Person:
Sultanova, Leila

First Name

Leila

Last Name

Sultanova

URI

https://hdl.handle.net/20.500.14352/86294

Affiliation

Universidad Complutense de Madrid

Faculty / Institute

Educación-Centro Formación Profesor

Department

Estudios Educativos

Area

Teoría e Historia de la Educación

Identifiers

Full item page

Search Results

Now showing 1 - 8 of 8

Development of soft skills of teachers of physics and mathematics
(Journal of Physics: Conference Series, 2021) Sultanova, Leila; Hordiienko, V; Romanova, Ganna; Tsytsiura, Kseniia
The article considers the problem of the development of soft skills of teachers of Physics and Mathematics in higher educational institutions in the process of certification training in the system of postgraduate pedagogical education of Ukraine. The experience of foreign countries on the relevant teachers’ course training has been analyzed, the essence and significance of such soft skills as sociability, creativity, empathy for the professional development of teachers of Physics and Mathematics in higher educational institutions in the process of certification training has been characterized. The state of these skills development in teachers of Physics and Mathematics was studied, the average level of the development these skills has been stated. The possibilities of the soft skills development were determined, the four-stage process of their transition from unconscious incompetence to unconscious competence in the system of postgraduate education was substantiated. The principles, forms, methods, technologies of the development of soft skills in the system of certification training of teachers of Physics and Mathematics were discussed with the emphasis placed on the role of heuristic methods and forms, creative technologies of the soft skills development.
Distance learning during the covid-19 pandemic: The experience of ukraine's higher education system
(The Electronic Journal of e-Learning, 2022) Grynyuk, Svetlana; Kovtun, Olena; Sultanova, Leila; Zheludenko, Maryna; Zasluzhena, Alla; Zaytseva, Irene
The COVID-19 pandemic has created a new paradigm of ‘life in social distancing’, which in its turn has had a massive impact on education. Continuing education delivery through alternative channels of instruction became a top priority for education institutions aiming to minimize impacts of the pandemic on education. Most universities shifted from conventional, on campus, face-to-face instruction to online distance teaching and learning, which meant that teaching approaches, tools of assessments, and ways of teacher-student communication had to be modified to meet challenges of the altered mode of instruction. Since the pandemic wake, various global educational organizations have carried out studies to identify threats and potential opportunities for higher education within and beyond the pandemic. Some attempts to analyze the experience of the Ukrainian higher education system transition to mass distance instruction have also been made. However, these researches were limited by a territorial or time span, sectoral analysis, or focus on specific issues. Lack of comprehensive cross-sectoral nationwide research regarding perceptions of main actors of Ukraine’s higher education system (teachers and students) on outcomes of this abrupt transition inspired the current research. In this regard, we saw the objective of the study in exploring the experience of mass distance learning application in Ukraine’s higher education system due to COVID-19 and identifying considerations for e-learning in the national system of higher education within and beyond the pandemic. The research was done via survey. The order of the researchers' actions was as follows: questionnaire compilation, data collection, data analysis, and knowledge generation. In this study, a closed-format questionnaire containing questions with pre-offered answers (multiple choices) was the main research instrument. The questionnaire was distributed to Ukrainian university teachers and students by snowball sampling. Data analysis phase involved analyzing the quantitative datasets. The interpretation of the analyzed information led to the generation of knowledge. 882 responses from 65 Ukrainian higher education institutions were received. The survey data showed that mass transition to distance learning became a challenge for majority Ukrainian universities: only 45.5% of the respondents reported experiences with teaching/learning online before the pandemic; 59.4% of them indicated limited (permanent or occasional) access to technological resources (stable and sustainable Internet, properly equipped workplace, software/hardware means). Nonetheless, the survey results confirmed that both teachers and students were satisfied with the rapid transition to distance learning due to COVID-19, although students proved more flexible in adapting to the new mode of instruction. Majority of the respondents indicated such online educational platforms as Zoom (88.3%) and Google Classroom (85.3%) as the most widespread in the Ukrainian virtual educational environment; and such educational technologies as collaborative (56.6%) and individualized learning (55.9%) as the most efficient in distance learning. The research advances the e-learning knowledge area providing data regarding the experiences of Ukraine's national higher education system on mass and abrupt transition to distance learning and envisaging potential for this mode of instruction beyond the pandemic.
The Impact of the covid-19 pandemic on the development of higher education
(Acta Paedagogica Vilnensia, 2021) Sultanova, Leila; Milto, Liudmyla; Zheludenko, Liudmyla
The main research directions of the situation in European higher education and Ukraine such as emergency transition to distance learning and teaching; problems related to internationalization and academic mobility; the impact of COVID-19 pandemic on research; the importance of cooperation with various organizations; strengthening of European higher education at the international level; and consequences of the crisis and prospects for higher education have been defined. The threats and potential emergence of destabilizing natural circumstances for the development of educational systems in a society, in particular higher education, have been described in global, European and national dimensions.Four groups of teachers that have been formed in forced transition to distance education. The groups have included the teachers of the subjects that required a significant amount of practical and laboratory work; teachers who actively used digital technology before the pandemic; teachers familiar with digital technologies; teachers who failed to master new tools for organizing learning, teamwork and expanded use of digital resources. The problems of the lack of professionally developed programs for online learning, insufficient funding, the need for methodological training of teachers to work with students online, which are common to most universities, have been identified.
Peculiarities of multicultural education development in north America, western Europe and Ukraine
(International Journal of New Education (IJNE), 2020) Belando Montoro, María Remedios; Sultanova, Leila; Khomych, Lidiia
