АНОНСИ
Прийом манускриптів до Журналу 2021 р. відкрито Більше
Прийом заявок на участь у Міжнародних наукових конференціях
(PPPMSF-2021, CIES-2021) відкрито Більше

ORIGINAL RESEARCH

Social Identification’s Role for Work and Family Life Balance 

Issimova A. E.1 

 1 National Defense University named after the First President of the Republic of Kazakhstan – Yelbasy,
Kazakhstan

 

Abstract

Background and Aim of Study: The research work considers whether workplace stress had a negative association with university teacher’s family functioning, and if a social identification might a moderator role for this relationship. The aim of the study: to define the social identification’s role for work and family life balance. Material and Methods: The data were collected from participants (university teachers) with the scales (Perceived Stress Scale; Brief Family Relationship scale and The Three-Dimensional Strength of Group Identification scale) of multiple – choice questionnaire. Moderation analysis was conducted by using multiple linear regression analysis. Results: Author concludes that the impact of workplace stress on family functioning is dependent on individual’s social identification level with their family group. It is because the bivariate analysis results showed that workplace stress was a negatively affected to the family functioning (p<0.05). Moderation analysis indicated that the impact of workplace stress on family functioning is dependent on individual’s social identity level with their family members. The interaction between social identification and workplace stress was significant (p<0.05), that means social identification moderated the relationship between workplace stress and family functioning. Workplace stress would not negatively effect on family functioning (p>0.05) that individual’s whose social identification with their family was high. In contrast, lower identification with family had more significant negative impact from workplace stress on their family functioning. Conclusions: Social identification plays a significant effect for individual’s work and family life balance. Individual’s high social identification with their family is an effective coping method with workplace stress and, moderates the relationship between workplace stress and family functioning.

 

 

 

Keywords

workplace stress, family functioning, coping, social identification.

 

 

 

References

Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C., & Dick, R. (2018). How to mobilize social support against workload and burnout: the role of organizational identification. Teaching and Teacher Education69, 154–167. doi:10.1016/j.tate.2017.10.001

Baider, L., Ever-Hadani, P., Goldzweig, G., Wygoda, M. R, & Peretz, T. (2003). Is perceived family support a relevant variable in psychological distress? A sample of prostate and breast cancer couples Journal of Psychosomatic research, 55(5), 453–460. doi:10.1016/s0022-3999(03)00502-6

Barnett, R. C., & Baruch, G. K. (1985). Women’s involvement in multiple roles and psychological distress. Journal Personal Social Psychology, 49(1), 135–145. doi:10.1037//0022-3514.49.1.135

Beck, A. (1984). Cognitive approaches to stress. In R. L. Woolfolk, & P. M. Lehrer (Eds), Principles and Practices of stress management (pp. 255–305). New York: Guilford.

Billings, A., & Moos, R. (1982). Work stress and the stress-buffering roles of work and family resources. Journal of Occupational Behaviour, 3, 215–232. doi:10.1002/job.4030030303

Cameron, J. (2004). A three factor model of social identity. Self and Identity3(3). 239–262. doi:10.1080/13576500444000047

Cohen, S., & Kamarck, T. (1994). A global measure of perceived stress. Journal of Health and Social Behaviour24(4), 385–396.

Ellemers, N., Koetekaas, P., & Ouwerkerl, J. (1999). Self-categorization, commitment to the group and group self-esteem as related but distinct aspects of social identity. European Journal of Social Psychology, 29, 371–389.

Endler, N. S., & Magnusson, D. (1976). Toward an interactional psychology of personality. Psychological Bulletin83(5), 956–974. doi:10.1037/0033-2909.83.5.956

Fok, C. C., Allen, J., Henry, D. & Team, P. A. (2014). The brief family relationship scale: A brief measure of the relationship dimension in family functioning. Sage Journals, 21(1), 67–72. doi:10.1177/1073191111425856

Haslam, S. A, O’Brien, A., Jetten, J., Volmedal, K., & Penna, S. (2005). Taking the strain: social identity, social support and the experience of stress. British Journal Social Psychology, 44(3), 355–370. doi:10.1348/014466605X37468

Haslam, S. A., & Reicher, S. (2006). Stressing the group: Identity and the Unfolding Dynamics of responses to stress. Journal of Applied Psychology, 91(5), 1037–1052. doi:10.1037/0021-9010.91.5.1037

Kiecolt-Glaser, J. K, Malarkey, W. B., Chee, M., Newton, T., Cacioppo, J. T., Mao, H. Y., & Glaser, R. (1993). Negative behavior during marital conflict is associate with immunological down-regulation. Psychosomatic Medicine, 55(5), 395–409. doi:10.1097/00006842-199309000-00001

Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical Education42(6), 572–579. doi:10.1111/j.1365-2923.2008.03091.x

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer Press.

