisciplinary approach, STEAM education, STEAM literacy.

The article has a substantiation of an urgency to solve the problem associated with the defi nition of the structure of professional competence of teachers. This structure is represented by species competencies. The problem was determined by the needs of the teacher training system of teachers in the knowledge of these competencies. This requirement is related with the design of additional vocational training programs of teachers. The authors off er an analysis of psychological and educational literature disclosing the problem of determining the structure of professional competence of teachers of secondary schools and the structure of professional competence of future teachers (students). An analysis of the scientifi c literature shows that in modern pedagogical science is not developed a unifi ed structure of professional competence of the teacher. The authors off er an original solution to the problem of determining the structure of professional competence of teachers from the position active approach, which is based on the basis of the structure of pedagogical activity of the teacher (V.A. Slastenin, N.V. Kuzmin, A.I. Shcherbakov). The authors have developed and proposed a &#34;list&#34; of professional competencies of teachers of basic and secondary education. The authors point out that the �list� of professional competence of the teacher of primary education, pre-school education can be represented in a similar way. Issues that need to be further resolution, were identifi ed by the authors.

In modern pedagogical science, the study of the preparedness of future specialists for professional activity remains relevant. The research of many scientists has been devoted to the study of this problem in recent years. Revealing the essence of the state of preparedness of future primary school teachers for professional activity in physical culture, some authors consider it as a personal characteristic of a specialist, others as functional. Modern higher school pedagogy is faced with an important theoretical and practical task, which concerns improving the process of professional development of the personality of a teacher in general and a primary school teacher, in particular, to work on physical education. Ways and methods of forming preparedness for teacher activity among students of the pedagogical university are a complex socio-psychological phenomenon. It combines a complex of individual and psychological qualities of the personality, a certain system of professional and pedagogical knowledge, abilities, and skills. The teacher’s preparedness for work is considered a form of connection of a vocational and pedagogical orientation with the worldview, life attitudes, and spiritual values, as well as with the ethical, strong-willed, and emotional spheres. A significant drawback in this field of knowledge and practice continues to be the weak connection of theory with practice in the process of training in IHE. References to the experience of schools in the study of theory, the orientation to knowledge in the process of pedagogical practice don’t solve the problem yet, we are studying. We need special work of IHE, which would help to understand the theoretical and practical preparedness of students for pedagogical activity.

AbstractThe Institution for Special Education at the Faculty of Pedagogic of the University of Kaposvár has been engaged in animal assisted activities for about three years. Our most recent research program was conducted for over two month in the Spring of 2014 with the involvement of 66 children - all kindergarten and elementary school age -, 11 special educators, physicians, psychologists, special educators, teachers, ethologists. The primary focus of our research was the development (and examination) of memory however observations with ethological and mental hygiene angles were a natural segment of our work. A significant part of the observations pointed to factors that both the children and their educators have experienced: the acceptance of each-other, an increased level of tolerance, an increased attention level towards the partner (human and animal). The teachers gave account of their respective observations in a small conference at the end of the last school year. Researches were offered a glimpse into the unique world of the relationship between a part of “living nature” - the pygmy rabbit in our case - and humans. During the 12 sessions of the training our colleagues have made observations that could serve as basis for a new system of paradigms of animal assisted pedagogics in the future. Our experience can also be re-considered with aspects of remedial pedagogics: we are convinced that animal assistance can become an accentuated part of the care of children and students with impairments. This is also implied by the fact that preparatory works for the continuation of this research at a kindergarten and at a school are already in progress.

Introduction. Today, the field of education around the world is facing a protracted crisis caused by the transition to post-industrial society. The dynamic knowledge obsolescence due to the rapid development of science and high technology caused deep structural changes in employment and significantly shortened the life cycle of professions. Modern economy needs specialists with qualitatively new characteristics: a competent and flexible person with meta-professional competencies, who is capable to implement innovative activity and to work in multitasking regime in the situation of instability and uncertainty, and who is ready for active professional self-determination throughout life. Therefore, a radical reorganisation of vocational education system is necessary to be undertaken. It is significantly important to solve this problem through the conduction of professional and pedagogical training of teachers, since the level of their competency primarily depends on the qualitative characteristics of future employees for diverse sectors of the economy and production.The aim of the present article is to define strategic guidelines for predicting the development of professional education in the conditions of post-industrial society.Methodology and research methods. The theoretical and methodological framework of the research is based on the theory of vocational development, the concept of determining the immediate and long-term perspectives of educational sphere, as well as logical-evolutionary, system-dynamic, project-based, personal and convergent approaches. In the course of the research, the methods of analysis, synthesis, generalisation and hypothetical-inductive method were applied.Results and scientific novelty. The trends and directions of vocational education development are identified and described. The principal defining factor of vocational education is close integration of all its processes and subsystems (prevocational, primary vocational, vocational higher secondary and postgraduate education), which integrity is ensured by the continuity and compliance with the principle of advanced education. The concept of convergence and transprofessional in multi-disciplinary training of professionals is revealed. The process of convergence, determining interdisciplinary and prevocational links, ensures transprofessionalism formation – human readiness and participation in the development and realisation of new types of socio-professional activities. A logical and semantic model of a modern specialist is constructed. This model can serve as an empirical basis for designing and supporting a vocational educational platform, which integrates natural science, industrial-technological and socio-humanitarian disciplines and related innovative technologies when training teachers for the system of vocational education. Transprofessionalism, cooperation, collaboration, advanced and high-speed education are highlighted as the vocational training strategies in the conditions of digital transformation of the economy.Practical significance. The research materials can be useful for the specialists in the field of vocational education, for the managerial staff of educational organisations when developing management decisions and organising efficient preparation of teaching personnel.

