HISTORICAL ASPECT OF FORMATION AND DEVELOPMENT OF PARTNERSHIP PEDAGOGY

In the article, the periodization of the formation and development of partnership pedagogy has been based on socio-pedagogical prerequisites, clarifying the contribution of prominent philosophers, educator-innovators in the development of theoretical, methodological, and technological aspects of partnership pedagogy. The author divides the formation and development of the pedagogy of partnership into two periods: the preparatory and the development of the ideas of partnership pedagogy.The chronological framework of the preparatory period – from antiquity (V century BC) to the 80s of the XX century has been determined. There are two stages within the preparatory period: the first stage – from antiquity (V century BC) to the 50s of the twentieth century, the second stage – the 50–80s of the twentieth century. It has been established that within the first stage, the studied phenomenon is not the object of purposeful holistic study it appeals to it are spontaneous and unsystematic, knowledge about it is scanty and contradictory. The second stage of the preparatory period (the '50s – the mid-'80s of the twentieth century) has been characterized by a systematic study of certain aspects of the problem, the emergence of theories and concepts of cooperation pedagogy, which in the future form the basis of partnership pedagogy, help determine its formation and development.The peculiarities of the second period of the partnership pedagogy development (from 1986 to the present) have been clarified. Two stages of this period are distinguished by the author: the first – from 1986 to 2016, the second – from 2016 to the present. The first stage begins with the signing by the teachers-innovators of the Manifesto “Pedagogy of Cooperation” (1986) and has been characterized by a thorough scientific study, design of ways and means of development of the cooperation pedagogy. Since 2016, when the Concept of the New Ukrainian School has been adopted, the second stage of the second period of formation of partnership pedagogy begins. The concept of “partnership pedagogy” has been transferred from the world view to the normative plane; research is actively carried out, and ideas of partnership pedagogy are developed. Keywords: partnership pedagogy; cooperation pedagogy; philosophical thought; humanism; teachers-innovators; New Ukrainian School; periodization; formation and development.

STUDYING THE PROCESSES OF MEDIA PEDAGOGY DEVELOPMENT IN SECONDARY SCHOOLS OF KAZAKHSTAN

The article presents the results of a sociological study of the development of media education in secondary schools of the Republic of Kazakhstan. The authors note that in modern conditions, media literacy plays an essential role in the education system. Such important objects of media pedagogy research as: clip thinking of schoolchildren, the influence of gadgets on the learning process, media socialization, cybersecurity, distorted reality, manipulation of public consciousness become topical issues. These processes have an impact on the younger generation and their parents, and, therefore, requires study. The study was conducted as part of a sociological survey of subjects of the educational process – students, their parents and teachers, with a sample of 16,357 respondents, including students – 4,860, parents – 7,919, teachers – 3,578 people. The study of the processes of media pedagogy development has shown that there is a need to ensure not only the success of students ' socialization, but also the development of media literacy, ensuring cybersecurity, the use of psychological and pedagogical support for students, as well as the use of digital resources of the educational environment for self-realization and further professional self-determination. The development of media pedagogy ensures the successful social development of the individual in modern conditions.

FEATURES OF THE OLYMPIAD IN MATHEMATICS IN THE FRAMEWORK OF NETWORK INTERACTION OF EDUCATIONAL ORGANIZATIONS

The article presents the features of the organization and conduct of the Olympiad work in mathematics based on the network interaction of various educational organizations. The network interaction of educational organizations in the article is considered as a complex mechanism for centralizing educational resources, contributing to the active involvement of several educational organizations at once in a single educational process, overcoming the considerable territorial remoteness of various educational organizations. There are small educational organizations that have limited material, technical, methodological and human resources for organizing and conducting, on the basis of creating a unified information and educational environment, various events, in particular Olympiads. Each educational organization included in a single network has access to all its aggregate resources and thereby increases its own teaching and educational potential, and students receive a wide range of educational services, due to which each of them can build their own individual educational route. The article also discusses the main directions of organizing and holding the Olympiad in mathematics based on the network interaction of educational organizations of different levels using TRIZ pedagogy (theory of inventive problem solving), LEGO pedagogy (development and formation of the student's personality based on design technology, or modeling). As the main tasks of organizing mathematics olympiads based on the technology of network interaction of educational organizations, the article discusses: increasing students' interest in mathematical disciplines, the formation of creative thinking, the development of the ability to solve non-standard problems, the dissemination of experience in using innovative models of organizing and holding mathematics olympiads. popularization of the Olympiad work among students and teachers of educational organizations of the Republic of North Ossetia-Alania.