Magnusson, D., & Endler, N. S. (1976). (Eds). Personality at the cross-roads: current issues in interactional psychology. New York: Halsted Press.

Melnyk, Yu. B., & Pypenko, I. S. (2018). Training of future specialists in higher education institutions. International Journal of Science Annals, 1(1-2), 4–11. doi:10.26697/ijsa.2018.1-2.01

Melnyk, Yu., & Stadnik, A. (2018). Mental health of a personality: diagnostics and prevention of mental disorders. International Journal of Education and Science, 1(3-4), 50. doi:10.26697/ijes.2018.3-4.37

Pennebaker, J. W. (1982). The psychology of physical symptoms. New York: Springer-Verlag.

Pleck, J. H. (1985). Working wives/working husbands. Beverly Hills, CA: Sage.

Rosalind, C., Lois, B., & Grace, B. K. (1987). (Eds). Gender and stress. London: Collier Macmillan.

Seiffge-Krenke, I., Aunola, K., & Nurmi, J. (2009). Changes in stress perception and coping during adolescence: The role of situational and personal factors. Child Development80, 259–279. doi:10.1111/j.1467-8624.2008.01258.x

Taifel, H. (1978). Social categorization, social identity and social comparison. In H. Taifel (Ed.), Differentiation between social groups: Studies in the social psychology of ingroup relations (pp. 61–76). London: Academic Press.

Taifel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. Austin, & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–37). California: Brooks/Cole.

Wang, Sh., Repetti, R., & Campos, B. (2011). Job stress and family social behavior: the moderating role of neuroticism. Journal of Occupational Health Psychology, 16(4), 441–456. doi:10.1037/a0025100

Zellars, K. L., & Perrewé, P. L. (2001). Affective personality and the content of emotional social support: Coping in organizations. Journal of Applied Psychology, 86(3), 459–467. doi:10.1037/0021-9010.86.3.459

  

 
 
 
 
 
 
http://doi.org/10.26697/ijsa.2019.1-2.05

 

 

 
 
 

 

Information about the author:

Issimova Ainash Esengeldievna – http://orcid.org/0000-0003-4111-1164; Doctor of Philosophy in Pedagogy, Senior Researcher, National Defense University named after the First President of the Republic of Kazakhstan – Elbasy; Nur-Sultan, Kazakhstan.

 

 

 

Cite this article as 

Issimova, A. E. (2019). Social Identification’s Role for Work and Family Life Balance. International Journal of Science Annals, 2(1-2), 34–39. doi:10.26697/ijsa.2019.1-2.05
 
 

ORIGINAL RESEARCH

Phenomenological Perspective in Researching Immigrant Children’s Experience

Batuchina A.1, Straksiene G.1  

 1 Klaipeda University, Lithuania

 

Abstract

Background and Aim of Study: Migration is a complicated and complex social phenomenon. Arriving in a new country, immigrants find themselves in a strange, unfamiliar environment; simultaneously they may have left behind almost everything that they had in their home country. Such a life event changes the relationship between a person and their things: immigrants lose their connection with the things left behind, while new connections with the things of the host country have yet to be forged. This is a natural process of an adult’s migration. But what is it like for a child? The aim of the study: to reflect the experiences of immigrant children and their changing relationship with things in phenomenological methodology approach. Material and Methods: The article is based on hermeneutic phenomenology, when children migrating is analysed as a phenomenon. In order to investigate such phenomena phenomenology as a research strategy is applied. Its data were collected using several methods. The main method was the unstructured phenomenological interview with children and adults who due to economic reasons left their home country and came to live in another while being children together with their parents (or one of them). Having changed the country, they had also to change schools. Results: Show the uniqueness of the children migration experience and reflects it in the phenomenological matter. Conclusions: Children migration experience is often underestimated from the position of grown-ups, while children view migration differently, as they see things, objects and space around them differently (they see, feel and imagine world in a totally unique manner). That is why children taken out of their usual and normal lifestyle, home space facing totally different world, with strange and unfamiliar things, facing the world of unpredictability, temporality and eternity, fantasy and dreams, where misunderstood, or unnoticed are left alone, even while being surrounded by people.

 

 

 

Keywords

migration, phenomenology, children, qualitative research, things

 

 

 

References

Child Migration Research Network. (n.d.) Migration with families. Retrieved from http://www.childmigration.net/Main_theme_home?selection=Migration_with_families

Dachyshyn, D. M. (2013). Children dwelling in the absence of home. Indo-Pacific Journal of Phenomenology12(1), 1–10.

