http://dspace.tnpu.edu.ua/handle/123456789/11 2026-06-02T07:15:40Z http://dspace.tnpu.edu.ua/handle/123456789/40948 Назва: Теорія та практика формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки Автори: Кравчина, Тетяна Володимирівна Короткий огляд (реферат): У дисертації обґрунтовано концепцію формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки. З’ясовано сутність, конкретизовано структуру педагогічної рефлексії здобувачів вищої освіти соціономічного профілю та розроблено діагностичний інструментарій для визначення рівня її сформованості. Змодельовано та експериментально перевірено дієвість системи формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки. Виокремлено й обґрунтовано організаційно-педагогічні умови, які сприяють ефективній реалізації запропонованої системи в освітній процес іншомовної підготовки здобувачів освіти соціономічного профілю. Розроблено навчально-методичне забезпечення системи формування педагогічної рефлексії здобувачів вищої освіти соціономічного профілю у процесі іншомовної підготовки.; The dissertation study theoretically substantiates and experimentally verifies the system for developing pedagogical reflection of higher education students of socionomic profile in the process of foreign language training. The essence of the phenomenon of reflection as a multidimensional formation, considered from philosophical, psychological and pedagogical positions and combining cognitive, communicative, cooperative and personal aspects, is revealed. The multifunctional nature of reflection, which is implemented through value-meaning, motivational-stimulating, regulatory and transformative functions, is determined. The content of the concept of "pedagogical reflection", which is interpreted as an integrative characteristic of the personality, covering the cognitive, emotional and activity components of self-knowledge and ensuring the integrity of professional development, is specified. The expediency of its formation for future socionomic specialists, whose professional activity is carried out in the context of interaction with people and involves consulting, support, facilitation and social support, is substantiated. The main characteristics of pedagogical reflection (depth, criticality, flexibility, tolerance, communicative plasticity, responsibility) and its mechanisms (reflective output, intentionality, categorization, schematization, objectification of experience) that ensure awareness, analysis and correction of professional activity are determined. An analysis of foreign language training of higher education students of socionomic profile in foreign practice is carried out, which is represented by individual-analytical (oriented to self-knowledge and comprehension of professional experience) and activity-game (aimed at modeling real situations of professional interaction) strategies. It is proven that their combination contributes to the development of reflective thinking, self-regulation and increasing the effectiveness of professional training. The regulatory and legal support for the training of higher education students of socionomic profile is analyzed, which confirms the presence of a complex of competencies related to the reflective, communicative, analytical and ethical components of professional activity. This highlights the need to integrate pedagogical reflection into the process of foreign language training as an important component of professional competence. According to the results of the empirical study, it has been established that the pedagogical reflection of practicing specialists in the social sphere is mainly fragmentary in nature and has an insufficient level of systematicity, which justifies the need to create a holistic system of its formation in the process of professional training. The structure of pedagogical reflection has identified components (motivational, content-activity, effective), criteria (motivational-semantic, cognitive-procedural, reflective-emotional) and indicators that allow assessing the dynamics of its development. The study has developed the author's concept of the formation of pedagogical reflection, which includes methodological, theoretical and technological concepts. The methodological concept is based on a combination of leading approaches (subject-activity, personal-activity, reflective-activity, communicative, competence, system, Gestalt approach) and relevant principles. The theoretical concept reveals the essence and structure of the process of forming pedagogical reflection, and the technological concept determines the stages, means and conditions of its implementation. The system for developing pedagogical reflection of higher education students of socionomic profile in the process of foreign language training, which has a block structure (methodological-target, content, operational-procedural and evaluation-result blocks), is substantiated and experimentally tested. The system was implemented in stages (reflective-evaluation, stage of activating personal meaning, activity) in the process of studying the discipline "Foreign Language (English)", as well as through the implementation of a complex of trainings and reflective practicum. The effectiveness of organizational and pedagogical conditions is proven, in particular the use of interactive technologies, the organization of dialogue interaction in a multi-subject educational environment and the creation of a reflective and developmental educational space. Forms (reflective discussion, polylogue, training, methodological workshop), methods (role-playing and expressive games) and innovative technologies (“team learning”, project technology, web quest, language portfolio, case method, tandem technology) are tested, which ensure the integration of theoretical and practical training, the development of communicative competence and reflective thinking. The results of the pedagogical experiment have confirmed the effectiveness of the developed system, which is manifested in the positive dynamics of the development of pedagogical reflection of higher education students of socionomic profile, an increase in their level of awareness, ability for self-analysis, self-regulation and professional self-development. Опис: Захист відбувся 29 травня 2026 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. 