CC BY
11THE RECOMMENDATIONS FOR THE IMPLEMENTATION OF THE CONTEXTUAL EDUCATION IN PROFESSIONAL PREPARATION OF FUTURE BACHELORS OF SCIENCE IN LAW
Pasenko I.
graduate student.Director
Educational complex "Prestige" at Interregional Academy of management a personnel
Abstract
The article provides methodological recommendations for the implementation of the proposed model of contextual education in professional preparation of future bachelors of science in law as a manifestation of the theoretical theories described above regarding the practical activities of educational institutions, thus completing the training system with practically-oriented materials. The essence of the recommendations reveals the author's views of the prospects for the future development of the model and technology for the professional competence of future specialists and the possibility of their involvement in a real-life training system on the principles of contextual education.
Keywords: bachelors of science in law, competences, contextual education, pedagogical conditions, professional training.
Formulation of the problem. The problem of implementation of the contextual education in professional training of future bachelors of science in law is justified by significant changes in the education system of Ukraine, in particular its legal field. The social demand for high quality higher education greatly influences the requirements for professional training of future professionals, thus requiring the implementation of this training, which would combine basic knowledge with innovative thinking and practice-oriented approach.
Analysis of recent researches and publications.
The following scientists have devoted their works to the implementation of the contextual education in professional training: A. E. Artemova, I. Beh, G. V. Belenka, V. V. Zhelanova, O. Kopilenko, O. O. Krasovska, and R. M. Prima, et. al. Nowadays the provision of the recommendations for the implementation of the contextual education in professional training of future bachelors of science in law is becoming more relevant, and thus shall be covered in this article.
The purpose of the article is to provide recommendations for the implementation of the contextual education in professional training of future bachelors of science in law.
Statement of basic materials. The goals of forming the professional competence of future professionals are achieved not only during the study of educational subjects and the organization of the whole learning process in the educational institution, but also through its connection with other important aspects of student life. Subject integration should not be limited to traditional interdisciplinary relationships, and therefore it should be based on several approaches, which aim to create professional competence in interaction, such as educational subjects of a single educational branch; educational subjects of separate educational branches; classroom and independent activity on the subject; basic subjects and additional education (sections, workshops, clubs, courses, etc.); educational activity in subjects and extracurricular activity of students and group members; classroom and extracurricular activities of students.
It is necessary to establish appropriate forms and methods of student activities taking into account the following provisions: various types of lectures, busi-
ness games, seminars, individual study; methods of experimental observation, questionnaires, etc. The main goal is to master various means of obtaining knowledge (accumulation, organization, differentiation of knowledge, etc.).
Business games should occupy a key role in practical classes. V. Zhelanova notes that a special place is occupied by simulation forms of learning organization based on active learning activities in the pedagogical tools of the contextual education technology, in which a student has an opportunity to master a comprehensive professional activity or its significant part in the process of its simulation. In turn, learning organization simulation forms are divided into game and non-game. It is necessary to clarify that only some aspect of the subject is simulated in non-game learning forms. Game learning forms are based on simulation in the form of a game according to certain rules. This is the essence of the business game [4].
The researcher also notes that the business game is one of the basic forms of the contextual education and quasi-professional activities, and has obvious advantages, namely: the use of business games in the system of professional training of future bachelors of science in law at the universities allows one to bring the educational process to professional activity as close as possible, and take into account the realities of the modern educational institution; the student experiences various situations in specially created conditions which allow him to form world view, make decisions in the conflict situations, stand his ground, and develop skills of team work [4]. Thus, it is necessary to develop technological and organizational stages, and take into account the following aspects for the implementation of the educational game [7]:
1. The preparatory and organizational psychological stage involves the formation of students' positive motivational approach.
2. The game planning includes selecting a topic for the game and key topics from the program aiming at developing a game plan.
3. The target guidelines of the academic team are the final consolidation of functional roles in accordance with the developed plan of the educational simulation game and explanation of responsibilities, prevention of
mistakes; audience preparation, didactic and multimedia equipment; selection of criteria and instructions for the analysis of the stages of the game.
4. Implementation of the game involves the choice of strategies for a teacher and students, such as the role of moderator for a teacher; application of quasiprofessional situations and actions by students.
5. The game analysis and evaluation are the identification of strengths and weaknesses in students' actions; assessment of the content and methodological content of the didactic structure of the lesson by students; pedagogical practicability of forms, methods, tools, and means of specific actions, situations, and the whole game; creation of a favorable microclimate for summarizing the overall results; reflection.
