Vol. 4 No. 2 (2022): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

  Human resource management in higher educational institutions is a process in which "the heads of the structure provide the necessary number of employees who are able to solve the intended tasks effectively, have the appropriate qualifications and skills to achieve the strategic goals of the institution" / Khachatryan R. et al., p. 55/.

        The human potential of any university is the main source of its competitive advantage, which the result of the activity of the structure and its rating depends on. While without effective human resource management, it is impossible to implement far-reaching plans and long-term goals. From this point of view, the article presented the experience of higher education management in different countries, the best sides, achievements and differences.

Left-handedness, being a feature of personality, and sometimes being on the same content level as education and training, has completely different requirements. It includes unintended, spontaneous influences, thanks to which a person adapts to society and becomes a full and full member of society.Note that the formation of left-handed characteristics does not always begin with the appropriate moment of existence and the creation of relationships with other people. That is why the left-handed child should be considered not only as a biological organism, but also as a social being who can transform himself to adapt to the social environment.The adaptation process of left-handed children leads to radical changes in the organization of teaching in public schools, transforming teaching methods, technologies, in particular, teacher-left-handed student relations.

In order to study the process of manifestation of left-handedness in a public school, it is necessary to refer to the diagnostic methods of left-handedness, which is transferred from the biological and social sphere to the sphere of pedagogy. Therefore, it is important to study it in the unity of social and pedagogical processes.

The article is devoted to the problem of the teachers development as a person and a professional. The psychological and pedagogical literature on this problem was studied, the essence of personal and professional development was determined. The scientific search for resources that provide this process is carried out, attention is focused on the human «self» – a set of self-processes and self-abilities.

The following self-processes are considered as priorities: self-knowledge, self-analysis, self-reflection, self-organization, self-projection, self-development, self-improvement. According to the author of the article, they are those which significantly influence on the quality of the specialist's personal and professional development.

The results of self-process research by foreign and national scientists are analyzed. On the basis of the studied results, conclusions are made that self-processes play the role of an internal resource, thanks to which the personal and professional sphere of the teacher develops more intensively.

The article substantiates the role of a teacher of an institution of higher education in relation to effective training of future specialists. Emphasis is placed on the need for quality preparation of degree students for pedagogical activities, as it depends on the formation of future professionals in the necessary professional competencies and professionalism. An example of such training at the third (educational and scientific) level at the Kherson State Agrarien and Economic University is given. It is noted that together with traditional pedagogical competencies (methods, forms, teaching aids, etc.) future teachers should develop competencies in the use of innovative pedagogical technologies.

These are the platforms that are recommended to future doctors of philosophy for use during the educational process in distance mode, in particular: Moоdle, Google Meet, Google Class, Zoom ets. Their positive advantages and necessity of application are substantiated.

The article reveals the changes affecting the training of future teachers in the context of the introduction of the professional standard of the teacher. The authors identify the features of the practical training of students – future teachers and consider the possibilities of strengthening the practice-oriented training of students at a pedagogical university, which is the purpose of the study. The experience of organizing and conducting educational and industrial practices with students of a pedagogical university has shown that in addition to the traditional guidance of practice by university teachers, it is necessary to create tools for psychological and pedagogical support of students during the practice period: schemes of planning and analysis of activities, diagnostic materials, descriptions of technologies, methods, teaching and upbringing techniques, bibliography on various problems, related to professional activity, links to generally recognized professional and educational portals, creating a piggy bank of pedagogical ideas. The availability of such tools allows students to feel more confident and independently manage their professional activities within the framework of solving professional tasks implemented in practice. Thus, practical training has the capabilities that are necessary in the professional development of a future teacher, allows the student to try his hand at the chosen profession, learn how to apply the knowledge gained in the classroom, in professional activities. However, the realization of these opportunities requires a number of organizational and pedagogical conditions associated with updating the content of practical training and its focus on the development of general professional and professional competence of students; the search and implementation of new approaches to the organization and evaluation of practical training of future teachers; providing a supportive educational and professional environment. An important condition for the success of practical training of university students is the readiness of university teachers to implement their professional tasks.

Globalization creates not only economic, political, but also cultural and educational values, which determine the future of humanity. Qualifying knowledge, education, freedom, national self-consciousness, and other values as universal values, the globalization phenomena make us keep pace with the times and respond to the challenges with value approaches.