Europos migracijos tinklas. (2010). Apykaitinė ir laikinoji migracija [Circular and temporary migration]. Retrieved from http://www.iom.lt/images/publikacijos/failai/1427788797_apykaitine_ir_laikinoji_migracija_nacionaline_studija_2011_lt.pdf [in Lithuanian]

Grynberg, C. (2012). Disjunctions and contradictions: An exploration of my childhood migration experience through visual art (Doctoral dissertation). Retrieved from https://researchbank.rmit.edu.au/view/rmit:160307

Heidegger, M. (1971). Building dwelling thinking. In A. Hofstadter (Trans.), Poetry, language, thought (pp. 145–161). New York, NY: Harper & Row.

Kirova, A., & Emme, M. (2008). Fotonovela as a research tool in image-based participatory research with immigrant children. International Journal of Qualitative Methods7(2), 35–57.

Langeveld, M. J. (1984). How does child experience the world of things? Phenomenology and Pedagogy, 2(3), 215–223.

Lee, K. (2005). A traveler’s tale: The experience of study in a foreign language (Unpublished doctoral dissertation). University of Alberta, Edmonton, Canada.

Merleau-Ponty, M. (2004). The World of Perception. Abingdon, Oxon: Routledge.

Merleau-Ponty, M. (2005). Phenomenology of perception. New York, NY: Routledge.

Norris, C. (1990) Stories of paradise what is home when we have left it. Phenomenology + Pedagogy8, 237–244. Retrieved from https://journals.library.ualberta.ca/pandp/index.php/pandp/article/view/15141/11962

Schutz, A. (1945). The stranger: An essay in social psychology. Collected papers II: Studies in Social Theory (pp. 91–105). The Hague: Nijhoff.

Suárez-Orozco, C., Gaytán, F. X., Bang, H. J., Pakes, J., O’Connor, E., & Rhodes, J. (2010). Academic trajectories of newcomer immigrant youth. Developmental Psychology46(3), 602–618.

Van den Berg, J. H. (1972). A different existence: Principles of phenomenological psychopathology. Pittsburgh, PA: Duquesne University Press.

Van Lennep, D. J. (1987). The hotel room. In J. J. Kockelmans (Ed.), Phenomenological Psychology (pp. 209–215). Dordrecht: Springer. doi:10.1007/978-94-009-3589-1_10

Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State University of New York.

Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice1(1), 11–30. Retrieved from https://journals.library.ualberta.ca/pandpr/index.php/pandpr/article/view/19803/15314

Van Manen, M. (2014). Phenomenology of practice. Meaning-Giving Methods in Phenomenological Research and Writing. Walnut Creek, CA: Left Coast Press.

Waters, W. (2015). No return addressIn No Return Address: A Collection of Poems. Kuwait: Pluma Migrant Writers Guild.

Welsh, T. (2013). The child as natural phenomenologist: primal and primary experience in Merleau-Ponty’s psychology. Evanston, IL: Northwestern University Press.

Winning, A. (1990). Homesickness. Phenomenology + Pedagogy8, 245–258. Retrieved from https://journals.library.ualberta.ca/pandp/index.php/pandp/article/view/15139/11960

Winning, A. (1991). The speaking of home. Phenomenology + Pedagogy9, 172–181. Retrieved from https://journals.library.ualberta.ca/pandp/index.php/pandp/article/view/15157/11978

 

 
 
 
 
 
http://doi.org/10.26697/ijsa.2019.1-2.04

 

 

 
 
 

 

Information about the author:

Batuchina Aleksandra – https://orcid.org/0000-0003-0012-9421; Doctor of Philosophy in Education, Lecturer, Center for Social Geography and Regional Studies; Klaipeda University; Klaipeda, Lithuania.

Strakšienė Giedre – https://orcid.org/0000-0001-8533-0276; Doctor of Philosophy in Education, Senior Researcher, Social Change Study Centre; Klaipeda University; Klaipeda, Lithuania.

