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Austrian Journal of Humanities and Social Sciences 1-2 (2017)"^^« Pedagogy
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- ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online) -
UDC 373.3.011.3-051:005.336.2-027:165.43-043.86:378.046-021.68(045)
DOI: http://dx.doi.org/10.20534/AJH-17-1.2-28-35
O. V. Varetska 1
1 Public Educational Institution "Zaporizhzhia Regional Institute of Post Graduate Pedagogical Education" Zaporizhzhia Regional Council, Zaporizhzhya, Ukraine
THE OPERATIONAL COMPONENT OF PRIMARY SCHOOL TEACHER'S SOCIAL COMPETENCE: CRITERIA, INDICATORS AND DEVELOPMENT LEVELS IN THE SYSTEM OF POSTGRADUATE PEDAGOGICAL EDUCATION
Abstract
Objective: to substantiate and to develop the content, criteria, indicators and development levels of the operational component of primary school teacher's social competence, to choose research methods, to identify and describe the changes that occurred in the process of postgraduate pedagodical education.
Methods: diagnostic methods — theoretical (analysis, synthesis, induction, deduction, comparison, generalization, abstraction, classification, systematic approach); sociological (questionnaires, expert polls); socio-pedagogical methods (teaching observation and experiment); mathematical, statistical (method of averaging, paired comparisons, correlation analysis) and general research methods (analysis of literature, state nomenclature documents; modeling, method of terminological analysis, method of definitions).
Results: the paper substantiates the content of operational component of primary school teacher's social competence, gives broad and generalized description of its criteria (facility and success in solution of social problems and tasks for children and teaching staff), indicators (describe the ability to solve social problems of children and teaching staff), and development levels (high, sufficient, medium, and low). The selected diagnostic methods helped to identify the development level of the component under study, describe the changes that occurred in its development in postgraduate pedagogical education, contributed to the effective reliability of our characteristics of the development process in the system of postgraduate pedagogical education (SPPE), facilitated achieving the goal of our reseach.
Scientific novelty: the article deals with the content of operational component in the improved structure of primary school teacher's social competence; it specifies the criteria, indicators and development levels of primary school teacher's social competence in SPPE, taking into account the peculiarities of socio-professional activities; questionnaires have been worked out and the validity of the scientific and technological system of complex sustained development of the operating component in the above mentioned competence in postgraduate pedagogical education has been experimentally tested.
Practical importance: main provisions and conclusions of the article can be used in research and teaching, they provide foundation for further research on the formation of future teacher's social competence in particular.
Keywords: social competence; primary school teacher; operational component; criteria; indicators; development levels.
INTRODUCTION
Social challenges caused by transformational processes at the levels of states and the world are reflected on education sector as well, influencing the development of each individual, putting forward new requirements to the latter. Government officials and scientists are concerned about the danger of «junk class» [9] emergence in the future, they emphasize on the fact that any education today suggests learning huge amounts of information
without taking into account the vital individual needs of students or the possibility of application of this knowledge in their everyday life, school curricula priorities are aimed at students' transformation into «reservoirs of knowledge», «experts» in each subject, with great amount of knowledge which most of them will never need in life or be «amateurs» in the subjects which are a part of their life. This problem is of vital importance for Ukraine. Therefore, the Concept of a new Ukrainian
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school focuses on social competence (effective teamwork abilities, abilities to prevent and resolve conflicts, reach compromises) in the list of ten competencies; among the nine key components of the new Ukrainian school concept ofutmost importance is pedagogy based on collaboration of teachers, children and parents; five sectors contain pedagogy of partnership [10].
Taking into account sustainable primary school reformation for the past 5-7 years and younger school student's sensitive age the role of primary school teacher is growing. The teacher as an individual and a professional lays foundation for the development of a spiritually rich, socially oriented, mobile, competent person with social expertise, who can handle with problems occurring in different the social environment. So, any teacher, first of all, must be socially competent. However, we can state that currently, in academic and scientific-pedagogical literature there are no criterion or level tools for the evaluation of the development of primary school teacher's social competence.