The reflexion paradigm of education is close to the student-centered in its essence. It uses its structural component in some cases. These paradigms of education combine the presence of two equal subjects and their conscious interaction. However, we believe that the combination and reassessment of these methods in a reflection paradigm is possible only within the technology of the contextual education. It must be noted that I. Beh determines the main vectors of student-centered approach in education as the maximum individu-alization of the educational process, integration of the content of professional, psychological, and pedagogical disciplines, thus creating conditions for self-development, self-realization of needs and natural abilities of future professionals, etc. [2, p. 124].
According to the works of the scientists [12], changes in the learning result assessment system are the main differences between the competency building approach and the traditional incompetency approach. Their differences shall be described in details below.
1. Object of evaluation. Subject knowledge and skills are assessed under the traditional approach, which are the main objects of evaluation. When a student "knows" and "is able" - good; and if he "does not know" and "is not able" - bad. The contextual education uses more complex and "invisible" requirements for the evaluation of results, which are competencies. Knowledge and skills in this case are not self-sufficient components, but are indicators of professional skills. Thus, teachers and students must realize that competencies in fact always manifest themselves in the form of skills ("managed" or "failed" to solve a particular situation). Other components of competence manifest themselves indirectly, motivating the mastering of skills that can be showed in the process of solving problems by observation.
2. Subject of evaluation. The full-fledged subject of evaluation is the teacher in traditional approaches. Such an evaluation cannot be considered as correct in the contextual education. This is due to an important and essential feature of competence which includes special characteristic of the human personality, such as competent in one or another area of life and activity is one who can assess his own level of competence. The ability of a person or professional to perform self-assessment in a particular area is a prerequisite and a sign of competence. A student who is unable to assess his knowledge and skills in a particular area, or who evaluates them wrongly (for example, prone to fraud, over-estimation), cannot be considered competent in this area. Therefore, the key task of introducing a competency-based approach in higher education institutions is
to teach students the skills of collective and personal self-assessment, and at a certain stage (graduation courses) delegate to them the authority to assess the results of their own education. We should not forget that a competent person is able not only to assess the parameters of his knowledge and skills, but also to give a description (at least approximate) of their limits, which is the limits of his competencies in this area.
3. Evaluation criteria. Traditionally, evaluation is based on one of two methods: the teacher's subjective assessment of the quality of the student's response or work performed by comparing it with a certain standard contained in the teacher's head, and which is often downgraded taking into account certain mental abilities of a student; mechanical quantitative counting procedure. The grade is determined by the number of mistakes (for example - dictation in the Ukrainian language, external assessment tests).
Both assessment methods are not acceptable in the contextual education. This approach requires a set of objective and at the same time qualitative criteria. The technique in which they are used is called criteria-based assessment. The criteria are objective indicators of a specific parameter, such as knowledge, skills, abilities, or competencies, expressed by the method of observing the progress of the problem solving or the method of analyzing the achieved result. The criteria should be linked to different levels of competence, for example: low, medium, high, then the assessment is considered as criteria-based.
There are three forms of teacher evaluation activities in the classroom in terms of the competency approach.
Public speech. If the question is asked by a teacher, a student's answer is addressed to the whole group and is considered to be a public speech.
The rules for public expression of the result of educational activities, such as an oral response or presentation of the implemented project, should and can be developed and clarified in a discussion between a teacher and students in the competence approach.
A student's personal response should be used by a teacher to develop communicative competence; group response (presentation) should be used to develop evaluative-reflexive competence.
A teacher must draw students' attention to the practical and / or theoretical significance of the material taught to students during a public speech in the contextual education.
The general questioning should be designed taking into account not only a student's reproduction of facts and knowledge. A teacher should choose questions that imply ambiguous answers or several correct answers. This is usually a reason to start a discussion in which all students are involved. Participation in the discussion should be considered as a kind of role play of students in the educational position of an expert. This point is very important, because the position of an expert is one of the essential personality traits that is competent in a particular area.
Evaluation of tests, individual, and practical works also has its own characteristics. The teacher must present students the criteria for evaluating their work in the contextual education. The criteria should be clear and unambiguous before starting an activity and available for students from the beginning of the study of the topic / section.
Based on the results of the test, a teacher is obliged to explain his assessment of the quality of the student's work (individually or in a group). The emphasis should be given to well-performed works and the relative progress of students who previously fell behind (creating a situation of success).