 

 

 

Cite this article as

Batuchina, A., & Straksiene, G. (2019). Phenomenological Perspective in Researching Immigrant Children’s Experience. International Journal of Science Annals, 2(1-2), 41-42. doi:10.26697/ijsa.2019.1-2.04
 

ORIGINAL RESEARCH

Theoretical Preparation of Future Practical Psychologists in the Conditions of Modern Higher Education for the Applied Analysis of Behavior in Primary School Educational Activity

Tantsura A.S.1, Funtikova O.О.1

 1 Classical Private University, Ukraine

 

Abstract

Background and Aim of Study: At present, there is a great need to define and substantiate the scientific provisions of a holistic system of training the future specialist for the applied analysis of student’s behavior in primary school’s educational activities. In our view, there are not enough theoretical and practical materials to prepare a future psychologist in elementary school. The aim of the study: to substantiate the system of preparation of future practical psychologists for the applied analysis of behavior in primary school educational activity. Material and Methods: In the study, the following general scientific methods were used: analysis, synthesis, comparison, generalization. Results: Theoretical knowledge in the educational psychology and pedagogical disciplines not only influence the thinking of the future specialist to master a logically organized specific class of ideal objects of psychology, their properties, relationships and changes, but also enable the immanent unfolding of the content, as the starting point of the movement of thought in the practical point of motion. Conclusions: Requirements for the content of education of practical psychologists have been updated. Conceptual bases development of self-design of future practical psychologist’s professional activity, creation and substantiation of his personality and definition of basic characteristics of his activity, development of self-realization of personality of psychologist’s practice in professional activity will allow them to successfully carry out the process of preparation of specialist in applied analysis of problems of behavior of elementary school students.

 

 


Keywords

age psychology, general psychology, basics of psychocorrection, pedagogical psychology, social psychology, psychodiagnostics, psychological service

 

 

 

References  

Bihun, N. I. (2011). Sotsialna psykholohiia: navchalno-metodychnyi kompleks dystsypliny [Social psychology: educational-methodical complex of discipline]. Kamianets-Podilskyi: Medobory. [in Ukrainian]

Cabinet of Ministers of Ukraine. (2011, November 23). Postanova “Pro zatverdzhennia Natsionalnoi ramky kvalifikatsii” [Resolution “On Approval of the National qualifications framework”]. Retrieved October 5, 2019, from Verkhovna Rada of Ukraine Web site: https://zakon0.rada.gov.ua/laws/show/1341-2011-%D0%BF [in Ukrainian]

Chepelieva, N. V. (1998). Teoretychne obgruntuvannia modeli osobystosti praktychnoho psykholoha [Theoretical substantiation of the model of personality of the practical psychologist]. Psykholohiia – Psychology, 3, 35–41. [in Ukrainian]

D’jachenko, M. I., & Kandibovich, L. A. (1993). Psihologija vysshej shkoly. [Psychology of higher education]. Minsk. [in Russian]

Dutkevych, T. V., & Savytska, O. V. (2005). Vstup do spetsialnosti: praktychna psykholohiia [Introduction to the specialty: Practical psychology]. Kamianets-Podilskyi: Axiom. [in Ukrainian]

Fagan, Т. К., & Wise, P. S. (1994). School psychology: Past, present, and future. New York: Longman.

Homskij, N., & Miller, Dzh. (1965). Vvedenie v formal’nyj analiz estestvennyh jazykov [Introduction to the formal analysis of natural languages]. Moscow: Mir. [in Russian]

Kyrychuk, O. V. (2002). Prohrama vyvchennia dystsypliny “Vikova ta pedahohichna psykholohiia” [The program of study of the discipline “Age and Pedagogical Psychology”]. Kyiv: IPK DSZU. [in Ukrainian]

Lozova, V. I., & Trotsko, H. V. (2012). Teoretychni osnovy vykhovannia i navchannia [Theoretical foundations of upbringing and learning]. Kharkiv: OVS. [in Ukrainian]

Maksymenko, S. D., & Soloviienko, V. O. (2000). Zahalna psykholohiia [General psychology]. Kyiv: MAUP. [in Ukrainian]

Melnyk, Yu. (2017). Monitoring of formation health culture of schoolchildren. Journal of Physical Education and Sport, 17(4), 2073–2079. doi:10.7752/jpes.2017.s4210

Melnyk, Yu. B. (2013). Psihologija v mezhdisciplinarnom kul’turno-obrazovatel’nom prostranstve [Psychology in an interdisciplinary cultural and educational space]. In A. M. Bolshakova, & Yu. B. Melnyk (Eds.), Aktualni pytannia osvity i nauky – Current Issues of Education and Science (pp. 160–168). Kharkiv: KhOHOKZ. doi:10.26697/9789669726032.2013.160 [in Russian]

Melnyk, Yu. B. (2008). Sotsialno-pedahohichna systema formuvannia kultury zdorovia shkoliariv [Socio-pedagogical system of formation of students’ health culture]. Sotsialna robota v Ukraini: teoriia i praktyka – Social Work in Ukraine: Theory and Practice, 1, 50–56. [in Ukrainian]