The integration of Ukraine into the European community is impossible without changes in the education sphere. The implementation of such projects of the European Union as "Horizon 2020” provides the collaboration between experts in Agriculture and Engineering. The results of the questionnaire conducted by “Agro Survey” agency showed the lack of student’s practical knowledge in Ukrainian Engineering and Agricultural universities. It is obvious that the quality of education in Ukrainian technical universities doesn't meet the requirements of the European labour market. Getting theoretical knowledge has no value until students can apply it for practical purposes. We suggest that a subject like Physics should be practice-oriented. If the Physics course at technical universities integrates theory with practice, students will be better prepared for their future career. The purpose of the study is to define the basic principles of professional competence as the key factor for improving the quality of future engineer’s training in the process of studying Physics. To select and interpret the factual material, concepts and theories the theoretical analysis of philosophical, psychological and pedagogical literature on research was used in the paper. The pedagogical experiment was carried out on the basis of 4 universities in different regions of Ukraine and involved 159 respondents (151 students and 8 university teachers). To determine the strategies for implementation of the profession-based tasks in Physics course we carried out specially designed questionnaires for students majoring in Agrarian Engineering and university teachers. One of the necessary conditions for future engineer training is professional orientation in studying. We suppose that to consider the relationship between a comprehensive Physics course and the disciplines of professional and practical training the in-depth analysis should be performed. First of all, it will help to determine Physics knowledge, abilities and skills that should be used in student’s further professional training. Second of all, it will enable the most effective use of engineering-based tasks in Physics classes. However, knowledge of basic Engineering and General Theoretical subjects is not applied by the students of Technical High School for a long-period of university study. The results of the survey have shown that studying major subjects at a later stage doesn’t motivate students to learn Natural Science and Engineering disciplines. We can conclude that profession-based tasks in Physics class contribute to the formation of a system of natural knowledge, practical skills and abilities. They stimulate the students’ cognitive interest in Physics as a science, help to better absorb material of other disciplines, develop creative abilities and influence the formation of persistent motifs for obtaining knowledge of professional disciplines.

IntroductionAccording to modern scholars (N. Maslova, B. Astafiev), one of the important reasons for the global planetary crisis, including modern educational system in particular, is violation of the conformity of nature principles in the process of perception and cognition of the world, which is conditioned by the advantages of the development of logical and rational thinking and insufficient development of figurative, spiritual-intuitive thinking in the contemporary school of all levels.The modern system of education at all levels (school, higher education, postgraduate studies, and doctorate) is aimed primarily at the development of mechanisms of the left hemisphere that are rational, logical thinking, and analytical perception of reality.Such a one-way orientation leads to inhibition of right-sided processes, does not contribute to the development of creativity, disclosure and activation of the spiritual and intuitive capabilities of the individual, as well as to alienation of individual from the World, loss of personal sense of integrity, unity with the World; that is, to the disharmony of individual with his/her own nature and environment.Personal development of an individual in modern conditions takes the form of "Homo technicus" ("technical person"), "Homo informaticus" (“informational and technogenic person”), "Нomо соnsumens" (“person who consumes”), "Reified man" ("material surplus person"), "Nomo Festivus" ("person who has fun") (Butenko, 2017). As a result, a person with a technocratic, rational thinking, pragmatic and consumer attitude towards the world is brought up, and as a consequence, harmony in the "man-man", "man-nature", "man-society", "man-universe" systems, and correspondingly, the equilibrium in the integrated information-energy system interaction "Man – Society – Earth –Universe" are violated.Approach In contemporary education of all levels, high ontological and existential goals are not set, and not enough attention is paid to the spiritual and mental health of the individual, in particular to problems of spiritual self-knowledge, self-development, self-regulation and self-realization, thus leading to the formation of consumer psychology, dominance of pragmatic values, loss of spirituality, upbringing of a human – destroyer, a soulless person, but not a creator.One of the ways out from the planetary global crisis in the area of a contemporary education in particular, is the noosphereization of education, the imperative task of which is formation of the noospheric individual, actualization of his/her spiritual and intuitive potential, training of the noosphere integral harmonious bioadequate environmentally healthy mindset, which is based on a conscious total ownership of logical (left cerebral hemisphere) and creative, spiritual-intuitive (right cerebral hemisphere) thinking that, due to correspondence with both huamn nature and the laws of the cosmoplanetary world, will provide the individual with possibilities to adequately and fully (at the information and energy levels) perceive and recognize the surrounding world, and to interact with it on a spiritual basis.Results and Discussion The problem of intuition always remains relevant throughout the history of mankind. Among the scholars of the late XX century - beginning of the XXI century the problem of intuition and harmonization of the activity of the left and right hemispheres of the brain has been studied by such researchers as G. Kurmyshev, N. Maslova, Osho Bhagwan Sri Rajneesh, I. Smokvina and others. Modern psychophysiological science explains the nature of intuitive thinking and cognition: the human mind combines the ability to integrate and develop both intellectual and intuitive knowledge that modern scientists associate with the activity of the left and right cerebral hemispheres. According to psychological science, the two hemispheres of the brain cognize and reflect the surrounding world differently and, thereafter transform information in their own ways. The left hemisphere "sees" objects as discrete, separated; it is responsible for logic and intellect, verbal thinking, application of sign information (reading, counting, language), and is characterized by the ability for logical, rational, mathematical, and scientific thinking. The right hemisphere binds objects into a single whole; it is responsible for emotions, creative thinking, intuition (unconscious processes). Thanks to the right hemisphere, a holistic image of the world is formed, and the left hemisphere gradually collects the model of the world from separate, but carefully studied details. "Left- hemisphered" thinking is associated with the ability for consistent, step-by-step cognition, which has respectively analytical rather than synthetic character. "Right- hemisphered" thinking is linked to the ability for integral, voluminous and complete cognition, space spatial immediate perception of the world in all of its information-energy interrelations and interactions.Logic and intuition, rational and intuitive paths – are different aspects of the unified process of cognition, and if the intellect can be regarded as the earthly beginning in humans, then intuition – is a spiritual primary source, a phenomenon of nonlinear, unearthly thinking, the logic of the Higher Being, the logic of the Almighty. As was very wittily pointed out by Osho Bhagwan Shree Rajneesh, logic – the way our mind cognizes our reality, intuition – is how the spirit passes through the experience of reality (Maslova, 2006). Therefore, logic and intuition are two mutually conditioned mechanisms of scientific cognition that supplement and do not exist in isolation from one another. If the function of intuition in this interaction lies in creative discoveries, inventions, awareness of the true essence of things and phenomena, then the task of the scientific method, acting as an assistant of intuition, is to endeavor to comprehend new ideas, explain them from the point of view of earth science at the logical level, and "adapt" to our reality.Given this, rational and intuitive paths must complement, enrich