DSpace Зібрання:http://dspace.tnpu.edu.ua/handle/123456789/83662026-04-04T16:52:45Z2026-04-04T16:52:45ZПідготовка вчителів історії до навчання учнів з порушеннями інтелектуального розвитку в умовах інклюзивної освітиВасилак, Ольга СтепанівнаVasylak, O. S.http://dspace.tnpu.edu.ua/handle/123456789/373692025-10-29T14:06:57Z2025-01-01T00:00:00ZНазва: Підготовка вчителів історії до навчання учнів з порушеннями інтелектуального розвитку в умовах інклюзивної освіти
Автори: Василак, Ольга Степанівна; Vasylak, O. S.
Опис: Захист відбувся : 27 жовтня 2025 р. об 11:00 год, 24 аудиторія (головний корпус)2025-01-01T00:00:00ZФормування особистісної готовності майбутніх педагогів до діалогізації освітнього процесуВінничук, Мирослава ВікторівнаVinnychuk, M. V.http://dspace.tnpu.edu.ua/handle/123456789/370242025-09-08T07:47:52Z2025-01-01T00:00:00ZНазва: Формування особистісної готовності майбутніх педагогів до діалогізації освітнього процесу
Автори: Вінничук, Мирослава Вікторівна; Vinnychuk, M. V.
Короткий огляд (реферат): The thesis is devoted to the theoretical justification, empirical study, and practical resolution of the problem of formation of the personal readiness of future teachers for the dialogization of the educational process. The relevance of the study is determined by the urgent need to align the Ukrainian education with the principles of humanization and humanitarization, in particular, toward the development of the pedagogical interaction based on the respect to a personality, empathy, trust, and shared meaning-making. In times of wars and humanitarian crises, education is supposed both to transmit knowledge and be a space for inner growth, responsible decision-making, and resilience. The educational process has to be transformed into a dialogical space where knowledge gains meaning through the authentic interpersonal interaction, reflection, and empathic involvement, as dialogue4as a humanistic technology and a mode of being in interaction4ensures the development of participants' potential, subjectivity, and mutual trust. This necessitates the study and the development of the future teachers9 readiness for dialogization as a foundation of their professional competence.
Опис: Захист відбувся : 01 серпня 2025 р. об 11:00 год, 24 аудиторія (головний корпус)2025-01-01T00:00:00ZТеорія і методика фахової підготовки перекладачів на засадах локалізації.Головацька, Юлія БогданівнаHolovatska, Yu. B.http://dspace.tnpu.edu.ua/handle/123456789/367832025-07-28T07:46:40Z2025-01-01T00:00:00ZНазва: Теорія і методика фахової підготовки перекладачів на засадах локалізації.
Автори: Головацька, Юлія Богданівна; Holovatska, Yu. B.
Короткий огляд (реферат): У дисертації обґрунтовано концепцію підготовки майбутніх перекладачів на засадах локалізації, проаналізовано актуальні тенденції розвитку системи вищої
лінгвістичної освіти, досліджено специфіку підготовки майбутніх перекладачів у
закладах вищої освіти за кордоном у сучасних умовах цифрового суспільства,
схарактеризовано методологічні підвалини фахової підготовки майбутніх
перекладачів на засадах локалізації, конкретизовано структуру готовності майбутніх
перекладачів до локалізації та визначено діагностичний інструментарій для
перевірки її сформованості. Розроблено, обґрунтовано та експериментально
перевірено дієвість педагогічної системи фахової підготовки майбутніх
перекладачів на засадах локалізації. Виокремлено й обґрунтовано педагогічні умови,
які сприяють ефективній імплементації запропонованої системи в освітній процес.; In the process of research, the defining trends of the development of higher
linguistic education that exist in the world educational environment were revealed, which
focus on updating, fundamental and contextual orientation of its content.
Employing a comparative analysis, the training programs of the leading European
schools for the training of future translators were compared and it was established that
they have a lot in common in the approaches to the organization of the educational process
and in the selection of the training content.
Based on the analysis of the trends in the development of the modern language
industry, it is summarized that localization is not a monolithic translation practice. It has
been determined that localization integrates several different sub-processes and involves
the use of some translation strategies, which ensure the best perception of the text in the
recipient culture.
The professional training of prospective translators, which focuses on localization,
is structured around four layers of methodological foundations: philosophical, general
scientific, particular scientific, and methodical and technological.
The components, criteria are specified in relations to the field of localization, as well
as the extent to which future translators are able to independently analyze and subject the
studied material to reasoned criticism; the instrumental criterion is used to assess the level
of development of abilities, skills and competences that are significant for the
implementation of effective professional mediation activities during the localization of
various products for representatives of various socio-cultural groups, as well as the
formation of students’ skills in performing typical professionally oriented tasks; the
personal criterion involves the assessment of personal productivity and effectiveness of
quasi-professional and educational and professional activities of future translators; deep
reflection of one’s own educational and professional experience), indicators and a level
scale of formation of readiness of future translators for localization is characterized.
