ÀÊÒÓÀËÜͲ ÒÅÎв¯ – ÅÔÅÊÒÈÂÍÀ ÏÐÀÊÒÈÊÀ
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ÌÅÒÎÄÎËÎò×Ͳ ÀÑÏÅÊÒÈ ÐÅÀ˲ÇÀÖ²¯ ÏÅÄÀÃÎò×ÍÈÕ ÒÅÕÍÎËÎÃ²É ÇÀ Ô²ËÎËÎò×ÍÈÌ ÑÏÐßÌÓÂÀÍÍßÌ: ÅÂÎËÞÖ²ß ÒÀ ÒÐÀÍÑÔÎÐÌÀÖ²ß Â ÓÊÐÀ¯ÍÑÜÊ²É ØÊÎ˲
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Îëåíà Áàðàíîâñüêà
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Ç̲ÑÒ ² ÑÒÐÓÊÒÓÐÀ ÇÀÃÀËÜÍÎÊÓËÜÒÓÐÍί ÊÎÌÏÅÒÅÍÒÍÎÑÒ² ÑÒÓÄÅÍҲ ÃÓÌÀͲÒÀÐÍÈÕ ÑÏÅÖ²ÀËÜÍÎÑÒÅÉ
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Îêñàíà Êâ³òêà
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ÏÅÄÀÃÎò×Ͳ ²ÍÍÎÂÀÖ²¯: ²Äů, ÐÅÀ˲¯, ÏÅÐÑÏÅÊÒÈÂÈ
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ÎÑÎÁËÈÂÎÑÒ² ÂÏËÈÂÓ ÊÎÌÏÎÇÈÖ²¯ ÒÅÑÒÓ Ç Á²ÎËÎò¯ ÍÀ ÐÅÇÓËÜÒÀÒÈÂͲ ÏÎÊÀÇÍÈÊÈ ÒÅÑÒÓÂÀÍÍß ÑÒÀÐØÎÊËÀÑÍÈʲÂ
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Þð³é Æóê, ˳ä³ÿ Âàùåíêî
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ÏÅÐÑÏÅÊÒÈÂͲ ÌÅÒÎÄÈ ÍÀÂ×ÀÍÍß ÄËß ÂÈвØÅÍÍß ÀÊÒÓÀËÜÍÈÕ ÏÐÎÁËÅÌ ÑÓ×ÀÑÍÎÃÎ ÑÓÑϲËÜÑÒÂÀ  ÓÌÎÂÀÕ ²ÍÄÓÑÒвÀËÜÍί ÐÅÂÎËÞÖ²¯ 5.0
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COMPETENCE-ORIENTED FOREIGN LANGUAGES TEACHING TO STUDENTS OF GYMNASIUMS IN GRADES 5–6: PROGNOSTIC CONCEPTS
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Valerii Redko, Tamara Polonska
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ÇÀÑÒÎÑÓÂÀÍÍß ÀÏÀÐÀÒÀ ÒÅÎв¯ ØÒÓ×ÍÈÕ ÍÅÉÐÎÍÍÈÕ ÌÅÐÅÆ Ó ÇÀÄÀ×ÀÕ ÏÐÈÊËÀÄÍί ÏÅÄÀÃÎòÊÈ ÇÀÊËÀIJ ÂÈÙί ÎѲÒÈ
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Ãàëèíà ×àáàí, Îëåêñàíäðà Êóõòÿê
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ÌÅÒÎÄÈÊÀ, ÄÎѲÄ, ÐÅÇÓËÜÒÀÒÈ
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×ÈÒÀÖÜÊÀ ÊÎÌÏÅÒÅÍÒͲÑÒÜ ÓÊÐÀ¯ÍÑÜÊÈÕ ØÊÎËßв ÊвÇÜ ÏÐÈÇÌÓ ÌÀÒÅвÀ˲ ̲ÆÍÀÐÎÄÍÎÃÎ ÄÎÑË²ÄÆÅÍÍß ßÊÎÑÒ² ÎѲÒÈ PISA
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ͳíà Ãîëóá
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PSYCHOLOGICAL FOUNDATIONS OF THE COMPETENCE-ORIENTED METHODOLOGY OF TEACHING UKRAINIAN LANGUAGE
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Olena Goroshkina
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ÊÎÌÏÅÒÅÍÒͲÑÍÎ ÎвªÍÒÎÂÀͲ ÌÅÒÎÄÈ ÍÀÂ×ÀÍÍß ÅÊÎÍÎ̲ÊÈ Â Ë²Öů
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Òåòÿíà Íàçàðåíêî
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²ÍÒÅÐÀÊÒÈÂͲ ÌÅÒÎÄÈ ßÊ ×ÈÍÍÈÊ ÔÎÐÌÓÂÀÍÍß ÎѲÒÍÜÎÃÎ ÑÅÐÅÄÎÂÈÙÀ  ÑÈÑÒÅ̲ ÏÐÎÔÅѲÉÍί ϲÄÃÎÒÎÂÊÈ ÑÎÖ²ÀËÜÍÈÕ ÏÐÀÖ²ÂÍÈʲÂ
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Òåòÿíà Îïàëþê
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ÐÅÇÓËÜÒÀÒÈ ÄÎÑË²ÄÆÅÍÍß Ð²ÂͲ ÅÌÎÖ²ÉÍÎÃÎ ÊÎÌÏÎÍÅÍÒÀ ÎÁÐÀÇÍÎÃÎ ÌÎÂËÅÍÍß Â ÌÎËÎÄØÈÕ Ó×Ͳ Dz ÇÍÈÆÅÍÈÌ ÇÎÐÎÌ
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Ñâ³òëàíà Ôåäîðåíêî, Ìàðèíà Ïîë³êîâñüê³
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ÔÎÐÌÓÂÀÍÍß ÊÓËÜÒÓÐÈ ÏÐ Î ÔÅѲÉÍί IJßËÜÍÎÑÒ² ÌÀÉÁÓÒÍ²Õ ÌÅÍÅÄÆÅвÂ: ÏÑÈÕÎËÎÃÎ-ÏÅÄÀÃÎò×Ͳ ÀÑÏÅÊÒÈ
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Ëþáîâ Ãîí÷àð
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ÌÓÇÅÉÍÀ ÏÅÄÀÃÎòÊÀ Ó ÑÈÑÒÅ̲ ϲÄÃÎÒÎÂÊÈ ÁÀÊÀËÀÂвÂ: ÌÎÆËÈÂÎÑÒ² ÏÅÄÀÃÎò×ÍÎÃÎ ÊÎËÅÄÆÓ
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Îëåêñ³é Êàðàìàíîâ, Îêñàíà Ñóðìà÷, Àííà Øóêàëîâè÷
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SUBSTANTIVE NATURE AND THE MODEL OF RESEARCH COMPETENCE OF HIGH SCHOOL STUDENTS IN HISTORY SUBJECT
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Petro Moroz, Iryna Moroz
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