The negative impact of globalization is first of all a threat to social justice and the neglecting of human rights. The higher the awareness of self-recognition and self-improvement is, the more surmountable all the dangers and obstacles in the sphere are. Taking into consideration the value-based approaches to education, we have singled out two perceptions of globalization: globalization as an objective process, which goes hand in hand with the dialogue of regionalization and cultures, educational values ​​ (two sides of one external contradictory phenomenon), and globalization as a unification, a process imposed to the world.

As a result of our research, we identified the following value approaches to education:

Positive:

1. The demand for continuing education in the era of increasing demands for the quality of human potential;
2. Person-centered education, which emphasizes the learner's personal characteristics, orientations, interests and goals;
3. The discovery and application of new teaching technologies and methods, which first of all contribute to the development of critical thinking;
4. Knowledge as a means of self-recognition and self-improvement of the highest value, which makes a person a full member of the world community in the context of cross-cultural communication;
5. The formation of a creative and harmonious personality, who is able to make informed decisions, to predict their possible consequences and to feel responsibility for the present and future of the world;

Negative:

1. The change of literacy standards determined by the influence of the Internet and the flow of information;
2. The decrease of interest in high level national culture and the loss of ability to understand it, the neglecting of cultural values and traditions, psychological devaluation;
3. Consumer attitude towards values;
4. The lack of humanitarian values and tolerance.

Globalization has had many obvious effects on educational and communication systems, changing the way education is delivered and the roles of teachers and students. The development of this technology facilitates the transition from an industrial-based society to an information-based society. At the same time, there is a dark side of globalization and too easy access to new information systems: while the richest countries get richer, the poor get poorer. Thus, the informational and educational gap between the rich and the poor is increasing and not narrowing: economic crises, trade imbalances and structural adjustments have caused a moral crisis in many countries, damaging and severing the basic social and cultural life of many families and communities, leading to the unemployment among youth, suicide, violence, racism, drug abuse and anti-social behavior. In the 21^st century, education systems face the double challenge of providing learners with the new knowledge, skills and values ​​needed to be competitive in the global marketplace, while at the same time producing professionals who are also good citizens of their country.

So, globalization is a challenge not only to rethink what kind of education a person needs, but also what is its ultimate goal and to what extent it will be directed to social justice.

Brief introduction. Education is a vehicle of change that is operationalized and further fueled through several interconnected gears, such as globalization, technological advancements, geopolitical, and socio-cultural rapid developments. These transformative metaprocesses have created the necessity of radical and systemic transformations in the current higher education system in Armenia. Consequently, the higher education system in Armenia faces numerous challenges and problems that are mainly conditioned by the requirements stipulated by the development of knowledge-based economy, educational innovations, and innovative technologies. On the other hand, the lack of national strategy on higher education at state level and limited targeted state funding have exacerbated the situation. Consequently, the Armenian higher education system is lagging from international developments, and there is a mismatch between the current delivery of higher education and market needs in Armenia. If this lagging continues in the long run, it will eventually create the “intellectual bankruptcy” of higher education system in Armenia. Thus, the Government of the Republic of Armenia (RA) should develop and endorse a competitive higher education strategy and innovative university strategic management models. These two constructs should be comprehensively developed for the coming decade in close cooperation with all higher education stakeholders, including the RA universities. It is also necessary to ensure the development of efficient university strategic management models, the deployment of which will enable universities to develop their strategic management processes and will align human, financial and other resources to the implementation of national strategy of higher education, state priorities, and long-term development of higher education in Armenia.

The purpose of the research carried out within the framework of the article is to analyze the functions of social ecology in the field of general education and to justify that there are necessary prerequisites for the inclusion of knowledge about social ecology in public school.

The analysis of the functions of social ecology will show that students can acquire knowledge about social ecology during classroom hours by including relevant topics in the plans of teachers by adding a new component to the “ecology” course. Regarding the social, ecological, and valeological challenges of the time, this type of education will become an important part of a solution and contribute to the students' healthy socialization.

The functions of social ecology are as follows: economic and legal, developing-promoting, valeological behavior and aesthetic taste formation of students, providing feedback, and prediction and prevention functions. Each function has its own importance for the development of the sector.