and explain each other, interact in sync, in synthesis.Intuition is an organic component of the spiritual and psychic nature of the individual. Therefore, the problem of the development of intuition and harmonization of the discourse-logical and spiritual-intuitive components of thinking is extremely important at all levels of contemporary education. This is especially true for student youth, since students are the future spiritual and creative potential of the country, and therefore it is extremely important to reveal and develop their spiritual and intuitive abilities, to harmonize their mental-spiritual sphere, which promotes spiritual self-healing of both the individual and the environment, and harmonization of relations in the world. In the context of the modern information and energy paradigm, intuition is considered as a special mental state of a highly spiritual person, in which he/she deliberately initiates informational and energetic contact with any object of the Universe, in the physical or subtle world, "connects" to its information field, "reads out", "decrypts" and analyzes necessary information. This information-energy interaction is perceived by the individual as the process of connection, merging with the object being studied, which enables instant cognition of its true essence (Smokvina, 2013). As the analysis of the literature on the research problem testifies, if the activity mechanisms of the left hemisphere of the brain are relatively studied in modern science, the problems of the individual’s intuitive updating potential and harmonization of the activity of logical and intuitive cognitive processes are being investigated.According to many scholars, the ability for intuition is inborn in every human; however, unfortunately, in most people it is in a latent state. And only due to intense conscious work of the individual regarding their own spiritual self–cognition and self–perfection, one can discover and develop personal spiritual and intuitive abilities.According to the results of our theoretical study the general conditions contributing to the disclosure and development of intuition are as follows: (Tyurina, 2017) • Ability to cope with one’s own passions, emotions, feelings, thoughts, and achievement of the state of internal silence, voicelessness;• Formed self-motivation for spiritual self–cognition and self–perfection;• Achievement by the individual of the corresponding spiritual level: the higher the spirituality of the human, the more clearly his/her ability is expressed to obtain a higher spiritual knowledge: information and energy interaction, contact with higher levels of psychic reality;• Conscious desire, willingness of the individual to use intuitive cognition that helps overcome information-power resistance, the barrier that exists between a subject and an object, helps create harmony, assonance, interaction with the object being studied;• Intuitive human confidence: deep inner belief in personal intuitive capabilities and ability for intuitive cognition and self-cognition;• Humanistic orientation of the individual and his/her internal psychological properties such as: altruism, active love for all living beings on the Earth, empathy, ability to express compassion, care, and self-consecration, conscious desire to live in harmony with oneself and the world;• Nonjudgmental practice, which consists of the ability of a person to abandon assessments, classifications, analysis, which creates favorable conditions for immersion into the information space around us, makes it possible to connect to the information-energy field (biofield) of the object being studied;• Sense of inner unity with the world, awareness of oneself as a part of mankind, of the Earth, of the Universe, and a feeling of deep responsibility for the world and for ourselves in the world;• Striving for personal self-realization for the benefit of the cosmoplanetary world.In our opinion, the ways of actualization of intuition and harmonization of the activity of logical and intuitive components of the process of cognition should be attributed to the following (Tyurina, 2018):• Concentration, concentration of human consciousness of the subject being studied, deep and thorough knowledge of it.Psychological mood, deep concentration, focus of human consciousness on the subject of research lead to intuitive penetration into its essence, comprehension of the subject of study as if "from within." An intuitive act of cognition is the result of a huge concentration of all human efforts on a particular problem, deep and thorough knowledge of it, mobilization of all its potencies. In particular, for almost 20 years, D. Mandeleev worked continuously on the systematization of chemical elements, and only after that he "saw" his periodic system of elements in his dream. At academician M. Shchetynin school students spend 21 days (6 lessons daily) studying only one academic discipline for the purpose of deep penetration into its essence - information-energy merger, connection with the subject being studied, into a single whole, that is, achieving an intuitive level of comprehension.• Spiritual practices (prayer, meditation).Prayer and meditation are effective ways of spiritualizing a person, awakening and activating his/her intuitive potential. Through prayer, meditation a person learns to adjust to nature and Cosmos, eternity and infinity, the World Harmony, reaches consonance with the World, and permeates its inner essential depth with the heart.It is believed that it is prayer that promotes the spiritual purification of both the human soul and the surrounding world. During a heart-warming prayer a human comes to enlightenment and spiritual enlightenment, intuitive enlightenment.In the process of prayer, meditation, the right and left hemispheres of the brain begin to work synchronously, which makes the brain function in resonance with the Field of Consciousness or the Field of Information - Noosphere.• Spiritual processing of the corresponding religious, spiritual and philosophical sources, fine arts, classical music, information-energy interaction which raises the spiritual level of an individual, awakens his/her intuitive abilities.Spiritual literature is an important way of discovering and developing intuition and harmonizing the activity of intuitive and logical components of thinking, since information and energy interaction with spiritual literature contributes to individual’s spiritual growth, disclosure and development of intuition, and harmonization of personal intuitional and intellectual sphere.It should be noted that various forms of art, in particular, visual and musical, play a special role in the process of disclosure and development, intuition, harmonization of the logical and figurative, spiritual and intuitive perception of reality.The spiritual potential of art is, first of all, that in itself, creating spiritual values, spiritualizes a person, and interprets personality as a phenomenon of a global planetary-cosmic nature. True art has an ecumenical, cosmic dimension. The best masterpieces of world art transfer the idea of unity of humans with the world, their harmonious interaction.The creativity of great artists contributes to the disclosure and development of the personality's spirituality, the heart's perception of the world, the cultivation of the Cosmic Worldview, and directs the person to high ideals.Musical art is one of the most important means of revealing and developing intuition, harmonizing its spiritual and intuitive basis.The results of research by modern scholars show that classical, spiritual music activates the spiritual-intuitive sphere, harmonizes the person, gives a sense of joy and rest, and helps to restore spiritual and mental balance.It has been scientifically proven that classical musical compositions based on the perfection of harmony and rhythm, especially the works of J. Bach, L. Beethoven, J. Brahms, A. Vivaldi, G. Handel, F. List, F. Mendelssohn, A. Mozart, S. Rakhmaninov, O. Scriabin, P. Tchaikovsky, F. Chopin, F. Schubert, R. Schumann and others have a positive effect on the individual on the spiritual, mental and physiological levels, since classical music relates mainly to the natural rhythms of the human body. This music causes not only positive emotions, but also represents a powerful energy force that inspires humans and the world: makes a person more perfect and the world more beautiful.Consequently, fine arts, classical music, contribute to the disclosure and development of the spiritual and intuitive potential of the individual, to harmonization of his/her intuitive-intellectual sphere; they help the person to grow spiritually and be filled with high spiritual energy, accordingly, to change, and improve the natural and social environment.