The systematization of the conceptual provisions of the study made it possible to
project a holistic concept of professional training of future translators on the basis of
localization, which consists of the following elements: general provisions, categoricaldefinitive field, theoretical-methodological principles, core, limits of application of the
concept. The concept is interpreted at four conceptual levels – theoretical, methodological,
methodical, and technological and within three innovative pedagogical constructs –
sociocultural, epistemological and methodological, methodical and practical.
Systematic professional training of future translators based on localization was
ensured in various areas of development of higher linguistic education and implemented
within three innovative pedagogical constructs - sociocultural, epistemologicalmethodological, methodological-practical.
The structural-functional model of the system of professional training of future
translators based on localization reflects the sequence of the transition of the researched
process from theoretical study to the achievement of the predicted result and takes into account the influence of pedagogical conditions (updating the potential of traditional,
innovative and digital technologies of linguistic education for immersing students in a
motivational and value environment for the formation of readiness to localization; the use
of formative assessment to systematize, generalize, and structure the professional
knowledge of future translators, necessary for the organization of an effective localization
process; systematic implementation of digital technologies to create a contextual and
quasi-professional training space for future translators based on localization in higher
education institutions; directing future translators to continuous self-education activities
based on tutor support) on the announced process.
The methodical directions of using digital technologies for the training of future
translators based on localization are summarized and methodical recommendations for the
training of future translators based on localization in the era of digital technologies are
given.
Опис: Захист відбувся 7 липня 2025 року об 11:00 годині на засіданні
спеціалізованої вченої ради з присудження наукового ступеня доктора наук
Д 58.053.01 Тернопільського національного педагогічного університету імені
Володимира Гнатюка (24 аудиторія (другий поверх головного корпусу), вул.
М. Кривоноса, 2, м. Тернопіль, 46027). Із дисертацією можна ознайомитися на офіційному сайті
http:/www.tnpu.edu.ua та в науковій бібліотеці Тернопільського національного
педагогічного університету імені Володимира Гнатюка за адресою: 46027,
м. Тернопіль, вул. М. Кривоноса, 2.2025-01-01T00:00:00ZФормування пізнавальної активності старших дошкільників засобами настільних ігорРуденський, Р. Є.Rudenskyi, R. Ye.http://dspace.tnpu.edu.ua/handle/123456789/365622025-06-24T10:40:02Z2025-01-01T00:00:00ZНазва: Формування пізнавальної активності старших дошкільників засобами настільних ігор
Автори: Руденський, Р. Є.; Rudenskyi, R. Ye.
Короткий огляд (реферат): The relevance of the study is due to the current state of development of scientific
fields, the technologization of human life, rapid and barrier-free access to a significant
amount of information for preschool children, which determines the need to form
adequate ways of its awareness and comprehension, general methods of cognitive
activity. The older preschool age 3 6-7 years of children's life - is of great importance
in the formation of the cognitive sphere of the individual. In this context, it is important
to master all key competencies by the end of preschool childhood, which are formed
through the expression of the child's activity in all specifically childhood activities,
including educational and cognitive, play, children's experimentation, and others. On
the other hand, its formation determines the organic process of preschool maturity at
this age and the formation of intellectual readiness of older preschoolers for the
conditions of systematic education in primary school. In this aspect, the problem is
exacerbated by the unjustified desire of children's parents to prioritize the mastery of
the subject content of the basics of science, which does not indicate the optimal overall
mental development of senior preschoolers' cognitive activity. Thus, the high level of formation of cognitive activity of senior preschoolers,
through playful activities, is recognized as one of the priority tasks of preschool
education, as evidenced by the strong public and state interest in meeting the
requirements for ensuring the quality of its formation in the modern educational
process of preschool education institutions.
The importance of this problem is reinforced by the lack of integrity of its
generalization in scientific works, which is due to several contradictions:
− between the intensive use of board games in organizing the life of older
preschoolers outside the preschool education institution and the lack of proper
scientific and methodological support for their use in the educational process. − between the social request of parents for the formation of intellectual and
cognitive readiness of children aged 6-7 years for school and age-related limitations of
mental capabilities of their cognitive development.
− between the cognitive potential of modern board games and the general trend of
reducing games.
Therefore, the formation of cognitive activity of senior preschoolers is a
complex problem that requires an integrated approach to its solution.
The scientific novelty and theoretical significance of the study is that for the first
time:
3 the pedagogical conditions for the formation of cognitive activity of older
preschoolers using board games (creation of a variable cell of board games for
independent joint game activity according to the rules; enrichment of the cognitive
content of board games; ensuring the acquisition of cognitive experience by older
preschoolers in various types and forms of educational and cognitive activities) are
substantiated and experimentally tested.