2026-04-28T00:00:00Z http://dspace.tnpu.edu.ua/handle/123456789/40941 Назва: Теорія та практика підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій Автори: Борисова, Світлана Володимирівна Короткий огляд (реферат): У дисертації обґрунтовано теоретико-методичні засади підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій у ЗВО в умовах цифрової трансформації. Уточнено особливості професійної діяльності графічного дизайнера як змістового орієнтира фахової підготовки майбутніх графічних дизайнерів. Запропоновано концепцію підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій та окреслено її методологічні, теоретичні, технологічні та практичні засади. Визначено структуру готовності майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій, виокремлено її компоненти, критерії, показники та рівні сформованості, розроблено діагностувальний інструментарій для її оцінювання. Розроблено та обґрунтовано систему підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій, виокремлено організаційно-педагогічні умови ефективного функціонування означеної системи. Експериментально перевірено ефективність розробленої структурно-функціональної моделі системи підготовки майбутніх графічних дизайнерів до проєктування об’єктів дизайну засобами цифрових технологій.; This thesis develops and scientifically substantiates a pedagogical system for training future graphic designers in Ukrainian higher education institutions to design objects using digital technologies. The research addresses the critical gap between rapid digitalization in graphic design and outdated educational approaches, responding to creative industry dynamics, labor market digitalization, expanding professional responsibilities, and increasingly complex visual communication requirements. The study synthesizes general training trends and specific guidelines in graphic design education, including content modernization aligned with professional changes, expanded professional responsibilities, strengthened practical components, and active digital technology implementation. Analysis of stakeholder needs through industry reports, vacancy analysis, and input from employers, specialists, and teachers establishes requirements for early-career graphic designers, providing a foundation for curriculum modernization. The categorical framework defines key concepts including training, professional preparation, design objects, digital technologies, and competencies. The author proposes an original interpretation of "readiness" as an integral characteristic combining digital design and technical competence, enabling designers to effectively apply digital skills throughout the complete design cycle. The theoretical-methodological foundation comprises two approach complexes: those addressing professional training content (stakeholder-based, systemic, transnational, competency-based, integrative, practice-oriented) and those specifically targeting digital design training (systemic, competency-based, frame-based, creative, personality-oriented, practice-oriented). Professional principles of graphic design activity – visualization, communication, functionality, aestheticization, emotionality, creativity – are integrated into the educational context as internal regulations for training content and technologies. The research establishes that designing objects using digital technologies constitutes the core of professional graphic design activity, requiring systematic attention to expanding design object nomenclature, evolving digital tools, and transforming visual communication formats. Ignoring these changes creates a gap between educational and professional spaces. Effective training must systematically analyze digital technology capabilities and implement them pedagogically to ensure practice-oriented learning, skill transfer, and project activities within an integrated educational environment. The author's concept encompasses systematized scientific knowledge including initial provisions, goals, objectives, principles, and methodological, theoretical, technological, and practical components. Implementation prerequisites and limitations – particularly insufficient institutional support and uneven digital resource access – are specified. Readiness components are identified (personal, cognitive-professional, activity, creative-professional, self-gnostic) with corresponding criteria (motivational-value, cognitive, operational-activity, integrative-creative, analytical-reflective), indicators, and formation levels (initial, average, sufficient, high). A diagnostic toolkit, including an original methodology assessing digital design skills, idea generation, design stages understanding, motivation, and self-regulation, enables