- Bioadequate REAL-methodology of noosphere education (N. Maslova), in which stages of relaxation (accumulation of information, work of the right creative hemisphere in a state of rest), alternating with stages of activity (training of the left hemisphere: logic, analysis, synthesis of information) are presented. As a result, the work of the left and right cerebral hemispheres is synchronized, which promotes harmonization of consciousness, carries a beneficial influence on the spiritual, mental, social and physical health of the student's personality.The fundamental characteristics of the bioadequate method of noospheric education are:1. Health preserving - does not violate the nature of perception, processing and preservation of information.2. Corrective - restores the natural genetic sequence of work with the information and health of the student and the teacher.3. Developing - improves the body's reserves.4. Harmonizing - integrates all systems of the body and personality (Vernadsky, 2002).According to studies of the neuropathologist I. Smokvinova, PhD, bioadequate methods of noosphere education, taking into account the physiological and informational and energy resources of the individual, contribute to the harmonization of the work of the left and right cerebral hemispheres, awaken higher feelings, recharge with life energy, teach the ability to direct vitality to the realization of one’s own higher potential, which also has a beneficial effect on the spiritual, mental and physical health of the individual. Moreover, due to the application of a bioadequate technique, psychological and physiological stress is eliminated, and a positive emotional mood is created that heals the body and the student's psychics (Osho, 2000). According to N. Maslova, holistic thinking contributes to the acquisition of basic energy, biologically adequate to livelihoods programs (Kurmyshev, 2013).Many independent groups of scientists (teachers, psychologists, physicians, biologists) have proved that noosphere education, harmonizing the left and right hemispheres thinking, has a healing effect on the body of both the student and the teacher, contributes to the development of natural creativity.Practical valueResults of our study can be used in lectures and practical classes with students in medical psychology, psychology of creativity, social, general, pedagogical psychology, pedagogy (sections of didactics, spiritual and moral education), sociology, philosophy, etc.ConclusionsThus, the actualization of the spiritual and intuitive potential of the individual and the harmonization of the activity of the left and right cerebral hemispheres stimulates the disclosure of spiritual and creative abilities of the individual, fills the individual with spiritual energy, and the person becomes a source of spiritualization of himself/herself and the world, thus contributing to the spiritual and psychological improvement of society, humanity, and civilization in general, since at the information-energy level, "Man - Society - Earth - Universe" this is the only cosmoplanetary organism, all parts of which are mutually interconnected, interact and stipulate with one another. We consider that it is important in the future to develop appropriate special disciplines for all the sections of modern school and keep working in the direction of developing and incorporating into the content of the curricula, relevant pedagogical technologies aimed at the disclosure and development of the intuitive-mental sphere of the individual

Introduction. In today’s knowledge society, the amount of scientificapplied information, which university graduates have to acquire, continues to increase continuously. There is a concurrent reduction in the number of study hours to undertake educational programmes in order to increase the hours for students’ independent work. Against this background, higher school is required to increase future experts’ competencies. Therefore, the content of fundamental and special disciplines of entire period of training and independent work of students should be thoroughly coordinated by increasing students’ motivation to self-education and self-development. Classroom-based and independent learning of disciplines and sections of fundamental academic courses, especially chemistry, is impossible without formation of students’ scientific thinking. Today, it is difficult to consider the activity of most professionals without the ability to think scientifically: active expansion of science into professional sphere has a strong tendency to be increased.The aim of the present research is to show the possibilities of formation and development of scientific thinking in the students of natural-scientific and technical directions of education using the example of studying of one of the elements of programmes in chemistry (the method of nuclear magnetic resonance (NMR) analysis).Methodology and research methods. The research was carried out on the basis of competency-based, systematic and interdisciplinary approaches. The methods of analysis, synthesis, integration, differentiation and compactification of fundamental knowledge and training material were used.Results and scientific novelty. The high potential of chemical education for formation of scientific thinking, subject content (chemical), natural-scientific and holistic scientific thinking is emphasised. However, chemistry education in higher education institution is complicated by the absence of the unified structure of fundamental preparation, the preservation of extensive approach to the content of chemical disciplines, the irrational organisation of students’ independent work, which now is accounted for a half of instructional time. Overcoming these problems lies in the dialectic unity of fundamental and practice-oriented knowledge, which is provided by the compliance with the principles of continuity and interdisciplinarity. It is necessary to provide deductive structurisation of training material in order to give integrity and systemacity to the content of education, without which it is impossible to create a comprehensive natural-scientific picture of the world in students. The key initial element of vocational training stimulating the formation of reflexive skills and scientific thinking of future experts is mastering by students of a categoricalconceptual framework of science, which is consistently and comprehensively revealed throughout a high school stage of education. The authors designated phases of development of scientific thinking (formal-logical, reflexive-theoretical, hypotheticodeductive thinking), which are not clearly differentiated due to interpenetration and entanglement of their components and identity of thought processes in terms of their speed and quality. However, the allocation of these stages allows to structure and to correct the content of educational material taking into account the characteristics and the level of students’ readiness. From these standpoints, the expediency of more detailed examination of the NMR method is proved within the disciplines such as “Chemistry”, “General Chemistry”, “Inorganic Chemistry” and “Analytical Chemistry” (a part of material about the NMR method can be worked out by students independently). This method, based on one phenomenon, includes hundreds of various types of the experiments, which are intended for receiving particular information. The NMR method is widely used both in scientific research, including master’s thesis, and in the most various manufacturing spheres. Today, the spectroscopy of NMR is recognised as the most powerful informative and perspective method of structural analysis of substance. The fundamental nature, interdisciplinarity and universality of the method provide students with basic professional knowledge on physics, chemistry, medicine, biology, technology and ecology. The authors of the present research propose the option of configuration of educational information on NMR. According to the suggested version, the principle of work is the following: firstly, bachelors study the system of key concepts and terms, moving gradually from formal-logical to substantial generalisations; then, students learn to explain the phenomena scientifically and to make forecasts, and, as a result, they become the “owners” of hypothetico-deductive thinking. The acquired competencies are the key to professional literacy, which is improved in master’s degree programme, when the previously compactified scientific knowledge in a contracted form is developed in the form suitable for an optimal solution of a particular research or practical aim. The similar scheme of vocational training makes it possible to overcome traditional orientation of high school programmes of the natural-science block (i.e. retention of permanently growing amount of factual material).Practical significance. The research materials can be useful for methodologists of the higher school, for experts engaged in methodological development and the organisation of educational process, for high school teachers of chemistry and related disciplines, for post-graduate students and master’s students of chemical and chemico-technological specialties as well.