RESULTS
The results of the analysis of scientific literature allow us to conclude that social competence of personality is interpreted in the context of various approaches, in particular cognitive — through the body of social knowledge (H. Ayzenk, O. Bodaliov, S. Kostomski, O. Dzhon, N. Kentor, V. Kunitsyna, and others), activity and behaviour-based approach, defined as adequacy and activity relevance based on social interaction skills and behavioral scripts (D. Vorontsov, R. Zobov, V. Kelasiev, V. Kunitsyna, Ye. Munitz, H. Parfenov and others), individual social responsibility considered as the importance of the motivational component and personal qualities for effective action in the standard and non-standard situations (D. Vorontsov, I. Zarubinska, M. Lukianova, and others); adaptive, seen as certain capacity for adaptation, cooperation and control over situation (A. Mudryk, P. Boichuk, N. Borbych, V. Kunitsyna, and others); so-ciocommunicative, which stands for effective interaction with the environment in everyday life (N. Doctorovych, S. Ostapenko, and others).
Basic categories in the formulation of the multidimensional concept of «social competence» are the following: ability, capacity, personal qualities, social knowledge and skills, competencies, social roles, interaction with social environment, self-development, self-realization, social intelligence, and etc. Such basic categories result from the involvement of social competence into all
spheres of life and its umbrella structure, in which, in our opinion, social component is understood as a sbstainable personality orientation on interaction and cooperation for harmonious, fair accommodation of interests that penetrate into all spheres of activity, and is represented as individualization, individual form of appropriation by a personality a variety of social relations.
The structure of primary school teacher's social competence in our research is presented by motivational and axiological, cognitive, activity, operational, personal and professional, and reflexive components. It requires the characteristics of the specific socio-professional activity of a primary school teacher taking into account the functions of social competence and the assessment of the results of its development.
We emphasize on the fact that the issues of criteria elaboration, indicators, levels, their application in the solution of problems of the development of primary school teacher's social competence are undercharacterized. Given that many criteria are not linked, not related to a single typological group and their detail and definition is a topic of scientific debate, obtained experimental results are quite difficult to draw together into a single system despite the fact that they are made in one direction. Therefore, the development of appropriate tools, in our case is based on theoretical grounds and methodological approaches from various areas of general pedagogy, theory and methods of professional education.
Let's note that criteria for the development of primary school teacher's social competence reflect general essential features which make it possible to differenci-ate, define and describe. They express a higher level of abstraction, are the ideal samples for comparison with the real characteristics of the phenomenon. Their totality completely covers all essential characteristics. For "measurement" of the development process, determining the impact of symptoms, we are developing the most detailed criteria that contain fine units of measurement (indicators) [1; 2; 3], and are the indicators the assessment is based on.
The issue of the link between criterion and indicator was covered in some scientific publications, because the criterion is expressed through indicator. The measurement demonstrates the development of the criterion and is fixed by the figures obtained as a result. It can be used to assess the quality of the development of a specific component of social competence, namely operational component under appropriate pedagogical conditions.
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Defining the indicators we kept up to the following requirements: clarity of indicators content, measurability; consistency, which provides the most complete characterization of social competence of the individual; efficiency, flexibility, the ability to reflect possible changes.
The concept of "level" in scientific literature is interpreted as a degree of manifestation and implementation of a specific criterion or indicator; it is represented by a system of motives, knowledge, and practical skills, personal and special abilities, including the capacity for reflection, which reflect their characteristic features.
Thus, the criteria, indicators and levels are those indicators on the basis of which the development of the components of primary school teacher's social competence can be defined and assessed. This definition is closely connected with the diagnostic methods used in the study, covers the content of social competences specified among the functional responsibilities of the teacher regarding his socio-professional activities. Thus, in the outlined and described system of indicators in the development of primary school teacher's social competence there are main six groups, each of which represents one of the components.
Given the fact that the volume of the article does not allow to cover the criteria, indicators and the levels of each component from the above mentioned structure, we are focusing on the extended operational characteristics of the component.
We point out that operation and technology (praxi-ological) component is reflected in the 12% of research structures (out of 33 surveyed), which mainly relate to social competence of individual (M. Ardzhil, I. Chernou-sov, S. Goncharov) [11; 4; 5], the identity of pupils (S. Ukurova) [6, P. 122]. This fact can be explained by the potential of active component (38%) and relevant understanding of its content. Therefore, we believe that operational component is to be placed in the centre of attention to enable teachers to organize socially-oriented cognitive and educational activity of younger students effectively.
