ОРГАНІЗАЦІЯ СТУДЕНТОЦЕНТРОВАНОГО НАВЧАННЯ ЯК СКЛАДНИК ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВИКЛАДАЧА ЗВО

Abstract

The article analyzes European and national acts in the field of the European area of ​​higher education (Standards and recommendations for quality assurance in the European area of ​​higher education (2015), the Paris Communiqué (2018), Regulations on the accreditation of educational programs, according to which higher education students are trained in Ukraine (2019), EKTS User Guide (2015), etc.), as well as scientific literature on the issues of the article. Summarizing the results of the analysis made it possible to establish that, it was established that the implementation of student-centered education is a mandatory condition for ensuring and constantly improving the quality of higher education. It was found that the forms of implementation of student-centered education as the one that most fully takes into account the needs and interests of education seekers are the development and implementation of interdisciplinary educational programs, the combination of academic education and training at the workplace, education – with innovative activities, research. It was found that the basis of such training is mutual respect, as well as communication, dialogue between the student and the teacher, in which these main subjects of the educational process are equal. It was established that the organization of such training requires the use of appropriate methods and technologies of training and evaluation, in particular innovative ones. An analysis of the abilities and skills of a teacher of higher educational institutions, formalized in the relevant Professional Standard, allows us to state that a significant part of them is the ability to implement a student-centered approach in the educational process – during training, evaluation, organization of the scientific activity of students, namely: teachers of higher education have implement a cold-centered approach, developing educational and methodological support in a form that is optimal for perception and understanding by students, as well as take into account the requirements of this approach during training sessions and advising students taking into account their individual characteristics and educational needs, provide individual support, provide group and individual consultations on various issues, including construction of individual educational trajectory, conducting scientific/ creative activities; during evaluation, teachers must provide feedback to students, provide recommendations for improving their learning results; taking into account the needs, requests, and feedback of students during the revision and updating of the educational programs as the main stakeholders is important for the implementation of student-centered learning. As a result of the conducted research, a conclusion was formed: the ability to organize and implement student-centered learning is an integral component of the professional activity of a teacher of higher education, an invariant component of the corresponding general professional competence.