Introduction. In today’s knowledge society, the amount of scientific-applied information, which university graduates have to acquire, continues to increase continuously. There is a concurrent reduction in the number of study hours to undertake educational programmes in order to increase the hours for students’ independent work. Against this background, higher school is required to increase future experts’ competencies. Therefore, the content of fundamental and special disciplines of entire period of training and independent work of students should be thoroughly coordinated by increasing students’ motivation to self-education and self-development. Classroom-based and independent learning of disciplines and sections of fundamental academic courses, especially chemistry, is impossible without formation of students’ scientific thinking. Today, it is difficult to consider the activity of most professionals without the ability to think scientifically: active expansion of science into professional sphere has a strong tendency to be increased.The aim of the present research is to show the possibilities of formation and development of scientific thinking in the students of natural-scientific and technical directions of education using the example of studying of one of the elements of programmes in chemistry (the method of nuclear magnetic resonance (NMR) analysis).Methodology and research methods. The research was carried out on the basis of competency-based, systematic and interdisciplinary approaches. The methods of analysis, synthesis, integration, differentiation and compactification of fundamental knowledge and training material were used.Results and scientific novelty. The high potential of chemical education for formation of scientific thinking, subject content (chemical), natural-scientific and holistic scientific thinking is emphasised. However, chemistry education in higher education institution is complicated by the absence of the unified structure of fundamental preparation, the preservation of extensive approach to the content of chemical disciplines, the irrational organisation of students’ independent work, which now is accounted for a half of instructional time. Overcoming these problems lies in the dialectic unity of fundamental and practice-oriented knowledge, which is provided by the compliance with the principles of continuity and interdisciplinarity. It is necessary to provide deductive structurisation of training material in order to give integrity and systemacity to the content of education, without which it is impossible to create a comprehensive natural-scientific picture of the world in students. The key initial element of vocational training stimulating the formation of reflexive skills and scientific thinking of future experts is mastering by students of a categorical-conceptual framework of science, which is consistently and comprehensively revealed throughout a high school stage of education. The authors designated phases of development of scientific thinking (formal-logical, reflexive-theoretical, hypothetico-deductive thinking), which are not clearly differentiated due to interpenetration and entanglement of their components and identity of thought processes in terms of their speed and quality. However, the allocation of these stages allows to structure and to correct the content of educational material taking into account the characteristics and the level of students’ readiness.From these standpoints, the expediency of more detailed examination of the NMR method is proved within the disciplines such as “Chemistry”, “General Chemistry”, “Inorganic Chemistry” and “Analytical Chemistry” (a part of material about the NMR method can be worked out by students independently). This method, based on one phenomenon, includes hundreds of various types of the experiments, which are intended for receiving particular information. The NMR method is widely used both in scientific research, including master’s thesis, and in the most various manufacturing spheres. Today, the spectroscopy of NMR is recognised as the most powerful informative and perspective method of structural analysis of substance. The fundamental nature, interdisciplinarity and universality of the method provide students with basic professional knowledge on physics, chemistry, medicine, biology, technology and ecology. The authors of the present research propose the option of configuration of educational information on NMR. According to the suggested version, the principle of work is the following: firstly, bachelors study the system of key concepts and terms, moving gradually from formal-logical to substantial generalisations; then, students learn to explain the phenomena scientifically and to make forecasts, and, as a result, they become the “owners” of hypothetico-deductive thinking. The acquired competencies are the key to professional literacy, which is improved in master’s degree programme, when the previously compactified scientific knowledge in a contracted form is developed in the form suitable for an optimal solution of a particular research or practical aim. The similar scheme of vocational training makes it possible to overcome traditional orientation of high school programmes of the natural-science block (i.e. retention of permanently growing amount of factual material).Practical significance. The research materials can be useful for methodologists of the higher school, for experts engaged in methodological development and the organisation of educational process, for high school teachers of chemistry and related disciplines, for post-graduate students and master’s students of chemical and chemico-technological specialties as well.

Введение. Представлена актуальность формирования метапредметности, реализуемой на межпредметном содержании в системе основного общего образования и являющейся необходимой в настоящее время обществу в наукоемких производствах любого профиля. Показана необходимость формирования у современного педагога, в том числе и школьного учителя математики, физики и технологии, компетенций, относящихся к основам инженерной деятельности, обязательными из которых являются графическая культура и графическая грамотность. Цель исследования состоит в выявлении межпредметных линий между математическими, естественно-научными и техническими учебными дисциплинами, способствующих формированию у обучающихся компетенций, относящихся и к инженерной деятельности, таких как графическая культура и графическая грамотность. Материал и методы. Представлено обобщение авторами опыта преподавания ряда курсов инженерной направленности, таких как графика, инженерное проектирование, прикладная математика, техническая механика, для будущих инженеров и учителей физики и технологии. Проведен анализ нормативных документов по проблеме исследования. Результаты и обсуждение. Анализ нормативных документов, регламентирующих учебный процесс будущих учителей математики, физики и технологии, показал, что содержание теоретического материала и обсуждение прикладных аспектов данных учебных дисциплин не учитывают требования к формированию графической культуры и графической грамотности. В современных условиях повсеместного введения в школах профильных инженерных классов, помимо профессиональных компетенций педагога, учитель математического, естественно-научного и технологического циклов дисциплин обязан обладать компетенциями, относящимися и к инженерной деятельности, такими как графическая культура и графическая грамотность. Для формирования компетенций, связанных с графической грамотностью, в процесс подготовки учителей математики, физики и технологии в рамках профессионального цикла в качестве дисциплин по выбору должен быть введен модуль «Графика / Инженерное проектирование», в который входят такие учебные дисциплины, как черчение, инженерная графика, элементы аналитической геометрии, компьютерная графика. Таким образом, появится возможность создания межпредметных линий между учебными дисциплинами математического, естественнонаучного и технологического циклов дисциплин, что в свою очередь позволит в дальнейшем формировать метапредметность всего образовательного процесса будущих учителей. Заключение. Формируемая метапредметность образовательной среды для студентов педагогического университета, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование» (направленность (профиль) «Математика», «Физика», «Технология»), позволит в дальнейшем учителям согласованно формировать и развивать у обучающихся школ пространственное мышление, воображение, творческие способности, наблюдательность, необходимые в их дальнейшей профессиональной деятельности. Introduction. The article presents the relevance of forming a meta-subject matter that is implemented on an intersubject content in the system of basic General education and is currently necessary for society in high-tech industries of any profile. The article shows the need for a modern school teacher of mathematics, physics and technology to develop competencies related to the basics of engineering, which are mandatory for graphic culture and graphic literacy. The purpose of research is to identify intersubject lines between mathematical, natural science and technical academic disciplines that contribute to the formation of students‘ competencies related to engineering, such as graphic culture and graphic literacy. Material and methods. The article is based on the authors generalization of the experience of teaching a number of engineering courses for future technology teachers directly related to their future professional activities. The analysis of normative documents on the research problem is carried out. Results and discussion. The analysis of normative documents regulating the educational process of future teachers of technology has shown that the content of the theoretical material, as well as the practical part of such fundamental disciplines as physics and mathematics, does not take into account the applied aspects of this direction of training students of pedagogical universities. In modern conditions of the introduction of specialized engineering classes in schools, in addition to the professional competence of the teacher, the teacher of mathematical, natural science and technological cycles of disciplines must have competencies related to engineering, such as graphic culture and graphic literacy. To form competencies related to graphic literacy, the module «Graphics / Engineering design» was introduced into the process of training technology teachers within the professional cycle as a discipline of choice, which included a block of such disciplines as drawing, engineering graphics, elements of analytical geometry, computer graphics. Thus, it became possible to create inter-subject lines between the academic disciplines of mathematical, natural science and technological cycles of disciplines, which in turn will further form the meta-subject of the entire educational process of future technology teachers. Conclusion. The formed meta-subject of the educational environment for students of pedagogical University studying in the direction of training 44.03.01 Pedagogical education, directions (profiles) of mathematics, physics, technology will allow teachers to consistently form and develop spatial thinking, imagination, creative abilities, observation of students necessary in their further professional activities.

Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. 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International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011 Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813 Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, Vol. 8, p. 85. https://doi.org/10.4103/jehp.jehp_262_18 Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142 Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).

The article analyzes the experience of introducing a research teaching method using IT and STEM technologies in institutions of general secondary education based on the implementation of the all-Ukrainian project “I am a researcher”. The concepts of educational and research activities, the readiness for its implementation and various aspects of the organization of such activities in the educational process are considered. The theoretical and methodological components (motivational-value, cognitive, practical-activity, reflexive-evaluative) of students’ readiness to carry out educational and research activities and teachers’ readiness to organize such activities have been determined. The levels of the readiness for research activities are characterized: high, sufficient and basic. The results of studies of the state of readiness for research activities of applicants for education using IT and STEM technologies for certain components, indicators and levels are presented. The article presents a description of the pedagogical conditions for the introduction of a research teaching method using IT and STEM technologies in general secondary education institutions as: the improving the content of educational provision and creating modern educational content based on the research teaching method and STEM approaches; development and implementation of a set of management decisions in experimental institutions on the basis of partnership interaction not only of all participants in the educational process, but also of local authorities, employers, business representatives and other stakeholders; creation of scientific and methodological support for the training of teachers and their acquisition of practical experience in the development of research competence of applicants for education based on STEM and IT approaches; participation of school teams in various festivals, competitions, competitions, other motivational STEM events and research areas. The complex of innovative educational products is presented, which includes educational and teaching aids of the I-researcher series for the middle level of education, the didactic system of natural-mathematical primary education “I am a 2.0 researcher” in the first cycle of primary school. The article reflects the promising trends in the further implementation of the research method of teaching using IT and STEM technologies in institutions of general secondary education on the basis of the didactic system of natural and mathematical primary education “I am a researcher 2.0”.

Every crisis at the same time reveals, forewarns and implies changes with cyclical trends that can be analyzed from different disciplinary perspectives, building scenarios to anticipate the future, despite uncertainties and risks. And the current crisis certainly appears as one of the most problematic of the modern era: recently, Luigi Ferrara, Director of the School of Design at the George Brown College in Toronto and of the connected Institute without Boundaries, highlighted how the pandemic has simply accelerated undergoing dynamics, exacerbating other crises – climatic, environmental, social, economic – which had already been going on for a long time both locally and globally. In the most economically developed contexts, from North America to Europe, the Covid emergency has led, for example, to the closure of almost 30% of the retail trade, as well as to the disposal and sale of many churches. Places of care and assistance, such as hospitals and elderly houses, have become places of death and isolation for over a year, or have been closed. At the same time, the pandemic has imposed the revolution of the remote working and education, which was heralded – without much success – more than twenty years ago. In these even contradictory dynamics, Ferrara sees many possibilities: new roles for stronger and more capable public institutions as well as the opportunity to rethink and redesign the built environment and the landscape. Last but not least, against a future that could be configured as dystopian, a unique chance to enable forms of citizenship and communities capable of inhabiting more sustainable, intelligent and ethical cities and territories; and architects capable of designing them. This multifactorial and pervasive crisis seems therefore to impose a deep review of the current unequal development models, in the perspective of that “creative destruction” that Schumpeter placed at the basis of the dynamic entrepreneurial push: «To produce means to combine materials and forces within our reach. To produce other things, or the same things by a different method, means to combine these materials and forces differently» (Schumpeter, 1912). A concept well suiting to the design practice as a response to social needs and improving the living conditions. This is the perspective of Architectural Technology, in its various forms, which has always placed the experimental method at the center of its action. As Eduardo Vittoria already pointed out: «The specific contribution of the technological project to the development of an industrial culture is aimed at balancing the emotional-aesthetic data of the design with the technical-productive data of the industry. Design becomes a place of convergence of ideas and skills related to factuality, based on a multidisciplinary intelligence» (Vittoria, 1999). A lucid and appropriate critique of the many formalistic emphases that have invested contemporary architecture. In the most acute phases of the pandemic, the radical nature of this polycrisis has been repeatedly invoked as a lever for an equally radical modification of the development models, for the definitive defeat of conjunctural and emergency modes of action. With particular reference to the Italian context, however, it seems improper to talk about a “change of models” – whether economic, social, productive or programming, rather than technological innovation – since in the national reality the models and reference systems prove to not to be actually structured. The current socio-economic and productive framework, and the political and planning actions themselves, are rather a variegated and disordered set of consolidated practices, habits often distorted when not deleterious, that correspond to stratified regulatory apparatuses, which are inconsistent and often ineffective. It is even more difficult to talk about programmatic rationality models in the specific sector of construction and built environment transformation, where the enunciation of objectives and the prospection of planning actions rarely achieve adequate projects and certain implementation processes, verified for the consistency of the results obtained and monitored for the ability in maintaining the required performance over time. Rather than “changing the model”, in the Italian case, we should therefore talk about giving shape and implementation to an organic and rational system of multilevel and inter-sectorial governance models, which assumes the principles of subsidiarity, administrative decentralization, inter-institutional and public-private cooperation. But, even in the current situation, with the pandemic not yet over, we are already experiencing a sort of “return to order”: after having envisaged radical changes – new urban models environmentally and climatically more sustainable, residential systems and public spaces more responsive to the pressing needs of social demand, priority actions to redevelop the suburbs and to strength infrastructures and ecosystem services, new advanced forms of decision-making decentralization for the co-planning of urban and territorial transformations, and so on – everything seems to has been reset to zero. This is evident from the list of actions and projects proposed by the National Recovery and Resilience Plan (NRRP), where no clear national strategy for green transition emerges, even though it is repeatedly mentioned. As highlighted by the Coordination of Technical-Scientific Associations for the Environment and Landscape1, and as required by EU guidelines2, this transition requires a paradigm shift