A portfolio is one of the methods of assessing the educational progress of students, which is most consistent with the competency approach. The portfolio is a folder of the student's academic achievements, which clearly characterizes his progress in the development of professional abilities. The portfolio is not only a means of assessment, but also a kind of a tool, a handbook compiled from various sources with the help of students and a teacher.
It should be noted that the portfolio as an educational product and a kind of monitoring technology of professional training result is largely aimed at identifying the following indicators: objectively available level of mastery of skills and abilities, difficulties in mastering educational material, learning motives, cognitive interests, level of mental activity, critical attitude to educational activities, etc. But most importantly, it contributes to the "objectification" of awareness in the field of self-organization and self-evaluation, which is the ability to analyze, summarize, systematize, where the "internal mechanism" of authentic assessment is a reflection of their own educational trajectory, learning activities, academic and personal achievements of a student [10]. Based on the above-mentioned characteristics, it is quite appropriate to consider the portfolio as an alternative way to traditional forms of evaluation, which allows one to solve the following tasks [9]:
- track the dynamics of individual and professional development of each student;
- objectively characterize his readiness to show mobility in professional activities;
- ensure the formation of self-design skills of professional development of the future bachelor of science in law on the basis of adequate perception and assessment of their strengths and weaknesses;
- provide qualified assistance in choosing areas of self-development, activation of personal strengths and abilities of a student, building their own trajectory to achieve the goal, which is the formation of a professionally mobile bachelor of science in law;
- evaluate the individual educational, professional, and personal achievements of a student.
Each material or group of materials included in the portfolio is accompanied by a short note from a student: what he has achieved, what conclusions can be made and on the basis of what data. All materials in the portfolio are usually accompanied by a date to track the progress of a student.
Another type of portfolio is the project portfolio, which also allows one to assess the degree of formation of key competencies of students, which are formed and disclosed in the project activity. Depending on the type of a project such a portfolio can be both individual and group.
The portfolio plays not only the role of a special form of assessment, but also combines all possible forms for assessment in the contextual education. This is possible based on the fact that: a student uses his portfolio for self-assessment of results and assessment of the dynamics of his progress in a particular competence. The portfolio, its content, and progress can be
assessed by a teacher. The portfolio can be presented to colleagues, teachers, and parents, the group portfolio of students can be created for self-assessment in a group.
The whole portfolio, its individual parts, and the presentation of the portfolio itself can be evaluated. In any case, the evaluation criteria must be known in advance, revealed and agreed with the students.
It has been proven that even a trained teacher who begins to implement the contextual education is not always ready to immediately abandon the traditional methods of activities and thinking. For example, one of such methods is the following: a teacher believes: the main aspect is what is under controlled, the rest is less important. Subject knowledge and skills are assessed in exams, as well as in the process of assessment and competence evaluation, thus the formation of professional competencies, although considered a priority, but still occupies the second place. According to this stereotype, a teacher neglects such stimulating and educational methods as a team work of students in a classroom, the opportunity to create something with their own hands, conduction of independent quality work, and taking responsibility for the work of others. All the above requires significant time and moral resources. The risks of non-fulfillment of a program and the decrease in the quality of student training are increased (according to the "traditional" model)
The large-scale work models, such as training studies or group projects, are particularly complex. This requires the allocation of special time resources (at least one or two classes) in order to present students with basics of self-organization in practice, which is necessary when working in groups: division of students into groups, joint setting of goals and plans, division of roles, mutual assistance, preparation of a joint presentation, etc. There are other options if the study time is not enough. First one: involve a group supervisor to the project, use educational hours to create primary skills of self-organization of project groups, which is the basis of cooperative competence. Second one: devote a special subject course or additional course (if there is such an opportunity) to this topic, so that the team could form "basic" (organizationally prepared) students.
In addition, teachers who implement a competency-based approach may not always be able to show the results of their work to a skeptical examiner, pro vice chancellor, rector of an educational institution, or parents. This is a real problem because building competence, as opposed to knowledge transfer, is a long process. The results in the formation of competence, which is carried out systematically, for example, in the first year of studies, are likely to be most noticeable only in the second or third year of studies. In this case, it is really important to understand the need for such activities, as well as support the actions of teachers by the administration of the institution, students and parents, because it is impossible to achieve new results using old models.
Some professional skills are subject-oriented. But, in contrast to educational disciplines, they do not have scientific knowledge, but instead they contain practical activity content and involve special subject skills. The basis of these competencies is the readiness for transformational activities with certain subjects. However, if all basic competencies of a graduate must be formed, without any exceptions, then the number of established professional subject competencies is limited only by
the chosen specialty and, as a rule, does not exceed two or three.