Melnyk, Yu. B., Prokopenko Yu. O., & Stadnik, A. V. (2015). Mozhlyvosti pedahohichnoi lohistyky i novi neirobiolohichni pidkhody [Pedagogical logistics capabilities and new neurobiological approaches]. In T. O. Dmytrenko, & Yu. B. Melnyk (Eds.), Aktualni pytannia osvity i nauky – Current Issues of Education and Science (pp. 127–130). Kharkiv: KhOHOKZ. doi:10.26697/9789669726056.2015.127 [in Ukrainian]

Panok, V. H. (2002). Reformuvannia zmistu, form i metodiv pidhotovky praktykuiuchykh psykholohiv yak nahalna vymoha suspilnoi praktyky [Reforming the content, forms and methods of training practicing psychologists as an urgent requirement of public practice]. Kyiv: NikaTsentr. [in Ukrainian]

Pavelkiv, R. V. (2011). Vikova psykholohiia [Age psychology]. Kyiv: Kondor. [in Ukrainian]

Smith, D. (2002). Preparing psychologists for a new world. Monitor on Psychology, 5, 36.

Thomas, A. (1999). School psychology 2000. Communique, 28(2), 28.

Verkhovna Rada of Ukraine. (2014, July 1). Zakon Ukrainy “Pro vyshchu osvitu” [Law of Ukraine “On Higher Education”]. Retrieved October 2, 2019, from Verkhovna Rada of Ukraine Web site: http://zakon4.rada.gov.ua/laws/show/1556-18 [in Ukrainian]

Virna, Zh. P. (2012). Samorealizatsiia osobystosti ta koordynaty sotsialno-psykholohichnoi adaptatsii [Self-realization of personality and coordinates of socio-psychological adaptation]. Khmelnitsky. [in Ukrainian]

  

 
 
 
 
 
http://doi.org/10.26697/ijsa.2019.1-2.03

 

 

 
 
 

 

Information about the author:

Tantsura Anna Sergiyivna – https://orcid.org/0000-0002-3869-9123; Postgraduate Student of the Department of Pedagogy, Classical Private University; Zaporizhzhia, Ukraine.

Funtikova Olha Oleksandrivna – https://orcid.org/0000-0003-4183-3263; Doctor of Pedagogical Sciences; Professor, Department of Pedagogy, Classical Private University; Zaporizhzhia, Ukraine.

 

 
 
Cite this article as
 
Tantsura, A. S., & Funtikova, O. О. (2019). Theoretical Preparation of Future Practical Psychologists in the Conditions of Modern Higher Education for the Applied Analysis of Behavior in Primary School Educational Activity. International Journal of Science Annals, 2(1-2), 20–25. doi:10.26697/ijsa.2019.1-2.03

 

ORIGINAL RESEARCH

Implementation of Interactive Teaching Methods in the Process of Developing Professional-Communicative Proficiency of Future Pilots

Kumpan O. O.1, Kharlamova L. S.1

 1 Flight Academy of National Aviation University, Ukraine

 

 Abstract

Background and Aim of Study: The research deals with the methods of interactive teaching techniques implementation and their effectiveness assessment during professional language training of future pilots. These techniques are not only aimed to improve language proficiency, but ensure professional expertise and its implementation in the future professional activity. The aim of the study: to define professional language proficiency, to determine and describe interactive teaching methods able to facilitate in developing language skills that meet ICAO language proficiency requirements. Material and Methods: The systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation are made. Holistic descriptors and language proficiency assessment scale developed by ICAO are studied. Innovative teaching approaches and methods are studied and implemented. Interactive teaching techniques are implemented and the results are assessed during the training course on Aviation English. Results: Recent studies have proved that methods based on interaction considerably increase students’ motivation, willingness to learn, improve and expedite language skills acquisition and facilitate in their successful implementation in real situations. Conclusions: The demands for language proficiency defined by ICAO are not limited by merely knowledge of a set of grammar rules, vocabulary and ways of pronouncing sounds. It is a complex interaction of that knowledge with a number of skills and abilities, which can be developed through interactive teaching methods.

 

 

 

Keywords 

language proficiency, interactive learning, interactive methods, role play, case study, brainstorming, multimedia learning

 

 

 

References

Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. New York, NY: Continium.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques (2nd ed.). San Francisco: Jossey-Bass.

Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.

Becta. (2003). What the research says about interactive whiteboards. Coventry, UK: British Educational Communications and Technology Agency (Becta).

Blake, M. E., & DeVries, B. A. (2004). Developing speaking skills. Integrating the language art (3rd ed.). Scottsdale, AZ: Holcomb Hathaway Publishers.

Brainstorm. (2019). Cambridge Dictionary. Retrieved August 10, 2019, from https://dictionary.cambridge.org/dictionary/english/brainstorm

Gonzalez, J. (2015, October 15). The big list of class discussion strategies. Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com

Harwood, N. (Ed.). (2010). English language teaching materials. Cambridge University Press.