that assumes eco-sustainability as a transversal guideline for all actions. With the primary objective of protecting ecosystem balances, improving and enhancing the natural and landscape capital, as well as protecting citizen health and well-being from environmental risks and from those generated by improper anthropization phenomena. The contents of the Plan explicitly emphases the need to «repair the economic and social damage of the pandemic crisis» and to «contribute to addressing the structural weaknesses of the Italian economy», two certainly relevant objectives, the pursuit of which, however, could paradoxically contrast precisely with the transition to a more sustainable development. In the Plan, the green revolution and the ecological transition are resolved in a dedicated axis (waste management, hydrogen, energy efficiency of buildings, without however specific reform guidelines of the broader “energy” sector), while «only one of the projects of the Plan regards directly the theme Biodiversity / Ecosystem / Landscape, and in a completely marginal way» (CATAP, 2021). Actions are also limited for assessing the environmental sustainability of the interventions, except the provision of an ad hoc Commission for the streamlining of some procedural steps and a generic indication of compliance with the DNSH-Do not significant Harm criterion (do not cause any significant damage), without specific guidelines on the evaluation methods. Moreover, little or nothing in the Plan refers on actions and investments in urban renewal, abandoned heritage recovery3, of in protecting and enhancing areas characterized by environmental sensitivity/fragility; situations widely present on the national territory, which are instead the first resource for a structural environmental transition. Finally yet importantly, the well-known inability to manage expenditure and the public administration inefficiencies must be considered: a limit not only to the effective implementation of projects, but also to the control of the relationship between time, costs and quality (also environmental) of the interventions. In many places, the Plan has been talked about as an opportunity for a real “reconstruction”, similar to that of post-war Italy; forgetting that the socio-economic renaissance was driven by the INA-Casa Plan4, but also by a considerable robustness of the cultural approach in the research and experimentation of new housing models (Schiaffonati, 2014)5. A possible “model”, which – appropriately updated in socio-technical and environmental terms – could be a reference for an incisive governmental action aiming at answering to a question – the one of the housing – far from being resolved and still a priority, if not an emergency. The crisis also implies the deployment of new skills, with a review of outdated disciplinary approaches, abandoning all corporate resistances and subcultures that have long prevented the change. A particularly deep fracture in our country, which has implications in research, education and professions, dramatically evident in the disciplines of architectural and urban design. Coherently with the EU Strategic Agenda 2019-2024 and the European Pillar of Social Rights, the action plan presented by the Commission in March 2021, with the commitment of the Declaration of Porto on May 7, sets three main objectives for 2030: an employment rate higher than 78%, the participation of more than 60% of adults in training courses every year and at least 15 million fewer people at risk of social exclusion or poverty6. Education, training and retraining, lifelong learning and employment-oriented skills, placed at the center of EU policy action, now require large investments, to stimulate employment transitions towards the emerging sectors of green, circular and digital economies (environmental design and assessment, risk assessment & management, safety, durability and maintainability, design and management of the life cycle of plans, projects, building systems and components: contents that are completely marginal or absent in the current training offer of Architecture). Departments and PhDs in the Technological Area have actively worked with considerable effectiveness in this field. In these regards, we have to recall the role played by Romano Del Nord «protagonist for commitment and clarity in identifying fundamental strategic lines for the cultural and professional training of architects, in the face of unprecedented changes of the environmental and production context» (Schiaffonati, 2021). Today, on the other hand, the axis of permanent and technical training is almost forgotten by ministerial and university policies for the reorganization of teaching systems, with a lack of strategic visions for bridging the deficit of skills that characterizes the area of architecture on the facing environmental and socio-economic challenges. Also and precisely in the dual perspective of greater interaction with the research systems and with the world of companies and institutions, and of that trans- and multi-disciplinary dimension of knowledge, methods and techniques necessary for the ecological transition of settlement systems and construction sector. Due to the high awareness of the Technological Area about the multifactorial and multi-scale dimension of the crises that recurrently affect our territories, SITdA has been configured since its foundation as a place for scientific and cultural debate on the research and training themes. With a critical approach to the consoling academic attitude looking for a “specific disciplinary” external and extraneous to the social production of goods and services. Finalizing the action of our community to «activate relationships between universities, professions, institutions through the promotion of the technological culture of architecture [...], to offer scientific-cultural resources for the training and qualification of young researchers [...], in collaboration with the national education system in order to advance training in the areas of technology and innovation in architecture» (SITdA Statute, 2007). Goals and topics which seem to be current, which Techne intends to resume and develop in the next issues, and already widely present in this n. 22 dedicated to the Circular Economy. A theme that, as emerges from the contributions, permeates the entire field of action of the project: housing, services, public space, suburbs, infrastructures, production, buildings. All contexts in which technological innovation invests both processes and products: artificial intelligence, robotics and automation, internet of things, 3D printing, sensors, nano and biotechnology, biomaterials, biogenetics and neuroscience feed advanced experiments that cross-fertilize different contributions towards common objectives of circularity and sustainability. In this context, the issue of waste, the superfluous, abandonment and waste, emerge, raising the question of re-purpose: an action that crosses a large panel of cases, due to the presence of a vast heritage of resources – materials, artefacts, spaces and entire territories – to be recovered and re-functionalized, transforming, adapting, reusing, reconverting, reactivating the existing for new purposes and uses, or adapting it to new and changing needs. Therefore, by adopting strategies and techniques of reconversion and reuse, of re-manufacturing and recycling of construction and demolition waste, of design for disassembly that operate along even unprecedented supply chains and which are accompanied by actions to extend the useful life cycle of materials , components and building systems, as well as product service logic also extended to durable goods such as the housing. These are complex perspectives but considerably interesting, feasible through the activation of adequate and updated skills systems, for a necessary and possible future, precisely starting from the ability – as designers, researchers and teachers in the area of Architectural Technology – to read the space and conceive a project within a system of rationalities, albeit limited, but substantially founded, which qualify the interventions through approaches validated in research and experimental verification. Contrarily to any ineffective academicism, which corresponds in fact to a condition of subordination caused by the hegemonic dynamics at the base of the crisis itself, but also by a loss of authority that derives from the inadequate preparation of the architects. An expropriation that legitimizes the worst ignorance in the government of the