The purpose of the article was to analyze the process of the multicultural education development in countries that have experience in the successful implementation of its ideas and to identify relevant for Ukraine ideas of multicultural education, as in Ukraine the number of foreign students in universities, academies and institutes is constantly growing. In order to solve the tasks we used general scientific (analysis, synthesis, comparison, systematization and generalization for studying the works of foreign and domestic scientists and the legislative support) as well as special scientific (prognostic analysis for determination of the multicultural education prospects in Ukraine) research methods. Underway the study, the fact of the need for the multicultural education and its links with the social, economic and political factors in the global labor market, as well as with the migratory flow that requires the integration of immigrants into society, was found out. However, each country’s multicultural education has its own peculiarities in relation to the legislative environment and the implementation of an inclusive education perspective at the different educational levels.
Research of social expectations’ properties of future specialists of socionomic profile
(Revista Amazonia Investiga, 2021) Popovych, Ihor; Shcherbyna, Vitalii; Sultanova, Leila; Hulias, Inesa; Mamchur, Iryna
The article researches of social expectations’ properties of future specialists of socionomic profile. Psycholinguistic determinants of personality construction of social reality are established. It is emphasized that the variability of the requirements of the social space necessitates constant prognostic activity of the life’s subject. This practice is demonstrated in relation to natural object connections, in the sphere of processes of social interaction, social communication and speech construction in the form of peculiar social expectations. Relevant psychodiagnostic research tools were used: clear quantification of texts, created a coding matrix, carried out quantitative and qualitative content analysis, empirical distribution of all levels’ scales of the studied parameters, Spearman correlation was determined. The predominant properties of the respondents were established: internality (n=18; 51.43%); activity (n=20; 57.13%), moderate openness results (n=16; 45.71%). It is proved that the respondents, interpreting the social field, pay considerable attention to the reflexive aspects, take the position of “participant in the process”. It is shown how sign-semantic formations, acquiring subjective meanings, become an objective fact that affects the construction of social reality by the individual. An example of content-analytical measurement of human behavior is demonstrated.
Structural and functional model of developing pedagogical skills of teachers of economics in master’s degree programmes
(SHS Web of Conferences, 2021) Sultanova, Leila; Khomych, Lidiia; Tsiuniak, Oksana; Romaniuk, Oksana; Hamaniuk, V.; Semerikov, S.; Shramko, Y.
The article represents a structural and functional development model of pedagogical skills of teachers of economic disciplines in Master’s degree programmes with carrying out and proving its theoretical substantiation and the expediency of its use. The interconnected, namely theoretical, semantic and effective blocks of the suggested model are analyzed. The components, criteria and levels of pedagogical skills are described as well. The article identifies such approaches to the development of pedagogical skills of teachers of economic disciplines in Master’s degree programmes, as psycho-didactic, competence, activity and innovative; the principles that must be followed in the development process of pedagogical skills of teachers of economic disciplines in Master’s degree programmes, namely, professional orientation, subjectivity, priority of active teaching methods, interactive technologies and self-improvement are also characterized. The effectiveness of the structural and functional model introduction of pedagogical skills development of teachers of economic disciplines in the Master’s degree programmes was tested experimentally.
Fostering critical thinking skills among future teachers
(E-mentor, 2020) Milto, Liudmyla ; Sultanova, Leila; Dubrovina, Irina
Today, a person who thinks critically is able to conduct a dialogue, determine the nature of any problem and find alternative solutions, and distinguish fact from assumption. This person is not afraid to question established opinions and judgments. That is why such kind of people are considered to be competitive and in demand on the labor market. The article, based on modern scientific positions, reveals the meaning of “critical thinking”. The development of critical thinking is based on observation skills; on the ability to ask questions and find the necessary resources; on the ability to check beliefs, assumptions and opinions, contrary to the evidence; on the ability to distinguish and identify a problem; on the ability to assess the validity of statements and arguments; and on the ability to find and make smart decisions, and understand the logic and logical arguments. The authors of the article found that the process of solving pedagogical problems was the basic unit of critical thinking skills among future teachers. The availability of critical thinking skills among future teachers is determined by using a critical thinking test, developed by Lauren Starkey, an American author (Starkey, 2004). The analysis of the survey results shows that the majority of respondents have an average level of critical thinking skills. The average level of critical thinking skills indicates that an average future teacher’s forms of thinking are unevenly developed. That is why it is difficult for a future teacher to make important decisions. We propose to foster critical thinking skills by solving pedagogical problems, which involves the use of modern interactive forms, methods and techniques of teaching.
Use of network technologies in the professional activities of adult education teachers in Ukraine
(IJERI: International Journal of Educational Research and Innovation, 2022) Sultanova, Leila; Belando Montoro, María Remedios
The use of network technologies is fundamental to all professional activities in the field of education in the society of the 21st century. The field of adult education has also been influenced by this trend and network technologies have been acknowledged as basic tools for the improvement of learning opportunities and for the development of the teaching-learning activities themselves. Hence, this paper aims to know about the use of network technologies in professional activities of teachers in the field of adult education in four Ukrainian pedagogical institutions. For this purpose, a questionnaire was passed on about the use of network technologies in the professional activities of teachers in these institutions. Among the main results, it is worth noting that the use of network technologies is relevant in the professional activity of teachers regardless of their age, as well as the widespread use of the computer and the Windows operating system for professional activity. Among the Microsoft applications, Word stands out, used by the entire sample, followed by Power Point and Excel, both of which received more than two thirds of the responses. Google Drive stands out for cloud storage, Viber and Facebook Messenger predominate in messaging services and gmail.com and ukr.net are mostly used for email services, the latter being a specific Ukrainian email service. In conclusion, it is suggested that teachers be trained in a wider range of network technologies to improve their professional activity.