Indicators of technological procedures in the development of the operating component reflect the ability of the teacher to solve social problems, problems of children and pedagogical staff in general educational institutions (GEI) (forecast of social activities objectives in professional environment, constructive resolution of social problems in professional activities, socialization tasks, education and personal development of younger
pupils; organization and management of the process of solving social problems in professional activity; organization of social activities of the diagnostic basis in GEI; the implementation of socially-oriented methodological and communicative functions and the implementation of pedagogical reflection).
Conventionally, all the criteria system for the assessment of social competence can be devided into two groups, the first of which gives an opportunity to see the manifestation of social knowledge, relevant behavior, actions and feelings of the teacher in the external form of manifestation (judgment, performance, action, assessment, etc.). The second group has no external manifestation. It integrates inner social motives, social beliefs, plans, and teacher's aims.
The indicators of the development ofprimary school teacher's social competence in SPPE are defined as combination of qualitative and quantitative reflection of certain properties of this process which can vary (the quality index is defined by its essence through six-com-ponental social competence structure).
The signs (criteria) of operational component is facility and effectiveness in social problems solution, problems of children and pedagogical staff in GEI: forecast of social activities in professional environment, constructive resolution of social problems in their professional activities, the tasks of socialization, education and personal development of younger pupils; organization and management of this process; organization of social work on diagnostic basis in GEI; implementation of socially-oriented, methodical, communicative functions, implementation of pedagogical reflection.
Let's focus on the extended characteristics of the criterion-level assessment tools of the development of operational component of primary school teacher's social competence in SPPE. The rates of such development characterize the teacher's ability to solve social problems in children groups and among teaching staff of GEI. This ability can be defined as the ability: - to establish a hierarchy, to form a «tree of goals », to clarify socially meaningful goals of professional activity, to specify them as individual objectives in socio-educational activities; to form on the basis of objectives a sustainable program of control and diagnostic activities in micro — and macrocommunities; to carry out certain actions to define diagnostic strategies in social environment;
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- to use a variety of teaching sources of information, process and systematize received socio-pedagogical and socio-psychological information with subsequent determination of the directions and correction content;
- to outline the contents of training and social activities, that is, to possess appropriate skills of selection, organization of training and social information; to design and define the structure, content, and technology of social activities by means ofpedagogical and methodological tools; to organize psycho-social support in the process of personal development;
- to choose the optimal solution of methodical tasks as the potential for solving problems of social activities; to determine the direction and content of instructional activities in solving social problems; the strategy and tactics of socio-pedagogical support at all levels of interaction;
- to develop a mechanism of innovation in socio-pedagogical work; to choose the forms and means of organization of professional activity in solving social problems, effective means of so-cio-pedagogical communication; to coordinate the activities of participants on different levels of pedagogical interaction in solving problems of socio-pedagogical activity; monitor timely correction of organizational strategies; different types of analysis of micro — and macrocommu-nity; to demonstrate the skills of perception and empathy among colleagues;
- to possess practical algorithms for the constructive resolution of pedagogical conflicts among teachers; to implement self-monitoring and self-evaluation teaching and social work in the pedagogical team.
The complex of abovementioned teacher's abilities is considered taking into account the criteria associated with carrying out socio-pedagogical functions and tasks in children's groups and among the teaching staff in GEI; they reflect common essential characteristics of operational component of social competence.
Generalized indicators of the development of operational component are: the ability to forecast objectives in professional environment, constructive solution of social problems, problems of socialization, upbringing and development of young student's personality in primary school in professional activities, organization and leadership of the
process and social activities in GEI on diadnostic basis; communicative functions and pedagogical reflection, socially oriented and methodical functions.
There are certain levels, which represent one of the three components of research results assessment reflecting the explication (development) level of a particular criterion that characterizes such development. Assessment of the development of social competency can be defined and characterized by high, sufficient, medium and low levels of each of the component of six-compo-nental structure. Concerning the operational component, its generalized semantic content can be as follows.