Competencies of the present-day Graphic Designer: A document analysis of online job ads in Ghana

This study sought to provide an overview of the competencies required by employers in advertising for graphic design position in relation to inter-active design in Ghana. This was done in the context of the dynamism of graphic design profession with current technological advances. Both thematic and content analysis were used to analyse online job adver-tisements collected within eight months to determine the patterns and frequencies of occurrence of specific requirements for the job position relating to graphic design. This was to better understand employers’ expectations from the graphic designer in terms of designing for interac-tivity and the implications for graphic design pedagogy. Findings from the study revealed that, traditional graphic designers in Ghana will now have to acquire skills in interactive design and competencies associated with them. These include among others, responsive design, problem-solving, coding skill, software skills, creativity, CMS tools, project management and personal characteristics. Beyond these, request for skills in coding, knowl-edge in responsive design, knowledge in content management system tools, software skills and teamwork are the most frequently expected skills from the present day graphic designer. We end the paper by suggesting how our study could trigger graphic design pedagogy development.

Modern Trends of Engineering Pedagogy Development

The article is devoted to modern trends of engineering pedagogy development that are global due to the processes of globalization and internationalization of higher technical education. The tendencies of engineering pedagogy development as a pedagogical science are connected with the key pedagogy concepts of teaching aims, content, forms, technologies, and aids. The trends of development are determined by the necessity to overcome the contradiction between fast changes in the sphere of engineering activities and certain conservatism, lag effect typical for engineering education system. At present, there are several general trends. Fast changes of modern society require regular analysis of social needs, specification and updating of engineering education aims, which takes place in the conditions of changeability and uncertainty and are more and more based on prediction. New forms of engineers’ training appear in order to overcome the gap between the requirements of engineers’ activities and the results of their education, and they are organized by joint efforts of universities, researchers, industry and business. New technologies of education involving the latest achievements in science, techniques and technologies are being developed and introduced in the educational process. Regular changes in educational process make the engineering education system to some extent unstable and unbalanced, and this trend may be expected to intensify. In order to correspond to the situation and to develop new technical teachers’ competences, various specialized diversified courses are offered to meet specific requirements of particular target groups.

In between Language Teaching Methods: Do We Need (to Know About) Methods at All?

In this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post-communicative methods. We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore. This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition.

Academic Performance Analysis of Information Technology Students in Higher Education Institutions

This research is conducted to analyse the factors that may affect the academic performance of students in the MCA (Masters in Computer Application) course in Delhi, India. MCA is a three year post graduate programme in Computer Application. This work will help to better understand the factors that commonly affect the performance of students in academics and also will contribute to the pedagogy development of educational institutes. The seven factors that have been considered for the analysis arethe Faculty, time management, interest of students,placements, difficulty of course, sources of study and extra efforts by students. The hypothesis has been developed to establish the relationship between the independent variables which are the seven factors and the dependent variable which is the academic performance. The research is conducted on the data collected from the students through questionnaire and we have chosen to use convenience sampling to conduct this study. The data thus collected is tested using the multiple linear regression model as multiple factors have been considered. The result of the analysis indicate that the Faculty, time management, interest of students, placements, difficulty of course, sources of study and extra efforts by students have a positive effect on the academic performance of the students. Measuring the academic performance of the student is a difficult task as it cannot be measured quantitatively. In most of the cases the student performances are also affected by various environmental, socio-economic and psychological factors. These factors also need to be considered while assessing the academic performance of the students. Still the factors incorporated in this study give a considerable result regarding their influence on the academic performance of the students. The results of the research can be useful for various academic institutions to formulate the educational pedagogy that can accommodate the most influential factors for better academic performance of the students.

Modern Types of Historiographic Sources in Pedagogy

The article deals with modern types of sources in pedagogical historiography. Studying sources is an integral part of any science. Taking into account that pedagogical historiography considers pedagogy development and pedagogical views of scholars, it is very important to trace recent trends in educational thought. But epochs are changing, and nowadays this process is very fast, so, new types of sources are appearing. Thus, it is relevant to explore these sources. Therefore, the purpose of the paper is to study modern types of sources in pedagogical historiography. The tasks are: to find out, distinguish and describe innovative types in pedagogical historiography sources in comparison with traditional ones; to deliberate the classification of the mentioned phenomena. Such research methods as analysis and synthesis in historiography, source studies, historiography and pedagogical source studies were used. The results of the problem study allowed drawing the following conclusions. Both modern and traditional sources can be divided into types, families and kinds. Two of three types of pedagogical historiography sources (namely oral and written) have their reflection in modern means of storage and transition information. Modern kinds of oral sources can be represented by oral scientists’ reports, speeches in debates, discussions of educational issues, on-line pedagogical conferences and webinars etc. However, some of them can exist in traditional forms too (they are scientists’ speeches; consultations of scholars; discussions of educational issues). All traditional families of written sources in pedagogical historiography (namely narrative, didactic and documentary ones) have their reflection in modern means of storage and transition information. All kinds of written sources can be found both in traditional and modern forms, the exception is blogs. All varieties of sources have important but not the same meaning for pedagogical historiography. The conditional classification of modern pedagogical historiography sources was deliberated and presented in the article.