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The Academy of Management and Administration in Opole The Academy of Management and Administration in Opole THE SYSTEM OF MANAGEMENT AND PECULIARITIES OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF PEDAGOGUES IN CONDITIONS OF A MULTICULTURAL ENVIRONMENT AND EUROPEAN INTEGRATION Monograph Edited by Yaroslav Syvokhop Tadeusz Pokusa Opole 2020 ISBN 978 – 83 – 66567 – 19 – 1 The System of Management and Peculiarities of Continuous Professional Development of Pedagogues in Conditions of a Multicultural Environment and European Integration. Monograph. Editors: Yaroslav Syvokhop, Tadeusz Pokusa. Opole: The Academy of Management and Administration in Opole, 2020; ISBN 978- 83-66567-19-1; pp.242, illus., tabs., bibls. Editorial Office: The Academy of Management and Administration in Opole 45-085 Poland, Opole, 18 Niedziałkowskiego Str. tel. 77 402-19-00/01 E-mail: [email protected] Reviewers prof. dr hab. Marian Duczmal doc. Ing. Stanislav Filip, PhD. (Slovakia) doc. Ing. Tetyana Nestorenko, PhD. (Ukraine) Editorial Board Maria Bayanovska (Ukraine), Renáta Bernátová (Slovakia), Wojciech Duczmal, Tetiana Grabovska (Ukraine), Oksana Ivats (Ukraine), Borys Kachur (Ukraine), Józef Kaczmarek senior, Lidija Khodanich (Ukraine), Vasyl Khymynets (Ukraine), Viktor Oros (Ukraine), Tadeusz Pokusa, Jadwiga Ratajczak, Dariusz Rogowicz, Yaroslav Syvokhop (Ukraine), Sławomir Śliwa Publishing House: The Academy of Management and Administration in Opole 45-085 Poland, Opole, 18 Niedziałkowskiego Str. tel. 77 402-19-00/01 Authors are responsible for content of the materials. © Authors of articles, 2020 © Publishing House WSZiA, 2020 CONTENT PREFACE 5 Section 1. GENESIS OF EDUCATION AND CULTURE OF HISTORICAL TRANSCARPATHIA………………………………….……. 10 1.1 Temporal Educational Transformations……………………………….….. 10 1.2 The Influence of Christianity on the Education of Historical Transcarpathia………………………………………………………….….. 15 1.3 Educational and Cultural Transformations of Transcarpathia in XX century……………………………………………………….……... 20 1.4 Formation of the National System of Education…………………….……. 32 1.5 Cultural and Educational Changes in the Context of European Education Area………………………………………………………………….…….. 44 Section 2. SOCIALIZATION AND PSYCHOLOGICAL ASPECTS OF THE EDUCATIONAL PROCESS…………………………………….……... 51 Educational Constants of Children’s Literature: an Attempt 2.1 to Systematize……………………………………………………….……... 51 2.2 Polycultural Environment: Social Aspect of Research……………….…… 58 Ensuring the Socizlization of the Young Generation in the Policultural 2.3 Space of Zakarpattia through the Prism of the Present and the Past….…… 65 2.4 Psychological Features of Time Perception by a Human…………….……. 76 Priority Directions of Work of Psychological Service of Educational 2.5 System of the Transcarpathian Region……………………………….……. 83 Competence of a School Psychologist and its Formation in Ukraine 2.6 and Europe (Comparative Aspect)……………………………………….... 94 Section 3. IMPROVEMENT OF GENERAL AND PROFESSIONAL COMPETENCIES OF TEACHERS……………………………………….… 103 Formation of Spirituality of the Individual in the Process of 3.1 Transformation of Society……………………………………………….… 103 Formation of Civic Competencies of Teachers in the System of 3.2 Continuous Education……………………………………………….…….. 109 Readiness of Pedagogical Employees for Information and Management 3.3 Activity Taking into Account the Level of Digital Competence……….…. 115 The Role of Innovative Learning Technologies in the Formation of Key 3.4 Competencies of Educators…………………………………………….….. 128 3.5 Animalistics as a Worldview Idea in the Fine Arts of Transkarpatia….….. 136 3 Section 4. POSTGRADUATE EDUCATION IN THE SYSTEM OF CONTINUOUS EDUCATION: EUROPEAN CONTEXT…………….…… 144 Theoretical Foundations of the Process of Forming a Socio-Psychological 4.1 Climate among the Staff of an Educational Institution……………….…… 144 Innovative Humanistic and Competence Paradigm of Continuous 4.2 Education in the Context of European Education Area……………….…... 150 Peculiarities of Organization of Innovative Scientific and Methodological 4.3 Work in Educational Institutions…………………………………….…….. 160 Key Determinants of Professional Development of Teachers 4.4 in the Conditions of Decentralization………………………………….…... 165 The Peculiarities of Continuous Professional Development of Teachers 4.5 in the Conditions of Postgraduate Pedagogical Education…………….…... 171 Peculiarities of Formation of Information and Communicative 4.6 Competence of a Teacher as a Component of Professional Development.... 177 Electronic and Trialogical Education in the System of Postgraduate 4.7 Education of Teachers………………………………………………….….. 183 Section 5. PRIMARY EDUCATION AND INCLUSIVE EDUCATION IN THE SYSTEM OF EUROPEAN VALUES………………………….…... 190 Organization of Educational Process in the Rural School with a Small 5.1 Number of Students………………………………………………….