Hayes, J. R. (1989). The complete problem solver. Hillsdale, NJ: Lawrence Erlbaum Associates.

Jolliffe, L. B. (1991). Industry’s team approach to classroom projects. Journalism Educator, 46(2), 15–24.

Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centered learning: Beyond educational bulimia. Studies in Higher Education, 28(3), 321–334. doi:10.1080/03075070310000113432

Knapen, R. (2018, June 13). Re: 20 interactive teaching activities for in the interactive classroom [Web log message]. Retrieved from https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom

Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press. doi:10.1017/CBO9780511811678

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. In R. E. Mayer (Ed.), Cognitive theory of multimedia learning (pp. 31–48). University of California: Santa Barbara.

McGlynn, A. (2001). Successful beginnings for college teaching. Madison: Atwood.

Melnyk, Yu. (2017) Study of trends of students’ demand for the formation of competences by higher educational institutions. Science and Education, 5, 128–134. doi 10.24195/2414-4665-2017-5-22

Melnyk, Y., & Pypenko, I. (2017). Innovative potential of modern specialist: The essence and content. In Yu. B. Melnyk (Ed.), Psychological and pedagogical problems of modern specialist formation (pp. 9–16.). Warsaw: ANAGRAM; Kharkiv: KRPOCH. doi:10.26697/9789669726094.2017.9

Melnyk, Yu. B., & Pypenko, I. S. (2018). Training of future specialists in higher education institutions. International Journal of Science Annals, 1(1-2), 4–11. doi:10.26697/ijsa.2018.1-2.01

Morrison-Shetlar, A. I., & Marwitz, M. R. (2001). Teaching creatively: Ideas in action. Eden Prairie: Outernet.

Nickolaeva, N. I., & Sopova, A. S. (2015). Formirovanie professionalno-kommunikativnoj kompetentnosti budushhih voennyh letchikov v processe obuchenija aviacionnomu anglijskomu jazyku [Forming of future pilots’ professional-communicative competence in the process of teaching Aviation English]. Molodoi uchenyi – Young scientist, 13(93), 675–678. [in Russian]

Norris, J. M. (2006). The why (and how) of assessing student learning outcomes in college foreign language programs. Modern Language Journal, 90(4), 590–597. doi:10.1111/j.1540-4781.2006.00466_2.x

Pometun, O., & Pirozhenko, L. (2002). Interaktyvni tekhnolohii navchannia: Teoriia, dosvid [Interactive teaching technologies: Theory, experience]: Kyiv: A.P.N. [in Ukrainian]

Pometun, O., & Pirozhenko, L. (2004). Suchasnij urok. Іnteraktivnі tehnologії navchannja [Modern Lesson. Interactive technologies of learning]. Кyiv: Vidavnictvo A. S. K. [in Ukrainian]

Reinders, H., & White, C. (2010). The theory and practice of technology in materials development and task design. In N. Harwood (Ed.), English Language Teaching Materials: Theory and Practice (pp. 58–80.). Cambridge: Cambridge University Press.

Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn and Bacon.

Trace, J., Hudson, T., & Brown, J. D. (2015). An overview of language for specific purposes. In J. Trace, T. Hudson, & J. D. Brown (Ed.), Developing Courses in Languages for Specific Purposes (pp. 1–23). Honolulu: University of Hawaii.

VanGundy, A. (2005). 101 Activities for teaching creativity and problem solving. San Francisco: Pfeiffer.

Veen, W., Lam, I., & Taconis, R. (1998). A virtual workshop as a tool for collaboration: towards a model of telematic learning environments. Computer & Education, 30(1-2), 31–39

Watkins, R. (2005). 75 e-Learning Activities: Making Online Learning Interactive. San Francisco: Pfeiffer.

Widdowson, H. G. (1984). Explorations in applied linguistics 2. Oxford: Oxford University Press.

Yee, K. (2000). Language teaching methods.

Zimnjaja, I. A. (2003). Kljuchevye kompetencii – novaja paradigma rezul’tata obrazovanija [Primary competences – a new paradigm of the education result]. Vysshee obrazovanie segodnja – Higher Education Today, 5, pp. 3–10 [in Russian]

 

 
 
 
 
 
http://doi.org/10.26697/ijsa.2019.1-2.02

 

 

 
 
 

 

Information about the author: 

Kumpan Olena Oleksandrivna – https://orcid.org/0000-0003-0296-7082; Senior Lecturer; Senior Teacher of the Foreign Languages Department; Flight Academy of National Aviation University; Kropyvnytskyi, Ukraine.

