USE OF MODERN EDUCATIONAL TECHNOLOGIES IN THE CONTEXT OF CURRENT REFORMS

Abstract

The reformation process of the educational system has begun in Ukraine since 2017 and it has been marked by fundamental changes and initiated with new enactments. The reforming of modern education requires finding and using of new effective technologies and change of teachers. Nowadays a scientific and pedagogical worker can not stay aside of new approaches and processing of studying, he or she must be able to perform as a facilitator, a coach, a tutor or an advisor.

Pedagogical facilitation is a type of teaching activity that helps those, who get education, to realise their own self-worth and support desire to development and self-fulfillment in each student. The term ”coaching” is interpreted as mentoring, inspiring and training. It is its literal translation.

Coaching is a relationship between a teacher and an education seeker, when a teacher organises the process of searching the best answers on current issues for students effectively.

Tutoring is a type of pedagogical activity based on forming self-determination and independence of the individual in solving pedagogical tasks; accompaniment and support aimed to managing scientific researches, projects and individual educational programmes. Advising is a variety of social pedagogical mentoring. Its aim is to realise the potential of education seekers and achieving perfection.

The purpose of this article is to implement theoretical analysis using modern educational technologies, such as facilitation, coaching, tutoring and advising.

Methodological basis of the article is philosophical, pedagogical theories and thesis that reveals conceptual approaches to the researched issues.

The scientific novelty is to consider the essential context concerning the use of modern educational technologies in pedagogical practice, such as facilitation, coaching, tutoring and advising.

Conclusions. The use of new approaches and technologies by scientific and pedagogical and pedagogical workers significantly expands the capabilities of both students and teachers themselves. Their effective application requires specialists who will perform specific tasks and become facilitators, advisors, tutors and coaches.