The analysis emphasizes the importance of our social ecological knowledge. With digitalization and changing communication mechanisms in society, the system of relationships also changes.

Conclusion. The analysis shows that the students' knowledge of social ecology is relevant in our country. It promotes and develops students' approaches to the complete system of nature-society, valeological behavioral changes, and valuing nature in maintaining society.

Learners can acquire knowledge about social ecology during classroom hours, as a result of the appropriate plan, instructions, and ecology textbook.

      This article is devoted to the substantiation of the need to teach terminal vocabulary and the development of its methodology in higher educational institutions.

      The goal of the article is that in the system of higher education, attaching importance to the problems of teaching professional terminology, to develop a methodology for their effective teaching, which will improve the process of mastering terminal vocabulary by students in this specialty. The article attempts to present these problems and indicate ways to effectively provide professional vocabulary in the learning process.

      Being the fastest growing and changing part of the vocabulary of any language, the problem of teaching scientific words in the system of higher professional education is important and relevant. The scientific novelty of the article proposed by us on the specialization of the ways of the emergence of terminal vocabulary, etymology, spelling is the identification of the problem of consistent and purposeful teaching of spelling, specifics and means of term formation, semantic fields and the indication of effective ways of learning.

Summary

          This article discusses some peculiarities of teaching German negative prepositions and conjunctions. Teaching the means of negation in German sometimes causes certain difficulties from the methodological point of view, since it is not always possible to express the whole extent of these means in Armenian, which sometimes leads to misperception, and often to translation violations.  For this reason, in the process of learning, applying the comparative method and combining the relevant facts of the German and Armenian languages, emphasizing the common features and, in some cases, the differences between the two languages, it is possible to contribute to a more effective comprehension of the presented material, and also to show the conditions of the equivalent transferring this language material from one language to another. For a better comprehension of theoretical material can also be given relevant examples from the belles-lettres in the teaching process.

So, in order to teach more effectively the various semantic and functional peculiarities of the negative prepositions and conjunctions of German great importance is attached to the use of comparative method and the need to include relevant facts of Armenian in the teaching process.

Since the outdated methods and means of teaching do not meet the current requirements of the modern occupation and are not subject to the trends of rapid development of scientific and technical progress, this encourages teachers to introduce innovative teaching methods and use and adapt these technologies to the educational process. This problem is especially acute in the formation of professional skills and abilities, since for their more effective assimilation, the educational process requires the use of a large number of visual materials and interactive tools, which in turn positively contribute to the improvement of the achievement of the educational goal. These aspects determine the relevance of the research topic.

               The subject of the study is the process of involving information and communication technologies in the modern educational process. Within the framework of the conducted research, a number of aspects regarding the expediency and possibility of involving information and educational technologies in the educational process were revealed. The work reveals the essence of information and communication technologies, the relevance of their involvement in the educational process. The advantages and potential of information and communication technologies in the classroom, independent work of applicants, in the organization of continuous education throughout life are determined.

Standard tests are one of the newest and most suitable methods for checking and evaluating learner’s knowledge. They provide broader scope and higher objectivity, they allow the typical mistakes and difficulties of the students to be discovered, they present the opportunity for self‐study and self‐evaluation, at the same time enabling student programs and methods of teaching to be improved.

However, testing is one of the most misunderstood areas of language teaching and language learning. Students and teachers alike the cringe when they hear the word "testing". Students see tests as threat to their competence, because they are afraid that they will not perform well on them. Teachers often do not like to construct test and are not altogether satisfied with their results when they do. They are also suspicious of the standardized, professionally designed tests because they do not understand what these tests are really trying to measure.

Fortunately, in the past few years there has been a growing interest in improving the situation. The wave of interest in communicative language teaching, for example, has stimulated a parallel interest in more innovative and sensitive measures of speaking ability.

The following article is devoted to the study of some key issues in test construction. In order to properly construct or assess a test it is helpful to have some explicit notion of what the test is testing and how it might be labeled. One way of referring to tests is according to those that deal with prediction of student's performance "prognosis", and those that assess the current level of accomplishments, "evaluation of attainment".