Kharlamova Liliia Stepanivna  https://orcid.org/0000-0002-1892-1815; Candidate of Pedagogical Sciences; Associate Professor of Foreign Languages Department; Flight Academy of National Aviation University; Kropyvnytskyi, Ukraine.

 

 

 

Cite this article as 

Kumpan, O. O., & Kharlamova, L. S. (2019). Implementation of Interactive Teaching Methods in the Process of Developing Professional-Communicative Proficiency of Future Pilots. International Journal of Science  Annals, 2(1-2), 12–18. doi:10.26697/ijsa.2019.1-2.02 

 

ORIGINAL RESEARCH

Preparation of Future Specialists of the Social Sphere for the Formation of a Healthy Lifestyle of Pupils in the Professionally-Directed Educational Environment

Kostina V. V.1 

 

 1 H. S. Skovoroda Kharkiv National Pedagogical University, Ukraine

 

Abstract

Background and Aim of Study: Preparing future social pedagogues and social workers for prevention activities with students in general and forming healthy lifestyles in particular is an important task of modern professional education of social specialists. The aim of the study: to determine the effectiveness of the impact of the developed scientific and methodological support of the process of training future specialists in the social sphere to form a healthy lifestyle of students on indicators of their personal and professional potential. Material and Methods: The following complex of theoretical research methods has been used: analysis, comparison, generalization, systematization literature and interpretation of results. Methods of mathematical statistics have been used. The use of the Pearson criterion χ2 in the statistical processing of experimental data in groups E1 and K1 (students of H. S. Skovoroda Kharkiv National Pedagogical University) allowed to determine a significant difference in the readiness of future specialists of the control and experimental groups after the experiment and to prove the effectiveness of the experimental work. Results: The article revealed the components of the process of professional training of future specialists in the social sphere to work on the formation of healthy lifestyles of students, as well as the peculiarities of its organization in the various social institutions that carry out the function of preventing their maladjustment. Conclusions: The analysis of the results of the experimental study on the problem of preparing future specialists in the social sphere to form a healthy lifestyle of pupils allowed to draw the conclusions about efficiency of an experimental study on the formation of health-saving readiness of future social pedagogues and social workers in the conditions of state and non-governmental social institutions of the network of social care institutions affiliated with Higher Education Institutions. 

 

 

 

Keywords 

professional training, future specialists in the social sphere, prevention of maladjustment of students, forming a healthy lifestyle, professionally-oriented educational space, social institutions. 

 

 

 

References 

Fetisova, A. V. (2014). Tehnologiya rabotyi sotsialnogo pedagoga s trudnyimi detmi, imeyuschimi suitsidalnyie naklonnosti [Technology of work of a social teacher with difficult children with suicidal tendencies]. Science Time, 5, 223–224. [in Russian]

Korchova, H. L. (2007). Sotsialno-pedahohichni umovy profilaktyky statevykh deviatsii starshoklasnykiv [Socio-pedagogical conditions of prevention of sexual deviance of high school students]. Kyiv: “Khai-Tek Pres”. [in Ukrainian]

Korotiaiev, B. I., Kurylo, V. S., & Savchenko, S. V. (2010). Pedahohichna filosofiia [Pedagogical philosophy]. Luhansk: Vyd-vo “DZ LNU imeni Tarasa Shevchenka”. [in Ukrainian]

Kostina, V. V. (2017). Pidhotovka maibutnikh sotsialnykh pedahohiv ta sotsialnykh pratsivnykiv do formuvannia zdorovoho sposobu zhyttia uchniv [Preparing future social educators and social workers for shaping a healthy student lifestyle.]. In Yu. D. Boychuk (Ed.). Zahalna teoriia zdorovia ta zdoroviazberezhennia – General Theory of Health and Saving Health (pp. 439–446). Kharkiv: Vyd. Rozhko S. H. [in Ukrainian]

Kostina, V. V. (2018a). Profesiina pidhotovka maibutnikh fakhivtsiv sotsialnoi haluzi do profilaktyky dezadaptatsii uchniv u riznykh sotsialnykh instytutsiiakh [Professional training of future specialists in the social sector to prevent disadaptation of students in various social institutions]. Kharkiv: KhOHOKZ. doi:10.26697/9786177089024.2018 [in Ukrainian]

Kostina, V. V. (2018b). Teoriia ta praktyka vykorystannia etnopedahohichnykh zasobiv u profesiinii pidhotovtsi maibutnikh fakhivtsiv sotsialnoi sfery do profilaktyky dezadaptatsii uchniv [Theory and practice of using ethno-pedagogical means in vocational training of future specialists of social sphere for prevention of students’ maladaptation]. Kharkiv: FOP Mezina. [in Ukrainian]