Disciplines are developed independently of each other in the traditional approach. The connections between them are presented at best at the level of highlighting general concepts. From the standpoint of the competency approach, it is necessary to develop the general education program instead of developing the curriculum of individual specialties, as educational results in an educational institution are achieved through various activities. Thus, active attention should be paid to interdisciplinary relationships and analysis of the contribution of some areas of law to others. In turn, teachers must be willing to interact and develop cooperative competencies. The attitude to pedagogical activity as an autonomous phenomenon is outdated in the contextual education.
Training and professional practice is of exceptional importance in the field of formation of professional competence of future bachelors of science in law. Many researchers have proven that a clearly defined essence and organization of practical training, taking into account the direct connection with the theory, is one of the easiest ways to high professionalism of future bachelors of science in law.
The practical training of students means the continuity and consistency of its implementation in order to obtain practical knowledge and skills in accordance with different educational and qualification levels: bachelor, specialist, master. The list of all types of practical training is defined in the curricula. The following types of practical training are provided at the Faculty of Law [8]:
- training (practical training in local government bodies, local executive bodies, enterprises, institutions and organizations, regardless of form of property);
- production practice (internship in judicial and law enforcement authorities);
- undergraduate (internship in local government bodies, local executive bodies, enterprises, institutions and organizations, regardless of form of property, judicial and law enforcement authorities, taking into account the specialization of training);
- master's degree (internship on the basis of higher educational institutions of Ukraine, as well as in local government bodies, local executive bodies, enterprises, institutions and organizations, regardless of form of property, judicial and law enforcement authorities).
During the internship, students not only consolidate and expand the theoretical knowledge learned in the process of mastering general and special legal disciplines, but also acquire skills and abilities of practical legal activity.
The educational institution directs the process of training of future specialists to meet the social demand, that is introduces training of professionally competent individuals who are able to effectively perform their duties, carry out corrective and preventive work, establish cooperation with upper and lower-level colleagues, etc.
The methods of interaction are used at the first stage, which ensure the introduction of an individual into professionally oriented educational activities, as well as the distribution of actions of a teacher and stu-
dents (teaching and learning). Reproductive (simulated) and supported by a teacher actions of students are used at the second stage. Self-regulatory, self-motivating and self-organizing actions are used at the third stage. Such stages of educational process require the gradual use of different methods: from explanatory, illustrative, and reproductive at the first stage, to problem presentation and partially exploratory methods at the second stage and research methods at the third stage [3].
One of the effective and efficient ways of quality training is to involve students in practical professional activities. The "legal clinics" have been introduced in Ukraine since 1995 in order to solve this problem [6, p. 18]. The basic goal of such activities is to stimulate the level of practical training of law students, as well as to create opportunities for representatives of socially vulnerable groups to receive legal aid free of charge. The legal clinics quickly proved their effectiveness, and their activities grew into an effective form of practical training, which in turn led to the emergence of the " clinical legal education".
The legal basis for the establishment of clinics as structural units of higher education institutions was the Standard Regulations on the Legal Clinic of Higher Education Institutions of Ukraine (hereinafter - the Regulations) announced by the Order of the Ministry of Education and Science No. 592, according to which rectors of higher education institutions that carry out training in the field of "Law", regardless of form of property and subordination, must ensure the establishment and operation of legal clinics [11].
The clinical legal education differs from the traditional method of legal education. Professors teach students the principles of law, regulations, codes, and rules in the methodology of traditional education of law schools. In a legal clinic, students mostly represent real clients under the supervision of professors who themselves are or have been law practitioners. These teachers teach students practical skills, such as conducting interviews with a client, giving advice to clients, conducting negotiations, ensuring ethical protection of the client's interests [5, p. 260]. A. Artemova believes that legal clinical education provides an opportunity for students to apply their knowledge in practice and helps to address issues of national importance, which is the assistance to socially vulnerable groups and legal education of population [1, p. 147].
Thus, the legal clinic is an effective method of increasing the level of practical training of lawyers in higher education institutions. Most of the leading institutions of higher education in Ukraine provide practical training for lawyers by involving them in professional work in a legal clinic. It is necessary to involve people with practical legal experience in order to increase the efficiency of legal clinics.
Conclusions. Thus, the step-by-step learning system of professional competence of future bachelors of science in law which is based on the principles of the contextual education, requires constant inclusion of subjects of educational process in practical work and guarantees the creation and development of professionally significant skills and the possibility of transition of personal and educational achievements of future specialists in the field of professional (practical) activity.