High level is defined as the ability to easily and successfully solve social problems in children's groups and among the teaching staff of GEI (the ability to easily and successfully, efficiently forecast the objectives in social work in professional environment, always constructively solve social tasks of socialization, education and personal development of younger pupils in professional activities; successfully organize and manage that process; skillfully organize and constructively manage social activities on a diagnostic basis in GEI; to implement successfully socially-oriented methodological and communicative functions, to carry out pedagogical reflection [7, P. 5455] as the subject-subject interaction in the organization of educational process on the basis of rethinking professional and personal values within the dimension of spiritual and socio-cultural values, awareness of their own activities as a way of life and full self-fulfilment, creative activity, to be the creator of educational process organization, to perceive difficulties and obstacles in accomplishing of the professional tasks as the possibility of changes and self-improvement, to identify personal potential and pedagogical creativity).
Sufficient level is defined as the ability to relatively easily and successfully solve social problems in the children's groups and among the teaching staff in GEI (the ability to relatively easily and successfully state objectives in social work in professional environment, to handle constructively with social problems in professional activities, the tasks of socialization, education and personal development of younger pupils; to organize successfully, manage the process of solving social problems in professional activities; to organize social activity in GEI effectively on diagnostic basis; to implement socially-oriented and methodical, communicative functions and implement pedagogical reflection [7, P. 54], which influences teacher's commitment towards the reflection and understanding
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of the experiences and thoughts of all participants of educational process, self-perception of social position with clear professional standards, understanding of difficulties and obstacles in the implementation ofprofessional tasks with teacher's violation of work technology, perception of goal achievement as means of professional activities).
Middle level is stated when the teacher is not always able to come to positive solutions easily, to deal with social challenges in children's groups and among the teaching staff in GEI (it is not always easy to forecast objectives in social work in professional environment, to organize, manage and deal constructively with social problems, problem of socialization, upbringing and development of child's personality in primary school in professional activities; to arrange social activities in GEI on the diagnostic basis; implement socially-oriented methodological and communicative functions; teachers implements pedagogical reflection [7, P. 54] concerning the organization of educational activity of students as a component of their activities, perceives himself the central figure of pedagogical interaction, and activity of pupils as a secondary, derivative, dependent on the actions of the teacher, demonstrates the attitude to professional activity as a means of linking all the difficulties and obstacles in the implementation of professional tasks with external factors).
Low level can be defined as attempts to solve social problems and problems in children's and teachers' groups in GEI (attempts: to forecast objectives in social work in professional environment, these efforts are not always successful or constructive solutions of social problems in the professional activities, problems of socialization, upbringing and development of the individual; from time to time teachers organize and manage the process of solving the problems; sometimes they arranged social activities on a diagnostic basis; occasionally implement socially-oriented and methodical, communicative functions, carry out pedagogical reflection).
Therefore, the presented extended and generalized characteristics of criteria, indicators and levels of the development of operational component of primary school teacher's social competence gives the opportunity to reflect its main generic features, namely: indicators represent the ability to solve social problems in children's groups and among the teaching staff of GEI.
The operating component of primary school teacher's social competence is considered as a two-dimensional formation, each of its components is defined in accord-
ance with criteria, indicators and levels that characterize the development of operational mechanisms regarding the implementation of specific socio-pedagogical and so-cio-psychological features that are reflected through the system of abilities defined through: 1) self-assessment; 2) expert's assessment.
At all stages of the pedagogical experiment the level of development of operational component of primary school teacher's social competence is defined by two constituents, which are reflected through the system of teacher's abilities. To determine the first constituent of operational component based on the requirements outlined in the guidelines for the development of the components of higher education standards [8], Branch Standard in Higher Education, qualification characteristics, educational-professional programs of trainining, such as: Junior specialist, Bachelor, Specialist, Master's in Specialty "Primary Education", qualification "Primary School Teacher", "Primary Education Administrator, Primary School Teacher", "Teacher of Pedagogy and Teaching Methods in Higher Education" (student's choice), Berdyansk State University, T. Shevchenko Lugansk National Pedagogical University we have composed a questionnaire "The ability of primary school teachers to solve social problems, problems in children's groups and among pedagogical staff in GEI", reflecting the development of operational mechanisms regarding the implementation of teacher specific socio-pedagogical and socio-psychological features that are reflected through the system of teacher's abilities. According to the questionnaire the respondents assessed the degree of development of the ability to solve social problems in children's groups and among the teaching staff in GEI (self-assessment), namely the ability to: state objectives in social activities in professional environment, constructively resolve social problems in their professional activity, organize social activities on the diagnostic basis in GEI, solve the tasks of socialization, education and personal development of younger pupils; implement socially oriented methodological functions, organize and manage the process of solving social problems in professional activities, perform communicative functions, pedagogical reflection, which expand on operational components of teacher's activity.
