Introduction. It is necessary to note that integration and globalization processes have considerably affected the training of future journalists, making new demands on the society. Due to these advances different approaches to the journalist’s educational process started to be used by lecturers. The purpose of the article is to analyze approaches introduced in the educational process of professional journalists’ training. The methods. To achieve a certain purpose, a set of research methods have been used: general scientific including analysis and synthesis have been applied for the investigation of legal documentation, instructional programs; induction and deduction have been used to highlight the features of professional journalists’ training in US universities; due to methods of system-structural and systemfunctional analysis the main components of journalism education in the USA have been singled out. Results. In the course of the research various approaches applied during the professional training of journalists in the USA have been characterized. Main peculiarities of axiological, acmeological, synergetic, hermeneutic, diagnostic, competencybased, andragogic, organizational, functionalsystematic, student-oriented, culturological and interdisciplinary approaches have been identified. Due to the freedom of the development of the society it has been investigated that these approaches have such similarities: integrated use of learning tools, methods and technologies; reasonable focus on forming professional qualities of future journalists. The scientific originality of the results obtained is determined by the fact that for the first time thorough analysis of approaches used in the US educational system for the professional journalists’ training has been conducted. Conclusion. On the basis of the conducted research it is outlined that the professional journalists’ training at the US universities is grounded on theoretical likewise practical approaches. Taking into consideration developed provisions, the organization of professional journalists’ training, will contribute to the formation of highly qualified media specialists abled to compete in the labor market.
Ця ліцензія дозволяє вільно
- поширювати — копіювати і розповсюджувати матеріал у будь-якому вигляді чи форматі;
- змінювати — реміксувати, трансформувати, і брати матеріал за основу для будь-яких цілей, навіть комерційних
на наступних умовах:
зазначення Авторства — має вказуватися автор, розміщуватися посилання на ліцензію та вказуватися чи було внесено зміни до твору. Це може бути зроблено у будь-який розумний спосіб, але так, щоб не створювалося враження стосовно того, що ліцензіар підтримує чи схвалює автора або авторське використання твору;
- без додаткових обмежень — не можуть висуватися додаткові умови або застосовуватися технологічні засоби захисту, що обмежують права інших на дії дозволені ліцензією.
Palamar, S.P. (2018). Competence approach as a methodological guideline for the modernization of modern education. Educational Discourse, 1–2(20– 21), 267–278.
Awward, M. (2012). Outcomes-based education and employability at Philadelphia University. International journal of humanities and social sciences, 2(10), 111–121.
Zimnyaya, I.A. (2004) Key competencies as a resultbased basis of the competency approach in education. Moscow: Research Center for Quality Training (in Rus.).
Milrud, R.P. (2004). Competence in language learning. Foreign languages in school, 7, 30–37.
Filatova, L.O. (2004). Continuity of general secondary and university education. Pedagogy, 8, 63–68.
Kortokova, L.I. (2016). Methodological approaches to professional training of future specialists in the field of services in the educational and industrial cluster. Scientific Bulletin of Melitopol State Pedagogical University. Series: Pedagogy, 2, 126–130.
Nichkalo, N.G. (2008). Transformation of vocational education in Ukraine. Kyiv: Pedagogical thought (in Ukr.).
Lam, J.C.K., Walker, R.M., Hills, P. (2014). Interdisciplinarity in Sustainability Studies: A Review. Sustainable Development, 22(3),158–176.
Gantogtokh, O., & Quinlan, K.M. (2017). Challenges of designing interdisciplinary postgraduate curricula: case studies of interdisciplinary master’s programmes at a research-intensive UK university. Teaching in Higher Education, 22(5), 569–586.
Andriyashin, V.I & Karachun, L.V (2010). Ensuring continuity through interdisciplinary links. Scientific journal of the National Pedagogical University M.P. Dragomanov, 13(6), 9–13.
Petrausch, R.J. (2008). Five Strategic Imperatives for Interdisciplinary Study in Mass Communications/Media Studies in the US and UK. Interdisciplinary Learning and Teaching in Higher Education: Theory and Practice, 124.
Thorne, J. (2004). The visual turn in geography. Antipode, 36(5), 787–794.
Altmeppen, K. D. (2008). The structure of news production: The organizational approach to journalism research. In: Global journalism research: theories, methods, findings, future, 52–64.
Hartley, J. (2008). Journalism as a human right: The cultural approach to journalism. In: Global journalism research: Theories, methods, findings, future, 39–51.
Mukan, N., Havrylyuk, M., & Stolyarchuk, L. (2015). Theoretical Framework of Leadership in Higher Education of England and Wales. Comparative Professional Pedagogy, 5(1), 39–45.
Fritsyuk, V.A. (2017). Methodological approaches to studying the problem of professional selfdevelopment of the future specialist. Bulletin of Vinnytsia Polytechnic Institute, 6, 160–167.
Kiryakova, A.V., Olkhovaya, T.A., Melekesov, G.A., & Presnov, A.A. (2015). The axiological approach to the analysis of the problems of modern university education. Mediterranean Journal of Social Sciences, 6(2), 22.
Likhnevskaya, T.A (2009). Civic education of student youth in US high school. Thesis of Ph.D dissertation. Ternopil: Ternopil National Pedagogical University named after V. Hnatiuk.
Darendorf, R. (1989). After 1989. Morality, revolution and civil society. Reflections on the revolution in Europe. Moscow: Ad Marginem (in Rus.).
Garanina, J.G. (2013). Psychological competence in the structure of personal and professional selfdevelopment of specialists in the socionomic sphere. Saransk: Mordov Publishing House (in Rus.).
Kuzikova, S.B. (2013). Self-development of personality: a subjective approach. Personality Psychology, 1, 77–86.
Mukan, N., Noskova, M., & Baibakova, I. (2017). The formation of school principals’ readiness to use internet technologies in their work in the system ofcontinuous pedagogical education. Science and Education, 4, 123–132.
Lukyanova, L.B. (2012). Andragogic experience in organizing vocational training in the workplace. Modern information technologies and innovative teaching methods in training: methodology, theory, experience, problems, 1(29), 86–90.
Bech, I.D. (2003). Education of personality: in 2 books. Book 1: Personality-oriented approach: theoretical and technological principles. Kyiv: Lybid. (in Ukr.)
Onishchenko, V.D. (2002). Pedagogical hermeneutics: noological contexts of identification. Pedagogy and Psychology of Vocational Education, 2, 23–31.
Galuzyak, V.M. (2018). Pedagogical diagnostics as a system. Vinnytsia: Nilan-LTD LLC. (in Ukr.)