Характеристика многомерности дефиниции «педагогический контроль» при помощи контент-анализа и кластерного анализа

Abstract

The aim of the study is to classify the existing definitions of the notion of “pedagogical control” in order to determine the research positions of their authors. The paper presents the results of a content analysis of the notion in question to identify the main semantic components that constitute this notion and the results of a cluster analysis to classify the existing definitions. Scientific novelty lies in identifying the essential features and structure of pedagogical control by analysing and classifying the components that make up the definitions selected by the continuous sampling method. As a result, 5 main components have been identified, which are more or less represented in the selected definitions, namely control, evaluative, prognostic, corrective and developmental components. The researcher has determined the quantitative and qualitative ratio of these components within the definitions of the notion of “pedagogical control” and has classified the existing definitions into groups.