Перегляд за Автор "Petryk, Kristina"

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  • Ескіз
    Документ
    Modern systems of foreign language teaching in primary school : Silabus of the academic discipline 2023-2024, Educational and professional program: Primary education. English language
    (BSPU, 2023) Petryk, Kristina
    Course objective and subject: training of a professionally competent teacher capable of carrying out educational activities in the conditions of the New Ukrainian School and formation of future teachers' foreign language communicative competence, in particular its component that ensures readiness to implement the language and literary educational field (foreign language education) in primary school and general secondary education.
  • Ескіз
    Документ
    Quasi-professional educational environment in the professional training of future teachers
    (Anadolu University, 2023-04) Alieksieieva, Hanna; Petukhova, Liubov; Nesterenko, Maryna; Petryk, Kristina; Bernatova, Renata
    During the distance education process caused by COVID-19, students do not have sufficient opportunity to do pedagogical practice, which requires strengthening their practice-oriented component of learning in other forms. This article substantiates the relevance of quasi-professional educational environment in the system of professional training of future teachers, which implies the creating conditions at the university as close as possible to the realities of the teacher’s work. The conditions which allowed to improve the graduates’ readiness to do their professional duties were developed and experimentally proven. The peculiarities of quasi-professional tasks based on imitation of real work situations, where student has no rules or samples for the completing, are revealed. In this way, they independently develop ossible models for their behavior in similar situations, based on theoretical and methodological knowledge and skills. The effectiveness of the author’s system of quasi-professional tasks aimed at the development of students’ pedagogical thinking and their mastery of the experience of modeling lessons is presented and examined. They are represented by three groups: didactic, methodological and technological, each of which has a specific purpose. It allows to cover all the spheres of professional development of higher education students: motivational, cognitive-operational and reflexive.
  • Ескіз
    Документ
    Redefining higher education: innovation, inclusion, and sustainable development during wartime
    (TECHNOLOGY CENTER PC, 2024-10) Tsybuliak, Natalia; Lopatina, Hanna; Popova, Anastasiia; Bohdanov, Ihor; Sychikova, Yana; Glazkova, Iryna; Khatuntseva, Svitlana; Nesterenko, Maryna; Hurenko, Olha; Mytsyk, Hanna; Petryk, Kristina; Kovachov, Serhii; Kurylo, Olha; Kryvylova, Olena; Aleksandrova, Hanna; Bohdanova, Maryna; Shulzhenko, Anzhelika; Rula, Nataliya
    This monograph presents an in-depth study of how universities are leveraging their role as key players in achieving the Sustainable Development Goals. It begins with the context of Ukraine, namely the impact of the war on academic potential, an analysis of a wide range of socio-economic, socio-psychological, professional and personal challenges that arose during the war. To overcome these challenges, a roadmap for systemic reforms and the development of a sustainable institutional ecosystem is proposed based on the triple helix model, which combines people-centric and infrastructural strategies. The following narrative builds on this foundation, exploring the theme of inclusiveness and accessibility in education. In particular, it examines how Ukrainian higher education institutions implemented adaptive strategies during the ongoing war to create a barrier-free environment, thus ensuring full participation of all students and pedagogical staff. The monograph then moves on to a detailed discussion of the integration of STEM education, emphasizing its vital role in national revitalization and alignment with the global sustainable development goals. This chapter shows how STEM education can be a powerful catalyst for societal transformation, equipping students with the skills they need to meet current and future challenges. In addition, the text delves into the specialized field of nanotechnology education, advocating the synergy of education, science, and values. This innovative approach reconciles technological progress with ethical standards and sustainable practice, marking it as a new paradigm for training a highly skilled and responsible professional. Ultimately, the themes are synthesized through the harmonization of institutional culture, values, university development strategies and the Sustainable Development Goals. The case study of Berdyansk State Pedagogical University, which adopted the "University without walls" model during the war, shows how the introduction of core values into the university's mission can contribute to the development of a sustainable institutional ecosystem and more global motives in the development of communities and society. Overall, the monograph not only outlines the challenges Ukrainian higher education faced during the war, but also highlights innovative responses and the critical role these institutions play in promoting sustainable development. It aims to provide a roadmap for other educational institutions, demonstrating that even in times of crisis, higher education can and should be a beacon of hope and progress, a key driver in promoting sustainable development.