The article deals with folklore games created by the famous Armenian writer and poet Hovhannes Tumanyan, their pedagogical significance, functionality and application in the didactic process.
Hovhannes Tumanyan (1869-1954) devoted much of his literature to children. In works for children, Tumanyan attaches special importance to folklore works and their adaptation for children.
Understanding the importance of games as a method of transferring knowledge and educating children through entertainment, Tumanyan created a series of children's board games. He used folklore genres such as riddles and proverbs in the board games "Armenian riddles" and "Armenian proverbs" using folk, dialect original texts of the aforementioned genres. Thanks to the efforts of the scientific staff of the Tumanyan Museum, these games have been republished in recent years and are still among the favorite games of Armenian children.
Learning proverbs with the help of a game is the shortest way to convey folk life experiences and wisdom to a child. Being an allegorical genre, the riddle requires the flexibility of the mind to guess the answer and sharpens the mind of children. Thanks to this feature, the riddle was actively used in ancient rituals and competitions.
For many years, teaching Armenian folklore at Yerevan State University, I tried to enrich practical classes with various methods, and in this regard, the riddle game made by Tumanyan became an excellent way to process one game lesson dedicated to folk riddles.
The study of folklore games created by Tumanyan and our personal experience of their use in pedagogy allows us to say that these folklore genres still retain their great educational value, and using them in the classroom with game methods makes the learning process more enjoyable and effective.

           In the article entitled "Features of the application of the modern methodological technique of T-shaped learning", we tried to show the features of the application of this methodological technique, due to the nature of the taught material and the originality of the writer's image system, the age groups of students. We have considered several approaches to the application of the methodological technique..

  The purpose of the article is to reveal, with the help of interesting observations, the essence of the above-mentioned methodological technique, the principles of teaching material in this format, indicating and justifying the advantages due to the relevant features of this teaching method, the features arising from the purpose of teaching.

       The novelty of the research is the consideration of various approaches to the application of the modern methodological technique of T-shaped learning, their features. By the above-mentioned method, the symbols in the artwork were examined ; their philosophical and psychological layers were emphasized.

      The relevance of the research determines the consideration of the process of teaching literary works by the requirements of modern teaching methodology, which makes it consonant with modern educational programs. In the article, we have demonstrated the effectiveness of using the modern methodological technique of T-shaped learning in various approaches, the possibility of using them for more meaningful and multi-level teaching of a work of art.    

           As a result of the research, we came to the following conclusions: the use of a T-shaped methodical technique contributes to a deeper analysis of the taught material, a comprehensive and comprehensive knowledge of the material by students, a broad presentation of the artwork, makes the lesson more interesting and meaningful.

     Language is an important means of communication with the help of which one can express his ideas, feelings, convey information either orally or in a written form. As Rupley, Logan and Nichols(1999) mentioned, vocabulary is the glue that holds stories, and content together making comprehension accessible for learners. Vocabulary teaching is of utmost importance as without sufficient vocabulary knowledge it is impossible to communicate. The problem is how to make vocabulary teaching more effective and challenging as students have difficulty in memorizing lists of words. The problems encountered in reading, writing, speaking and listening are mainly because of insufficient vocabulary knowledge. To solve this problem and make vocabulary teaching more interesting and enjoyable it is necessary to look for new techniques which will make vocabulary memorization easier. We think that such an effective way is the concept map usage. Concept maps are more effective than conventional methods for teaching new words to help students acquire the ability to determine word meaning use words in sentences.

     It is known that a severe degree of mental retardation significantly complicates all types of activities of these children, including in the sphere of self-service. In the conditions of a specialized orphanage, the problem of the formation and development of self-service skills in children with a severe degree of mental retardation becomes somewhat more complicated. First of all, this is due to the fact that these children, like other pupils of these institutions, are constantly under the excessive care of nannies, educators and teachers, and self-service issues fade into the background.

   Therefore, the study of self-service skills in children with severe mental retardation in a specialized orphanage and the search for effective means, methods and special pedagogical conditions for their use will become the basis for the formation and development of self-service skills and abilities in these children, correction and prevention of many self-service disorders.

    At the same time, in the special scientific and methodological literature, insufficient attention is paid to the formation and development of skills and abilities of self-care in children with severe mental retardation, especially in these children of a specialized orphanage. However, the solution of this problem is very important for these children in their daily lives.

