ОСОБЛИВОСТІ ВИКОРИСТАННЯ ПЕДАГОГІЧНОГО СПІВРОБІТНИЦТВА ТА ПАРТНЕРСТВА У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ

Abstract

Introduction. Reforming higher education in Ukraine, European integration processes currently taking place in educational institutions, new approaches and requirements for the formation of highly professional competent specialists require the higher education system to switch to new forms and methods of cooperation between participants in the educational process that would develop the personal qualities of student youth, their initiative, competitiveness, cognitive activity, critical thinking, the ability to work in a team, be tolerant in the course of communication in a multicultural environment and would establish equal and partnership relations between the teacher and the applicant. The implementation of these tasks is subordinated to the pedagogy of cooperation and partnership as a priority direction of modern science. Pedagogy of cooperation and partnership transforms the subject-object relations that were characteristic of the traditional learning system into a new quality, that is, the subject-subject relationship between the teacher and the student. Purpose. The article is aimed at clarifying the essence of the concepts of "pedagogical cooperation", "pedagogical partnership", "educational partnership", to reveal the features of the methodology for their use in classes in higher education institutions at the present stage of development. Methods. The main methods of research are theoretical analysis of scientific literature and regulatory framework, generalization and systematization of experience in the use of pedagogy of cooperation and partnership, questionnaire. Results. The essence of the basic basic concepts such as "pedagogical cooperation" and "pedagogical partnership", which are components of a broader category in terms of content – "educational partnership", has been clarified. The basic principles of pedagogical cooperation and partnership between participants of the educational process are disclosed. The basic principles of pedagogical cooperation and partnership between participants of the educational process are disclosed. The introduction of pedagogy of cooperation and partnership at all levels of the educational process in student academic groups, at the level of administration of higher education institutions, state and local authorities, public and public institutions, business organizations is analyzed. A comparison of the methodology for the introduction of pedagogical partnership in foreign countries with the opportunities and prospects of domestic higher education was carried out. The first results of the ascertaining stage of the pedagogical experiment are presented, in particular, a survey of master's students majoring in 011 "Educational, pedagogical sciences" of the educational program "Higher School Pedagogy" in Cherkasy National University named after B. Khmelnytsky. The main directions of further research of the scientific problem are outlined. Originality. The urgency of using the pedagogy of cooperation and partnership in domestic higher education institutions, due to European integration processes and reform of higher education in Ukraine, is substantiated. The concept of pedagogical partnership has been expanded through the involvement of third parties in the educational process. The results of the pedagogical experiment (the ascertaining stage) on the research topic are analyzed. Conclusion. Theoretical analysis of the scientific literature on the problem of research, conducting a survey of master's students as the beginning of the indicative stage of the pedagogical experiment showed that the pedagogy of cooperation and partnership is relevant and promising, but is used in practical activities by teachers in traditional forms and requires further development, search for new effective methods of cooperation between all participants in the educational process with the involvement of third parties.