Kostina, V. V. (2016). Zmist ta osoblyvosti profesiinoi pidhotovky maibutnikh fakhivtsiv sotsialnoi sfery do roboty zi zberezhennia ta zmitsnennia zdorovia dezadaptovanykh ditei ta molodi [Content and features of professional training of future social experts to work on preserving and promoting the health of maladapted children and young people]. In S. Mraz (Ed.), Stan, problemy ta perspektyvy pedahohichnykh doslidzhen i sotsialnoi roboty – Status, problems and prospects of pedagogical research and social work (pp. 120–123). Sladkovichevo: Vysoka scola Danubius. [in Ukrainian]

Kyrychenko, V. I., & Kovhanych, H. H. (2009). Vykhovnyi prostir: sutnist i tekhnolohiia stvorennia [Educational space: the essence and technology of creation]. Post metodyka (Preventyvne vykhovannia) – Post Methods (Preventive Education), 2, 7–15. [in Ukrainian]

Lodkina, T. V. (2009). Sotsialnaya pedagogika. Zaschita semi i detstva [Social pedagogy. Family and Child Protection]. Moscow: Izdatelskiy tsentr “Akademiya”. [in Russian]

Malykhina, T. P. (2012). Poperedzhennia amoralnykh vchynkiv pidlitkiv [Prevention of immoral acts of adolescents]. Berdiansk: BDPU. [in Ukrainian]

Melnyk, Yu. (2017). Monitoring of formation health culture of schoolchildren. Journal of Physical Education and Sport, 17(4), 2073–2079. doi:10.7752/jpes.2017.s4210

Melnyk, Yu. (2019). The influence of educational, physical cultural and healthy work on the formation of the health culture of master’s students. Journal of Physical Education and Sport, 19(1), 219–226. doi:10.7752/jpes.2019.s1033

Melnyk, Yu. B., & Pypenko, I. S. (2018). Training of future specialists in higher education institutions. International Journal of Science Annals, 1(1-2), 4–11. doi:10.26697/ijsa.2018.1-2.01

Orzhekhovska, V. (2009). Suchasni problemy dytiachoi bezdohliadnosti v Ukraini ta shliakhy yikh vyrishennia. PostMetodyka (Preventyvne vykhovannia) – PostMethods (Preventive Education), 2(86), 5–7. [in Ukrainian]

Panchenko, S. P. (2013). Profilaktyka zhorstokoho povodzhennia z ditmy [Prevention of child abuse: guidelines for social educators and social workers]. Hlukhiv: RVV HNPU im. O. Dovzhenka. [in Ukrainian]

Predborskaja, I. (Ed.). (2006). Filosofski abrysy suchasnoi osvity [Philosophical outlines of modern education]. Sumy: VTD “Universytetska knyha”. [in Ukrainian]

Pykhtina, N. P., & Novhorodskyi, R. H. (2007). Profilaktyka ta sotsialno-pedahohichna robota z ditmy deviantnoi povedinky [Prevention and social and pedagogical work with children of deviant behavior]. Nizhyn: Vydavnytstvo NDU imeni M. Hoholia. [in Ukrainian]

Ternovets, M. (2013). Systema profilaktyky sotsialnoho syritstva v diialnosti sotsialnoho pedahoha [System of prevention of social orphanage in activity of the social teacher]. Sotsialna pedahohika: teoriia ta praktyka – Social Pedagogy: Theory and Practice, 4, 48–57. [in Ukrainian] 

 

 
 
 
 
 
http://doi.org/10.26697/ijsa.2019.1-2.01

 

 

 
 
 

 

Information about the author:

Kostina Valentyna Viktorivna – https://orcid.org/0000-0003-2410-7497; Doctor of Pedagogical Sciences, Associate Professor, Associate Professor of Department of Social Work and Social Pedagogy; H. S. Skovoroda Kharkiv National Pedagogical University; Kharkiv, Ukraine. 

 

 

 

Cite this article as:  

Kostina, V. V. (2019). Preparation of Future Specialists of the Social Sphere for the Formation of a Healthy Lifestyle of Pupils in the Professionally-Directed Educational Environment. International Journal of Science Annals, 2(1-2), 5–11. doi:10.26697/ijsa.2019.1-2.01
 
Лицензия Creative Commons
The articles, book reviews and other published items are licensed under a Creative Commons "Attribution" 4.0 Worldwide
The content of the website and its design are the property of the IJSA and the KRPOCH Publishing. Copying and borrowing the content of the website in English or any other language is expressly prohibited. All Rights Reserved.