The contextual education of future bachelors of science in law is revised during lectures, seminars, laboratory and practical classes, research activities carried out by students in accordance with the curriculum and research activities based on student initiative and supports the educational process and content of practical training.
The educational activity of students during the internship, which is recognized as an adaptation period for the work of future professionals, is complex. Students carry out various activities. Therefore, the activity of students in the period of internship requires the manifestation of significant willpower, hard work and a positive approach to professional activity, because the activity of lawyers consists of a constant solution of various legal problems and issues.
During the internship, students master the elements of research activities. Future specialists develop skills of analysis of phenomena, determination of motives and essence of activity in the course of work on a scientific problem. They learn to identify the knowledge needed to solve the problem, to apply effective methods and techniques, to reflect and evaluate the effectiveness of the work performed, which guarantees the formation of all components of professional competence.
References
1. A. E. Artemova, The Problem Of Improving The General And Professional Development Of The Personality Of Law Students, A. E. Artemova, Actual problems of improving cooperation with law enforcement officials, M., Law, 143-150, (2004).
2. I. Beh, Spiritual Values In The Development Of Personality, I. Beh, Pedagogy and psychology, No. 1, 124, (1997).
3. G. V. Belenka, Formation Of Professional Competence Of A Modern Teacher Of A Preschool Educational Institution, monograph, Kyiv, University, 320, (2011).
4. V. V. Zhelanova, Pedagogical Tools Of Contextual Education Technology, V. V. Zhelanova, Pedagogical anthology, ed. 24, 28-34, (2014).
5. Protecting The Public Interests, textbook, K. Atika-N, 336, (2004).
6. O. Kopylenko, Problems Of Legal Education In Ukraine In The Context Of The Bologna Process Status II, Problems And Prospects Of Ukraine's Integration Into The European Educational And Scientific Field, materials of IX int. scien. conf., April 12-15, 2005, Uzhgorod, (Ukraine) - Snina (Slovakia) Order I, H. M. Oleksyka, Uzhgorod, 18, (2005).
7. O. O. Krasovska, Organization Of Professional Training Of Future Primary School Teachers In The Field Of Art Education On The Basis Of Contextual Education, O. O. Krasovska, Pedagogical sciences, theory, history, innovative technologies, No. 5, 265272, (2015).
8. Methodical Recommendations On The Organization And Practical Training Of Students Of The Faculty Of Law, specialty 7.060101, Legal studies, Authors: V. M. Kravchuk, O. M. Yuhymyuk, Lutsk, Lesya Ukrainka Volyn National University, 117, (2011).
9. R. M. Prima, Formation Of Occupational Mobility Of The Future Primary School Teacher, Theory And Practice, R. M. Prima, monograph, Dniprope-trovsk. IMA-press, 367, (2009).
10. R. Prima, Educational Opportunities Of Project Technologies As A Form Of Contextual Education Of The Future Occupationally Mobile Primary Education Specialist. Psychological And Pedagogical Problems Of Rural Schools, ed. 52, 292-296, (2015).
11. About the approval of Standard Regulations On The Legal Clinic Of Higher Education Institutions Of Ukraine, Order of the Ministry of Education and Science of Ukraine No. 592 dated 03.08.2006, II Official Gazette of Ukraine, No. 32, 680, (2006).
12. I. S. Sergeyev, How To Implement A Competency-Based Approach In The Classroom And In Extracurricular Activities, practical textbook, I. S. Sergeyev, V. I. Blinov, M. ARKTI, 132, (2007).
ENHANCING VOCABULARY DEVELOPMENT THROUGH MASS MEDIA
Pyagay A.
second year postgraduate Tsay E.
c.p.sc., docent, University of International Business,
Almaty
Abstract
Vocabulary acquisition is related to how people expand the number of words they understand as they learn a new language. Knowledge of words in a second foreign language (SFL) is essential for the learner to understand the written text well and to be able to convey basic ideas using vocabulary. Mass media are playing an essential role in human life. This article focuses on features of mass media to be used by teachers for improving vocabulary competence of students and the opportunities of mass media in developing English vocabulary.
Keywords: vocabulary, competence, teaching, English, mass media.
Mass media is a tremendous source of information for individuals as well as society. Books, magazines, newspapers, records, radio, television, internet media, movies, all of these are considered mass media that reach out to millions at one time. In the upcoming
years, the media will become more prevalent. Comprehending media and their impact would be essential to their wise use. Everybody is influenced by the mass media in one way or another on a regular basis, when you read a science paper, when you turn on the radio in