territories, cities and artifacts. Education in Architecture, strictly connected to the research from which contents and methods derive, has its central pivot in the project didactic: activity by its nature of a practical and experimental type, applied to specific places and contexts, concrete and material, and characterized by considerable complexity, due to the multiplicity of factors involved. This is what differentiates the construction sector, delegated to territorial and urban transformations, from any other sector. A sector that borrows its knowledge from other production processes, importing technologies and materials. With a complex integration of which the project is charged, for the realization of the buildings, along a succession of phases for corresponding to multiple regulatory and procedural constraints. The knowledge and rationalization of these processes are the basis of the evolution of the design and construction production approaches, as well as merely intuitive logics. These aspects were the subject of in-depth study at the SITdA National Conference on “Producing Project” (Reggio Calabria, 2018), and relaunched in a new perspective by the International Conference “The project in the digital age. Technology, Nature, Culture” scheduled in Naples on the 1st-2nd of July 2021. A reflection that Techne intends to further develop through the sharing of knowledge and scientific debate, selecting topics of great importance, to give voice to a new phase and recalling the practice of design research, in connection with the production context, institutions and social demand. “Inside the Polycrisis. The possible necessary” is the theme of the call we launched for n. 23, to plan the future despite the uncertainties and risks, foreshadowing strategies that support a unavoidable change, also by operating within the dynamics that, for better or for worse, will be triggered by the significant resources committed to the implementation of the Recovery Plan. To envisage systematic actions based on the centrality of a rational programming, of environmentally appropriate design at the architectural, urban and territorial scales, and of a continuous monitoring of the implementation processes. With the commitment also to promote, after each release, a public moment of reflection and critical assessment on the research progresses. NOTES 1 “Osservazioni del Coordinamento delle Associazioni Tecnico-scientifiche per l’Ambiente e il Paesaggio al PNRR”, 2021. 2 EU Guidelines, SWD-2021-12 final, 21.1.2021. 3 For instance, we can consider the 7,000 km of dismissed railways, with related buildings and areas. 4 The two seven-year activities of the Plan (1949-1963) promoted by Amintore Fanfani, Minister of Labor and Social Security at the time, represented both an employment and a social maneuver, which left us the important legacy of neighborhoods that still today they have their own precise identity, testimony of the architectural culture of the Italian twentieth century. But also a «grandiose machine for the housing» (Samonà, 1949), based on a clear institutional and organizational reorganization, with the establishment of a single body (articulated in the plan implementation committee, led by Filiberto Guala, with regulatory functions of disbursement of funds, assignment of tasks and supervision, and in the INA-Casa Management directed by the architect Arnaldo Foschini, then dean of the Faculty of Architecture), which led to the construction of two million rooms for over 350,000 families. See Di Biagi F. (2013), Il Contributo italiano alla storia del Pensiero – Tecnica, Enciclopedia Treccani. 5 From Quaderni of the Centro Studi INA-Casa, to Gescal and in the Eighties to the activity of CER. Complex theme investigated by Fabrizio Schiaffonati in Il progetto della residenza sociale, edited by Raffaella Riva. 6 Ferruccio De Bortoli underlines in Corriere della Sera of 15 May 2021: «The revolution of lifelong learning (which) is no less important for Brussels than the digital or green one. By 2030, at least 60 per cent of the active population will have to participate in training courses every year. It will be said: but 2030 is far away. There’s time. No, because most people have escaped that to achieve this goal, by 2025 – that is, in less than four years – 120 million Europeans will ideally return to school. A kind of great educational vaccination campaign. Day after tomorrow».

Puppet-character as a primary means of expression in puppetry is a self-sufficient medium in both education and training. Thus the puppet-character as a permanent and temporary member of the educational group is highly effective in the educational process of pre-school and primary school levels and is also stimulating, in terms of creativity, for the students – future educators and teachers. The paper summarizes many years of individual experience of a number of educators and teachers, as well as of the students from the Faculty of Education of Zagreb – Department of Petrinja, trained in puppetry. Both for educators and teachers, in their daily work with children, and for students, certain puppet-characters are carriers, and the tellers, of separate and related educational, problem-solving and instructional contents. In this procedure, by educators and teachers previously designed and played puppet plays and etudes serve as the starting point for the problem-educational processes or interdisciplinary natural science and verbal-artistic educational and instructional activities. After an introductory starting point, further educational or problem solving process with a particular content or theme is realised in individual and group work with all members of the educational group. In this process, the topic (content or problem) is introduced in detail, its various aspects are perceived, it is questioned and, finally, an acceptable attitude is investigated and selected, or an acceptable solution, if the topic is related to the eventual problem. A similar process is the one of educational or teaching content, when the course content is presented by a puppet play, and is repeated through individual and group etudes and plays in different variations; also, the adopted level of knowledge, already applied through the medium of puppet-character, is tested and evaluated. The paper analyses the puppet-characters as permanent and temporary members of the educational groups of various kinds. The human characters are Pero – six year old boy, Tip – a security guard, Sonja – a student from abroad and Mara – a milkmaid; animal character is Skakač – the frog and Fairy Mila is a fantastic creature. Those puppet-characters come in different forms: of hand puppets, rod puppets, table puppets or flat puppets.

Contemporary art education has embarked on a path of reform and modernisation in accordance with the requirements of society. Among the current issues of the development of art pedagogy the following ones occupy a prominent place: modernisation of the content of art education, realisation of its educational potential, research of specifics of art-pedagogical diagnostics, problems of implementation of interactive methods. Defining the focus of modern music pedagogy in educational music institutions of Ukraine is relevant to the world trends and has a scientific and practical nature. The analysis of scientific sources leads to the conclusion that music and pedagogical education is a multidimensional system, between the components of which there is a close inseparable relationship. The following tasks were given: to clarify the relation between such concepts as “pedagogy as an art”, “pedagogical practice” and “pedagogy as a science”; to analyse the qualitative and quantitative state of music institutions of Ukraine; consider the features of primary music education and identify changes in higher music education. General scientific methods of idealisation and formalisation allowed to find out how science and art are related in music-pedagogical activity. The method of axiological analysis was used to determine the value of music education, which is aimed to educate a harmonious personality capable to self-realization. The presence of music schools and schools of art in Ukraine according to regions is analysed with the help of the statistical method. There is an urgent need for methodological work aimed at improving the professional level of music education of teachers and the level of their innovative culture and literacy, which is a task for training future music school teachers or music teachers in higher education.