To define the second constituent of the operating component we applied the method of competent judges — expert assessments (in our research it is defined as "Expert assessment of the primary school teacher's ability to solve social problems, problems in children's
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groups and among pedagogical staff"). It shows the ability to solve social problems in children's groups and among pedagogical staff in GEI. It is based on the previous questionnaire and we asked experts to fill in the form. The experts were the leaders of GEI, supervisors of innovation and methodological center, head teachers, primary school teacher's of the highest category, who are experienced specialists, who work with the teachers involved in the research. It enabled us to obtain a priori estimates of teachers' ability to solve social problems, problems in children's groups and among pedagogical staff in GEI.
Each expert judgement was reproduced in a quantitative form (expression of an expert opinion in four-point discrete scale). Based on the assessments of three experts concerning the ability of the teacher to solve social problems in children's groups and among the teaching staff in GEI the average expert assessment is performed. The results obtained were compared with the results of self-assessment made by teachers, who assessed their abilities to solve social problems in children's groups and among the teaching staff in GEI. It makes possible to obtain the most objective results regarding the question under consideration, namely, formation of operational component of primary school teacher's social competence.
Thus, on the basis ofthe survey carried out we defined the level of each of the teachers' abilities to solve social problems in children's gruops and among the teaching staff in GEI (which is the first component). Assessment of the obtained results is made on the following scale: high level 97-120 points; sufficient — 83-96 points; middle 49-82 points and low — 48 or fewer points, with the subsequent assessment of each of the groups.
At the starting stage of the expert assessment all the participants of the control group (CG) and the experimental group (EG) were divided into groups of four levels. It was found out that 18,8% of teachers from CG and 15,4% teachers from the EG demonstrated high level of the abilities under study; 60,3% of the participants from the CG and 57% from the EG demonstrated sufficient level. 18, 5% of teachers from the CG and 24, 2% from the EG demonstrated middle development level of these abilities. Low level was demonstrated by relatively small quantity (2, 4%) and (3,4%) from the CG and the EG respectively.
On the basis of the calculations on the above data, questionnaires and expert assessment we got the results reflecting the level of the development of operational component of primary school teacher's social competence (table 1).
Table 1. - Development Levels of Operational Component of Primary School Teacher's Social Competence at the Starting Stage of the Pedagogical Experiment,%
Levels High Sufficient Middle Low
Group CG EG CG EG CG EG CG EG
DM № 7 18,8 15,4 60,3 57 18,5 24,2 2,4 3,4
DM № 8 25,7 33,8 62,3 66,2 8,2 - 3,8 -
Summarized results 22,3 24,6 61,3 61,6 13,3 12,1 3,1 1,7
Note: 1. DM № 7, DM № 8 stand for the diagnostic methods № 7, № 8, used in our research to define the first and the second constituent of operational component of primary school teacher's social competence; 2. P >0,05.
The check for validity of the obtained data showed no significant differences between arithmetic average values XCG i XEG (t-bit. (1, 24)) < T-table. (1, 96)), indicating their homogeneity (P>0.05).
At the monitoring stage, 23.3% of the participants from the CG and 70.7% of the EG members demonstrated a high level of development of operational mechanisms for the implementation of the teacher specific socio-pedagogical and socio-psychological functions, shown in the system of abilities identified in self-assessment (the first constituent of operational component); 66.4% of respondents from the CG and 29.3% from the
EG demonstrated sufficient level. The average level is found only in the CG (10.3%). Low level wasn't identified in any of the groups. Comparison of the results regarding the development of the first constituent of the operating component of teachers in the CG and the EG in the monitoring phase showed a significant difference in favor of the latter.
In addition, comparison of initial and final results concerning the levels of development of the first constituent of the operating component of the participants in the CG and the EG shows positive dynamics in the EG (15.4% and 70,7% — high level; 57% and 29.3% — suf-
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ficient; 24.2% and 0% — average; 3.4% 0% — low respectively), whereas in the CG we observed only an improvement tendency (18.8% and 23,3% — high level; 60,3% 66,4% — sufficient; with 18.5% and 10.3% of the middle; 2.4% and 0% — low respectively).