  Thus, it becomes obvious that the importance of the problem under consideration, its insufficient knowledge and development determine the relevance of this study, its theoretical, practical and social significance.

   The article analyzes the results of a study by special teachers of the problem of the formation and development of self-service skills in children with a severe degree of mental retardation, especially in these children of a specialized orphanage․ Based on the study of the results of the study of foreign and domestic specialists of the issues under consideration, a theoretical analysis, conclusions and recommendations are made.

It is known that deep and partial visual impairments significantly impede playing, cognitive, educational, labor and other types of human activity, physical culture and sports. Therefore, the study of the attitude of students with visual impairments to physical culture and sports will become the basis for the effective organization and conduct of educational work with these students in physical education, sports and recreation, correctional development and sports work.

It has been established that a person's attitude to a particular activity is formed on the basis of interests in them. This provision also applies to the attitude of students with visual impairments to physical culture and sports, to training sessions, morning exercises, independent physical exercises and sports in their free time. From the formation and development of interest in these and other types of physical education, the correct and effective organization and conduct of these events largely depend on the preservation of good health, physical development of the motoric and orientation in space for students with visual impairments.

 The joy received from physical exercises, from overcoming objective obstacles and one's own weaknesses, contributes to the development of self-confidence, the development of such positive personality traits as purposefulness, diligence, achievement of the intended goal, etc. Therefore, many teachers emphasize the need to identify students' interests, take into account and develop them in their daily work. However, in the scientific and methodological literature, insufficient attention is paid to the formation and development of interest and attitude of students with visual impairments to physical culture and sports. At the same time, a deep and versatile study of this problem, the invesigation of various approaches is very important, which determines the relevance of this study, its theoretical and practical significance.

 In connection with the above, the purpose of this study is to study the attitude of students with visual impairments to physical culture and sports.

      The article presents the results of a study of the attitude of 1-2 year students with visual impairments to physical education classes, morning exercises, to independent physical exercises in their free time and to sports. Based on the study of the results of the study, a theoretical analysis of the issues under consideration was carried out, conclusions and practical recommendations were drawn.

In the general system of upbringing, education and development of children with profound and partial visual impairments, the role and importance of inclusive education is immeasurably increasing today. At the same time, profound visual impairments in a child significantly complicate the organization and conduct of educational work in a public school, communication with them and teachers and classmates. Therefore, on the level of awareness of teachers who provide inclusive education, in matters of psychophysical features of the development of blind children, building and conducting educational work with them in the same class with normally seeing peers largely depends on the correct and effective education and development of blind children, preparing them for an active independent life.

  In recent years, the scientific and methodological literature has emphasized the importance of inclusive education for children with profound and partial visual impairments, the formation and development of the level of awareness of teachers who provide inclusive education for blind children in organizing and conducting educational work with them in the same class with normally seeing peers.

  At the same time, in the special scientific and methodological literature and in the practice of mass schools, the problem of improving the qualifications of teachers who provide inclusive education for blind children has not yet been given due attention. Whereas the solution to this problem is very significant, which is of great importance for blind children, their education, upbringing, general development and entry into an independent active life.

  Recognizing the importance of improving the qualifications of teachers on the specifics of integrative education for the entire category of visually impaired schoolchildren, this article focused on the problems of inclusive education only for blind children, that is, on that subcategory of children with visual impairment, which is the most difficult in terms of joint learning with normally seeing children. peers.

  Considering the foregoing, the article presents important aspects of professional development of teachers implementing inclusive education for blind children. On the basis of the presented material, a theoretical analysis of the issues under consideration was carried out, conclusions and practical recommendations were made that are necessary for teachers implementing inclusive education for blind children in organizing and conducting educational work with these children in the classroom where normally seeing peers study.

      In the general system of raising children with visual impairments, including physical education, the role of the family is immeasurably increasing. At the same time, it is known that deep and partial visual impairments of a child greatly complicate and make it difficult to organize and conduct health-improving, strengthening, corrective-developing and many other activities in a family environment. Therefore, the correct and effective formulation of this work largely depends on the level of awareness of parents raising a blind and visually impaired child in matters of their physical education.