3 the process of implementation of pedagogical conditions for the formation of
cognitive activity of older preschoolers using board games is modelled, which includes
the following compositional constructs: goal and result, stages of implementation of
pedagogical conditions (organization and preparing → design of pedagogical
conditions → experimental implementation → diagnostics, interpretation and
correction, etc.), types of pedagogical experiment (search, stating, formative, control),
coordinated with the stages of implementation of pedagogical conditions and types of
connections between them;
3 the essence and structure of board games is defined - the generalized specific
sphere of people's life environment, reflected in the game plot and rules (game
content), coded by a single conventional graphic plan and constituting a complete game
set.
3 the cognitive activity of older preschoolers is characterized as a type of general
social activity in cognition of the personality of a child of 6(7) years of age, which is
formed in various types of activities, enriched, complicated by them and passes from a lesser to a higher quality level in the form of real (functioning) and potential
(situational).
The study clarifies the essence of the concepts of «cognitive activity of
personality», «cognitive behaviour», «types» and «species» of cognitive activity of
older preschoolers’; groups of board games are specified, their essential characteristics
and advantages for the cognitive development of older preschoolers are characterized.
The practical significance is that methodological materials for educators
(protocols of pedagogical observations, questionnaires of parents and educators,
information materials for parental consultations), adapted and author's board games,
methods of organizing their collective production and conduct in senior preschool
groups, etc. have been developed and implemented in the practice of preschool
education institutions. The results of the study are reflected in the content of the
textbook «Fundamentals of Preschool Pedagogy» for applicants for the first
(bachelor's) level of higher education (co-authored with O. Pysarchuk) and are used in
the system of professional training of future educators of preschool education, in
particular, at the Faculty of Social Sciences and Humanities of the West Ukrainian
National University and in postgraduate pedagogical education at the Centre for
Postgraduate Education of Ternopil Volodymyr Hnatiuk National Pedagogical
University (as the part of the professional development programmes for pedagogical
and scientific-pedagogical staff «Modern Approaches to the Methods of Organising
Preschool Children's Play Activities» and for pedagogical staff of preschool education
institutions «Innovative Approaches to Implementing STREAM-education for
Preschool Children»).
The study involved older preschoolers 3 children of 6-7 years of age from
preschool education institutions: preschool education institutions (nursery school)
№ 32 and № 109 of Lviv City Council, Popelnykivsky preschool education institution
«Sonechko» of Sniatyn City Council (Kolomyia district, Ivano-Frankivsk region),
preschool education institution № 1 «Romashka» of general development of
Khrystynivka City Council (Cherkasy region), Ternopil preschool education
institutions (nursery school) № 12 of Ternopil City Council. In total, the study covered 249 preschoolers (children aged 6-7 years), 58 educators of educational institutions in
Ternopil, Lviv, Ivano-Frankivsk and Cherkasy regions, as well as 230 parents of older
preschoolers.
The baseline state of the formation of cognitive activity in older preschoolers
using board games was determined at the statement stage. The questionnaire survey of
teachers and parents revealed the difficulties associated with the use of board games
for the development of cognitive activity of older preschoolers: low variability of board
games in the conditions of preschool education; difficulties with the choice and
counselling of parents on the choice and organization of board games for senior
preschoolers; lack of methodological support for the formation of ideas about the
events and phenomena of the surrounding reality that are reflected in the board game;
arrangement of the board game centre in the senior preschool group; low number or
absence of entertaining and board games to develop imagination, creativity and
fantasy, familiarization with the social environment, etc.
At the formative stage of the experiment, the pedagogical conditions for the
formation of older preschoolers' cognitive activity using board games were
implemented. An integrated approach to their implementation involved the
coordinated use of methods, techniques and forms of work with older preschoolers in
experimental training.
At the control stage, the state of formation of older preschoolers' cognitive
activity using board games was diagnosed to refute or confirm the hypothesis about
the effectiveness of the implementation of pedagogical conditions. The diagnostic tools
identical in form and orientation were used in natural conditions, which ensured the
reliability of the results.
The data of the formative and control stages of the experiment are analysed and
interpreted, which indicate a positive dynamic of the formation of cognitive activity of
older preschoolers using board games in the experimental group In the control group,
insignificant changes are noticeable with significantly lower indicators.
The results of the experimental study confirmed the general hypothesis of the
research: the level of cognitive activity of older preschoolers will increase if the following pedagogical conditions are introduced into the educational process: creation
of a variable board game unit for independent joint game activity according to the
rules; enrichment of the cognitive content of board games; ensuring the acquisition of
cognitive experience by older preschoolers in various types and forms of educational
and cognitive activity.
Опис: Захист відбувся : 23 червня 2025 р. о 10:00 год, 24 аудиторія (головний корпус)2025-01-01T00:00:00Z