…….. 190 Formation of the System of Values Orientations of Children 5.2 with Intellectual Disorders in the Conditions of Socio-Pedagogical Support……………………………………………………………………... 199 Scientific and Methodological Principles of Forming Critical Thinking of 5.3 Elementary School Students in the Context of the European Education Area………………………………………………………………………… 212 The Role of Resource Centres to Support Inclusive Education 5.4 in the Formation of Inclusive Competence of Teachers in the System of Postgraduate Education……………………………………………………. 221 ANNOTATION………………………………………………………………… 230 ABOUT THE AUTHORS……………………………………………………... 239 4 PREFACE Geographical location and historical events assigned our region the role of a transitional bridge between East and West, which has left the mark on the language, culture, religion, traditions, customs, and rituals of the local population. Trade routes between Northern and Southern, Eastern and Western Europe intersected on the territory of Transcarpathia, here the economic interests of many countries, the concepts of Eastern European politics collided, various religious, cultural, educational and everyday influences intersected. Over the centuries, representatives of different nations have settled on the territory of historical Transcarpathia and, as a result, a unique multiethnic and multicultural environment has been formed. The population of the region was one of the first in the territory of modern Ukraine to assimilate the Cyrillic alphabet, then from the beginning of the XI century education and the official communication was dominated by Latin, which was later substituted by German, and after that it was replaced by Hungarian for a long time. The local population, despite these multi-vector and long-lasting factors, did not dissolve in space and time, it always considered itself a part of Eastern Slavs. This process was primarily facilitated by religion, culture and education. Our, on the one hand, centuries-old, and on the other – long-suffering history, including the development of writing and education in Transcarpathia, has not yet been properly studied, and some cultural and educational processes have not yet been properly assessed. At the same time, the topic of the development of education, the influence of various aspects and factors on multicultural Transcarpathia has attracted the attention of many researchers. Over the last two hundred years, several dozen major and smaller works have been published, covering these issues from different political and religious perspectives. Among the most famous researchers of the Austro-Hungarian period, first of all we should mention the Hungarian and Austrian scholars I. Biedermann, D. Korniš, L. Otzel and others, who interpreted the educational history of the region from pro- government positions. From their point of view, the education of historical Transcarpathia in the period from the XI to the beginning of the XX century, its achievements and accomplishments were attributable to the progressive Hungarian power policy towards, as they wrote, Ugro-Russans. The works of these researchers idealize the attitude of the Hungarian and Austrian authorities to the local population and its educational needs, even arguing that Hungarian influence on education and schooling (the famous reform of "Ratio educationis" at the end of the XVIII century, the reform of 1868, Apponi law of 1907) are aimed at the benefit of local population, 5 its socio-economic development and the accelerated entry of Ruthenians into the developed European community. Among the Czechoslovak researchers of the history of the development of education in Transcarpathia should be mentioned O. Klim, J. Nechas. J. Khmelarzh, J. Peshin, F. Stoyan, D. Richard, who in their publications emphasize the significant cultural underdevelopment, poverty and prevailing illiteracy among the local population of Subcarpathian Rus’ during the period of Hungary and Austria-Hungary. From their point of view, all the main educational achievements of the Ruthenians of Subcarpathian region are closely connected with Czechoslovakia. These researchers idealize the policy of the Czechoslovak Republic on the peculiarities of the development of education in this historical period and completely ignore the issue of Czechization of schooling, including the reluctance of the authorities to open a university in Uzhgorod. Slavists of Russia of the end of XIX – the beginning of XX century O. Aristov, V. Ponomarev and especially O. Petrov worked fruitfully in the field of studying the history of education of Subcarpathian Rus’. In particular, O. Petrov published works "Materials for the History of Hungarian Rus’", "Old Religion and Union in the XVII- XVIII centuries", "Old Printed Church
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