       The scientific and methodological literature emphasizes the role and importance of the family in the upbringing, education and development of children with visual impairment, the level of awareness of parents in these matters. At the same time, in the special literature and in practice, the problem of the formation and development of the level of awareness of parents of children with visual impairment in physical education does not pay due attention to them.

      Thus, the results of the study state that, on the one hand, the interviewed parents understand the importance of organizing and conducting physical education of these children in a family environment, but on the other hand, according to their frank admission, the vast majority of them do not have the appropriate knowledge and level of awareness in these matters. While the solution of this problem, the timely formation and development of parents' awareness of the issues of physical education of children with visual impairment is very important for the full and comprehensive development of these children.

       In the article, based on the presented material, a theoretical analysis of the results is carried out, conclusions and practical recommendations are made.

The article presents the results of studies of the level of awareness of parents in the care, upbringing and development of a mentally retarded child. Since the violation of the mental development of the child significantly complicates the game, cognitive, educational, motor and other activities. Therefore, the knowledge of parents, their awareness of the organization and conduct of correctional and developmental work with these children is important for the development of these children in a family environment.

The special scientific and methodological literature emphasizes the importance of studying the level of awareness of parents in the upbringing and development of a mentally retarded child in a family environment. However, theoretically and practically, this problem has not been sufficiently studied and developed, which determines the relevance of this study, its theoretical and practical significance.

The purpose of the study is to determine the level of awareness of parents in the upbringing and development of children with mental retardation.

The results of a sociological survey of 64 parents raising a mentally retarded child showed that in 47% of cases they are not aware of the proper care, upbringing and development of these children in a family environment. It has been established that in different periods of the child's development, individual parents turn to specialists from both state and non-state organizations.

The vast majority of the parents surveyed, in matters of selecting means, methods and conditions for organizing and carrying out work on the care, upbringing and development of a mentally retarded child, rely on their knowledge and work experience.

The vast majority of the parents surveyed, in matters of selecting means, methods and conditions for organizing and carrying out work on the care, upbringing and development of a mentally retarded child, rely on their knowledge and work experience.

A sociological survey and conversations with parents raising a mentally retarded child showed that the vast majority (61%) of the interviewed parents frankly admitted their unsatisfactory awareness of the care, upbringing, education and development of this child in a family environment. Only 29% of the parents surveyed believe that they have a sufficient level of awareness in these matters, while the rest of the parents found it difficult to answer this question.

So, the results of the conducted research allow us to note that, on the one hand, the interviewed parents with a mentally retarded child understand the importance of timely assistance to the child and support for the family, on the other hand, their lack of awareness in the care, upbringing and development of this child makes it difficult to carry out all this family work.

In connection with the foregoing, the article highlights the most priority areas of work with a family raising a mentally retarded child and providing parents with information assistance.

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder of variable severity characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction [1]. A child with ASD is characterized by a deficit in basic communication and social interaction skills and has inappropriate interaction with their parents [2]. They pose serious behavior problems to their parents, which can cause significant pressure, stress, and discomfort in the parents, undermining their confidence in their ability as parents and bringing to tension in the family [3].

Considering the state of emergency declared in Armenia and worldwide due to the COVID 19 global pandemic, we were forced to revise and reorganize our work and continue to stay close to children with ASD and their parents, providing ongoing long-distance counseling and training to parents.

• Taking into account the unique features of each child, based on "Individual programs," we have continued to work with parents and their children on a remote platform. During this time, parents have carried out classes with the help of a specialist. The implementation of tasks has been monitored through video calls as much as possible.
• Online monitoring has been carried out to check children's behavior, give instructions on a child's particular behavior, and help parents show a comparatively positive attitude towards the maladaptive behavior of their child. Likewise, strategies have been developed to reduce, change, and prevent a child's maladaptive behavior.
• A set of online training has been organized for parents on complicated topics. As a result, it became possible to help parents conduct correct work with their children.

All outcomes and achievements were recorded and analyzed. Comparative research was done on how parent training and involvement will increase the program outcomes compared with families where parents remain on the sidelines and are not involved in their child's early intervention program.

The purpose of the research: The purpose of the research is to study the importance of the "social pedagogue" profession in the field of public education.

The novelty of the research: the professional functions of class teachers, teacher assistants, and social pedagogues were researched and compared. The social pedagogue was found to be most important to general education.