comprehensive readiness evaluation. The proposed pedagogical system is structured as a holistic, multi-level entity with five interconnected components: target, methodological-conceptual, structural-content, technological-processual, and diagnostic-resultative. The structural-functional model of the system is designed, which contains interconnected blocks: influencing factors, target, methodological-conceptual, structural-content, technological-processual, organizational-pedagogical conditions, diagnostic, effective. The target block reflects the strategic goal and specifies the tasks of the training system. The methodological and conceptual block accumulates a set of scientific approaches to the training of future graphic designers, its principles, and conceptual provisions that ensure the methodological integrity of the specified system. The structural and content block reflects the logic of constructing the content of the training, the relationship of theoretical, practical, and design components, the integration of an adapted system of design objects, a complex of digital technologies into educational components, and the interdisciplinary nature of the training of future graphic designers. The technological and procedural block represents a set of forms of formal and informal education, methods, techniques, and means of learning with an emphasis on design activities, the use of digital platforms that reproduce the logic of the professional activity of a graphic designer. The diagnostic block ensures the measurability of the levels of formation of the specified readiness thanks to the defined criteria, indicators and levels, identifying ways to increase its level. The resulting block is represented by the predicted result of the implementation of the training system – the formed readiness of future graphic designers to design objects using digital technologies. Four organizational-pedagogical conditions support system implementation: creating an integrated educational environment with systematic modernization; coordinating educational component relationships; ensuring digital technology transfer and integration for skill development; and involving students in practice-oriented design activities during digital technology mastery. The feasibility of applying diverse organizational forms (lectures, practical classes, webinars, independent work, informal education elements), methods (frame method, projects, case study, portfolio, self-analysis), and learning tools (digital platforms, software, multimedia resources, electronic materials) for phased readiness formation is substantiated. The results of a pedagogical experiment on the implementation of the author's system of training for graphic designers, which lasted from 2019 to 2025 and covered 443 higher education students, are presented. The experiment was conducted in three stages and was aimed at testing the research hypothesis. Experimental testing of the effectiveness of the proposed system, conducted in higher education institutions, demonstrated statistically significant positive changes in the levels of readiness of future graphic designers to design objects using digital technologies, which confirmed the effectiveness of the proposed system. Опис: Захист відбувся 28 травня 2026 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. 2026-04-27T00:00:00Z http://dspace.tnpu.edu.ua/handle/123456789/36784 Назва: Теорія і методика фахової підготовки перекладачів на засадах локалізації. Автори: Головацька, Юлія Богданівна 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. 2025-06-06T00:00:00Z http://dspace.tnpu.edu.ua/handle/123456789/35619 Назва: Теоретичні та методичні засади забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації Автори: Невзоров, Роман Вікторович Короткий огляд (реферат): У дисертації обґрунтовано теоретичні та методичні засади фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, яка охоплює методологічний, теоретичний, технологічний рівні. Розроблено й експериментально перевірено педагогічну систему забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, що спрямована на формування сукупності когнітивного, діяльнісного, операційного, мотиваційно-вольового, фізичного, психофізіологічного компонентів готовності майбутніх пілотів тактичної авіації до бойових польотів. Змістовим ядром запропонованої педагогічної системи є організаційно-педагогічні умови забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, які спрямовані на формування, в умовах льотного ВВНЗ комплексу структурованих і педагогічно спроєктованих повітряно-тактичних якостей, що впливають на успішність підготовки та виконання бойових польотів. Розроблено й обґрунтовано структурну модель педагогічної системи забезпечення якості фахової підготовки до бойових польотів майбутніх пілотів тактичної авіації, яка містить цільовий, змістовий, організаційно-методологічний і результативний блоки та демонструє організований набір необхідних складових освітнього процесу у ВВНЗ.; The concept of “professional training of future tactical aviation pilots” should be understood as a structured set of tactical-theoretical, tactical-practical educational components and courses, along with specialized simulator, physical, and psychophysiological training. This serves as the foundational component of professional preparation for military pilots in military higher education institutions and is aimed at developing specialized air tactical competencies and professional readiness for combat missions. From a pedagogical perspective, this