Упровадження Процедури Оцінювання Як Інструмента Підвищення Якості Викладання В Університетах Німеччини

Abstract

The author of the given article refers to the data taken by him from German sources which specify that teachers of German universities quite often carry out their functional duties according to sufficiently erroneous ideas about the basic psychological, didactic and social preconditions of teaching. Some of them don’t even have any ideas about these preconditions. The very presence of professional didactic qualifications is considered as an obligatory condition for an assignment to the post of a professor assistant or a professor. However the lecturers are not seriously verified for the presence of methodical and pedagogical competences as preconditions for their participation in competition on taking corresponding academic posts. As the author notices, such kind of neglect of forming and developing psychological and pedagogical qualifications of teachers speaks not only about the tradition which has taken roots in this sphere, but also about the actual professional socialization conditions of young scientists. Systematic education in the field of the higher school didactics practically is not stipulated by the program of their vocational training and occurs under conditions of daily practice. Under these conditions young teachers begin the teaching activity, constantly experiencing psychological uncertainty in their didactic qualifications and feeling a constant shortage or a full absence of didactic methods and ways of their application. The choice of didactic methods and receptions is carried out by assistants intuitively on the basis of their student's experience. Besides these methods correspond with the social form of frontal lessons, which are traditional for German higher schools. Popularity of these methods speaks, apparently, that their using by beginners does not demand an enough high level of the social and didactic competences and assumes use of own special competence. That fact is obvious, that such state of affairs is absolutely not adequate to professional teacher work at the present stage of developing and reforming the German higher education sphere. Traditional sights at universities on didactical preparation of teachers prevent improvement of the given situation. Patent defects of vocational teacher training provokes on the part of students open criticism of training methods at German higher schools. Key words: evaluation of teaching qualities; didactic competence; the social form of frontal lessons; didactic method and skills; irrationality and subjectivity of evaluation concepts