The article examines the importance of the profession of "social pedagogue" in the field of public education.

It is justified that the activity of class leaders and teacher's assistants is not always appropriate in the general education school and in some cases causes a conflict with the functions of the social pedagogue.

It is necessary to jointly discuss the functions of class teachers, social pedagogue and teacher's assistants and review the assigned positions.

If we keep in mind that the acquisition of the profession of "social pedagogue" is conditioned by the availability of an appropriate educational program and the demand of the labor market, while a special training is not implied for the positions listed above, then it is advisable to review the assigned positions, replace the class teacher institute with "social pedagogue" institute, to expand their functions with the presence of mandatory positions of psychologists in public schools, to form a cooperative team that will be able to solve the problems arising during the socialization of students.

Annotation. This article reviews the problem of students' professional education in the system of pedagogical education. An analysis of the scientific literature on the problem made it possible to reveal the essence of professional education, revealed its relevance and showed that insufficient attention is paid to the value aspect of such education and the criteria of axiologisation.

The goal of the study is to present and substantiate the main axiologization criteria of the students’ professional education.

Based on the goal, the objectives of the study were defined: to consider the axiological approach, the principles that reveal its essence and ensure the axiologization of students' professional education; to highlight and reveal the essence of value consciousness, value orientation, value attitude, value setting and value behavior in the axiologization of future teachers’ professional education as axiologization criteria; to reveal the role of pedagogical values in the axiologization of the process of professional education; to identify the students’ attitude to pedagogical values with the help of a sociological survey; to orient future teachers to a value setting for professional activity based on the formation and development of a value system; to show and substantiate the role of axiologization in professional education as an important means of increasing the effectiveness of future teachers’ training at the HEI.

In the course of the axiologization of professional education, students should form: pedagogical values, value consciousness, value attitude, value setting, value orientations, value behavior. Otherwise, we can state that there was no axiologization. Consequently, they are criteria, indicators of the axiologization of professional education.

The students’ attitude to different values was revealed with the help of a sociological survey for senior students of SUSh and school teachers of the city of Gyumri, who have no more than three years of experience. The results obtained will make it possible to more effectively organize the processes of formation of pedagogical values and the axiologization of students’ professional education in order to better prepare for future professional activities.

In perspective: the results of this study will be reflected in the methodological guideline to determine the content, forms, methods of future teachers’ professional education on an axiological basis.

The study results of the impulsivity levels of students of the humanities when studying the discipline "Human Life Safety" are presented. It is found that among students of the specialties "Modern Foreign Languages: majoring in Teaching", "Cultural Studies", "Communicative Design" and "Design of the Subject-spatial Environment", an average moderate level of impulsiveness prevails, which is expressed in their ability to make decisions more thoughtfully in the case of a choice of actions and possible consequences. They are emotionally restrained, able to control their behavior and plan their actions and deeds. The identification of the level of students’ impulsiveness in the educational process is a key condition for the formation of safety culture and healthy lifestyle. In the case of detecting of high indicators of the level of impulsivity, it is vital to draw up an individual self-education program aimed at reducing emotional stress, increasing self-control and goal orientation.

In the organization of professional education of the pedagogue it is presently important for the learner not only to form a complete system of theoretical content of the profession but also to integrate the learner’s creative potential and ensure the level of creative preparedness for providing alternative situational solutions. The development of professional power-based competences firstly focuses on the primary goals that guide professional education in a number of directions: independence, cognitive activeness, socialization, self-focused development. At the same time, the development of the specialist’s culturological and socio-pedagogical competences and skills in alternative ways is also given importance to, which, combined with the knowledge, will form the complete picture of knowledge, competences and skills of the future specialist.

The goal of the current research is to reveal the applicable significance of art technologies in the formation of learners’ culturological and socio-pedagogical competences. Among primary objectives, it has been set to disclose the pedagogical possibilities of art technologies, to study the mechanisms of satisfying cultural needs of the learner and forms of emotional discharge, the verbal and non-verbal communication mechanisms by means of art, as well as to put forward the culturological and socio-pedagogical aspects of art technologies in the organization of the learner’s professional learning.