training is regarded as a social system. The research examined its developmental trends and approaches to its pedagogical structuring in the current context. First, the technical adequacy of the national military aviation fleet for modern combat missions (flights) and the resulting need for continual enhancement of tactical techniques and military management processes constitute the general conditions for the functioning and development of this training system. Second, the use of up-to-date organizational and directive documents to reflect the realities of military aggression and advancements in enemy aviation technology is necessary. Failing to incorporate these realities perpetuates the use of outdated didactic approaches in domestic military higher education institutions. Third, there is a noticeable imbalance in the selection criteria for candidates in military aviation, with a focus on adequate physical and psychological parameters but lower academic standards, which negatively impacts the overall quality of flight tactical training. Through an etymological, semantic, and content analysis of key definitions of “technology” and “pedagogical technology,” and their derivatives, along with the genesis of the technological approach in education and pedagogy, the study highlighted the essence of modern pedagogical technologies as didactic tools. The technological approach is considered the most productive and promising for professional training in technically complex and high-risk professions. In terms of ground training for future tactical aviation pilots, simulator training technologies and information-computer technologies are seen as optimal in methodological, procedural, and content terms. Pedagogical support for the quality of professional training for combat missions of future tactical aviation pilots was developed. This support system, implemented in higher military educational institutions, is viewed as an innovative pedagogical subsystem (pedagogical system of ensuring the quality of professional training for combat flights of future tactical aviation pilots, the content core of which is organizational and pedagogical conditions and a structural model of the pedagogical system of ensuring the quality of professional training for combat flights of future tactical aviation pilots) within the framework of higher military education. The author proposes an approach wherein the content of professional readiness for future tactical aviation pilots involves cultivating a set of structured, pedagogically designed air-tactical qualities (theoretical, practical, psychological, physical, and psychophysiological) within aviation higher education institutions. These qualities correspond to components of professional readiness: cognitive, activity-based, operational, motivational-volitional, physical, and psychophysiological. The essence and content of each component are defined, along with a system of criteria, indicators, levels, and assessment measures. The organizational and methodological support for the quality of training future tactical aviation pilots for combat missions in military institutions included the development of a specialized course, “Psychological and pedagogical features of professional readiness for combat flights of future tactical aviation pilots,” aligned with the author’s pedagogical system. To test the author’s pedagogical system, a structural model of the pedagogical system of ensuring the quality of professional training for combat flights of future tactical aviation pilots was developed. This model consists of four core blocks (target, content, organizational-methodological, and performance), creating a structured set of conditions and factors within the educational process in military institutions. This model, considering available resources, optimally provides the necessary level of professional knowledge, skills, and competencies for cadets. An experimental study was conducted to assess the effectiveness of the pedagogical system in ensuring the quality of professional training for combat missions among future tactical aviation pilots. According to the primary qualimetric data, significant qualitative changes were observed in the intellectual structure of cadets in the experimental group. This included an increase in spatial reasoning abilities, essential for military pilots, demonstrating the corrective impact of the implemented pedagogical system. Furthermore, a positive trend was observed in the ratio of cadets with high to medium intelligence levels. Following the formative stage of the study, a tangible dynamics of improvement in the qualities of training and combat flight performance was revealed: the proportion of cadets with a high level of performance of training tasks in modelling, planning and performing combat flights and cadets whose level of formation of indicators of operational and activity components was determined as sufficient increased significantly; there were no cadets with insufficient levels of training. Additionally, significant improvements were noted in the motivational and volitional aspects of the readiness criteria for combat missions. The development of physical and psychophysiological qualities directly relevant to combat flight conditions also improved, highlighting the effectiveness of the implemented pedagogical system. Опис: Захист відбувся 28 березня 2025 року об 11 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: вул. М. Кривоноса, 2, м. Тернопіль, 46027. 2025-02-26T00:00:00Z