According to the results of expert assessment of the second constituent of the operating component at the monitoring stage, 25% of participants in CG and 76.9% of the EG experts demonstrated a high level of development of operational mechanisms for the implementation of teacher's specific socio-pedagogical and socio-psycho-logical functions, shown in the system of abilities; 70.7% of respondents in CG and 23.1% in EG showed sufficient level. The average level was detected in the CG (4.3%). Low level was not identified in any of the groups.
Comparison of the results regarding the development of the second constituent of the operating com-
ponent of social competence in the CG and the EG at the monitoring stage of the pedagogical experiment showed a significant difference in favor of the latter group (P<0.05).
In addition, comparison of initial and final results concerning the levels of development of the second constituent of the operational component of social competence in the CG and the EG shows positive dynamics in EC (33.8% and 76,9% — high level; 66,2% and 23.1% — sufficient respectively, medium and low levels are not found), whereas in the CG only an improvement tendency was observed (25.7% and 25% — high level; of 62.3% and 70.7% — sufficient; 8.2% and 4.3% of the middle respectively; low is not found). The level of development of operational component of social competence at the monitoring stage of the pedagogical experiment is presented in table 2.
Table 2. - The Level of Development of the Operating Component of Primary School Teacher's Social Competence at the Monitoring Stage of the Pedagogical Experiment,%
Level High Sufficient Middle Low
Group CG EG CG EG CG EG CG EG
DM № 7 23,3 70,7 66,4 29,3 10,3 - - -
DM № 8 25 76,9 70,7 23,1 4,3 - - -
Summarized results 24,1 73,8 68,6 26,2 7,3 - -
Note: 1. DM № 7, DM № 8 stand for the diagnostic methods № 7, № 8, used in our research to define the first and the second constituent of operational component of primary school teacher's social competence; 2. P >0,05.
Therefore, in the EG at the monitoring stage, there are significant improvements in the development of the operating component, which can be proved by the differences of the average arithmetic parameters in the CG and the EG (t-bit. (4, 84) > T-table. (1.96)).
The comparison of initial and final results concerning the levels of development of operational component of social competence in the CG and the EG shows positive dynamics in the EG (respectively 24.6% and 73,8% — high level; 61,6% 26,2% — sufficient; 12.1% 0% — middle; 1.7% and 0% — low), whereas in the CG only an improvement tendency was observed (respectively 22.3% and 24.1 per cent — the highest level; 61.3 per cent and 68.6 per cent — sufficient; 13.3% and 7.3% of the average; there are no low level results in either cases).
CONCLUSION Selected diagnostic methods that reflect the research methodology representing the essence of primary school teacher's social competence, describing its components, became a measuring instrument for its evaluation. Select-
ed methods have proved largely effective providing the reliability of characteristics of primary school teacher's social competence development in SPPE, and this fact contributed the opportunity to achieve the goal.
At the same time, a primary school teacher can efficiently acquire knowledge and skills, develop competences and get advanced expertise in GEI only if this process is accompanied by the development of personal and professional abilities.
Therefore, in the context of our further research the definition of the levels of development of personal and professional components of primary school teacher's social competence proved to be essential, because it provides an integrated approach to handle with the issues under consideration.
Acknowledgments: the implementation of pedagogical experiment in this research was supported by the administration and teaching staff of Ivano-Frankivsk Regional Institute of Postgraduate Education for Teachers, Zaporizhzhya, Dnipropetrivsk, Volyn, M. V. Ostro-
Pedagogy <' Austrian Journal of Humanities and Social Sciences 1-2 (2017)
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- ISSN 2310-5593 (Print) / ISSN 2519-1209 (Online) -
gradsky Poltava Regional Institute of Postgraduate Peda- stages, Odesa city Council specialized school 40 of I-III
gogical Education, Odesa Secondary school 18 of I-III stages.
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Information about the authors
Olena Volodymyrivna Varetska, Doctor of Pedagogical Sciences, Associate Professor, Professor, Chair of Primary
Education, Public Educational Institution "Zaporizhzhia Regional Institute of Post Graduate Pedagogical Education"
Zaporizhzhia Regional Council
Address: Nezalezhnoii Ukraiiny Street, 57-A, Zaporizhzhya, Ukraine, 69035, tel.: 061- 236-02-52
E-mail: olena-varetska@i.ua
ORCID: org/0000-0002-4567-5760