Art technologies fulfill a number of functions: introspective-cathartical, corrective-regulating, communicative-reflective. Due to them, art technologies obtain synergic functionality, thus having a multidirectional impact on the subject, after which the socio-pedagogical activity is carried out. Based on the means of art, art technologies include elements of pedagogy, medicine, psychology, culturology, sociology and other fields, having deeper and vast influence on the subject. Its structural elements are as follows: a) subjects of influence, b) means of art, c) needs and motives, d) interinfluence and interaction, e) results.

Art technologies have a health- and culture-based influence and they are necessary to everyone for individual development. As a human subjective experience, the emotional experience art technologies have, is manifested in three dimensions: internal experience (subjective perception), behavioral reaction (cry, laughter, shiver, shout, etc.), physiological processes (increase of blood pressure, sweating, vascular spasm, muscular tension, heartbeat). It is manifested in the communication model, which can be linear, interactive or transactional. Therefore, it is necessary to clearly understand the nature and content of art technologies, to combine them with the problem that concerns the child, to choose the type that will be useful for revealing, correcting the problem, or making it look acceptable. Based on this, art technologies are classified according to the principle of communicative forms of verbal and non-verbal art means, for example: non-verbal art technologies – painting therapy, color therapy, music therapy, paratherapy, sand therapy, etc.; and verbal art technologies – puppet therapy, drama therapy, theater therapy, fairy tale therapy, bibliotherapy, etc. Each of these works with the problem of the person in a different way, hence, from the socio-pedagogical point of view it is worth understanding to what extent the use of art technologies contributes to the formation of cultural and social competences in the socio-pedagogical activity.

In the framework of the current research, we have thoroughly examined the types of art technologies often used in creative art therapy, their content and role in the formation of the learner's socio-cultural competences. As a result, we have found out that in addition to professional primary competences, there is a need to also develop these competences in order to expand the scope of perceptual communication, humanization, as well as to provide a value-based direction to the socio-pedagogical process.

Conclusion

• The investment of art technologies today is not sufficiently involved in the organization of pedagogical activities. There is a need to further promote it and to contribute not only to the learner's academic knowledge, but also to their cultural, moral, and emotional growth.
• There is a need to ensure the development of learners' ability to solve socio-pedagogical practical problems through the teacher-student communication with the help of art technologies.
• It is necessary to develop the ethics of aesthetic construction of social relations among learners.

There is a necessity to make the infinite possibilities of art technologies available to the learner, which will serve as a basis for organizing poly-art education and a means of developing the child's social and emotional intelligence.

Summary

In the comprehensive process of human formation, religion and moral principles and spiritual values related to it have their unique importance.

Religious education and upbringing are one of the most important elements of the educational system.

It should be noted that in the works related to the history of Armenian pedagogy, religious or moral education and upbringing partially addressed but they didn't separate the two but presented them in a unified context.

The problems of religious education have always been in the His Holiness' attention. This is the reason why throughout his spiritual activity, Karekin I initiated and implemented number of programs, which were the basis for the formation of the spiritual and moral value system of the young generation.

In his works His Holiness the Patriarch presents his vision of the educational policy of effective organization of religious education.

During his enthronement in Holy Etchmiadzin, Catholicos Karekin I managed to transform the educational system for training future clergymen, founded centres of spiritual education and gave impetus to the activity of spiritual seminaries for the benefit of future generations.

UNDERSTENDING OF RELIGIOUS AND ETHICAL UPBRINGING IN THE WORKS OF EAST ARMENIAN EDUCATORS (1840-1880)

In the second half of the 19^th  century,  there were many intellectuals, such as A. Bahatryan, I. Harutyunyan, S. Mandinyan, St. Fr. Mandinyan, Khoren Narpe, P. Shanshyan who received pedagogic higher education in advanced European institutions. Secular and spiritual educators distinguished four forms of education: mental, physical, labor, moral. Here, we have analyzed what concepts Armenian pedagogues have expressed under moral education, whether moral education is connected with religious education, what traditions the aforementioned Armenian pedagogues have followed. The aim of the research is to analyze the views of 19^th  century Eastern Armenian educators regarding moral education. Find out which perception has been dominant in the field of public education. There are many sources related to the history of the Armenian school and pedagogical thought, but until now no in-depth studies have been conducted on the issue that interests us, as a result of which the history and methodology of moral education has remained uncertain.