Creation of Clusters and Tools for Improving the Professional Competence of Future Educators

Serhii V Albul,Anna V Hamza,Sveta O Panova,Igor M Kopotun,Nataliya M Lupak

doi:10.12973/eu-jer.9.2.709

Abstract

<p style="text-align:justify">The objective of the study was to study the perceptions of student teachers and educators of an educational cluster as a tool for improving the professional competence of future educators, and to identify the cluster-related tools to be used to improve the professional competence of future educators. The project evaluation checklist for experts, a questionnaire for participants in the experiment, a semi-structured interview questionnaire to conduct with focus group respondents were used for collecting data. Data were processed using content analysis technique and SPSS Statistics v24 package. The study is quantitative, based on subjective evaluations of study participants and representatives of educational clusters, and does not aim at evaluating students’ achievements. Two simulation models of the educational cluster (“Cluster Educational Initiative” and “Cluster of Educational Opportunities for Educators 2.0”) and four educational activities for educators (discussion "Agglomeration of Subjects, Educational Institutions: Realities and Prospects”; online conference “Ukraine-Brussels - Sharing Experience in Education”; an educational tour to Finland for teachers, parents and managers in the field of education; the exchange of four teachers from two schools) was a key result of this study. It has been found that the creation of clusters for improving the professional competence of future educators and their professional advancement is now part of national education policy in Ukraine and in the world. The tools of this form of organization of educational activity are competence-oriented and aimed at deepening professional experience, development of competences of realization of life-long education, creation of own public image.</p>

Highlights

Scientific and practical interest in cluster subject is increasing in Ukraine (Ukraine Education Cluster, 2019) and Europe (European Commission, 2019; National Research Council, 2011)
Along with the above benefits, we have found that the problem of creating and using educational clusters as a tool to improve the professional competence of future educators is currently poorly studied
The study confirmed that students studying pedagogy, teachers and educators appreciated the use of the educational clusters with the purpose to develop students professionally, and there is a number of clusters tools that can enhance the professional competence of future educators

Summary

Introduction

Scientific and practical interest in cluster subject is increasing in Ukraine (Ukraine Education Cluster, 2019) and Europe (European Commission, 2019; National Research Council, 2011). The main advantages of an educational cluster are its multilevelness and multi-vectoral focus of involvement and interaction with stakeholders in the educational process, namely: local, regional, economic, educational, strategic, cross-functional (education, professional development of educators, retraining, health care, physical culture and sports, culture, youth policy, etc.); and the basis of its organization – on a voluntary basis or on the initiative and financial support of certain institutions (Aitbayeva et al, 2016; The Partnering Initiative, 2010). The literature review found that educational clusters are effective for solving the scientific problem of improving the professional competence of future educators (Jita & Mokhele, 2014; Nwagbara, 2015), as it will help to build an effective system that can integrate local or regional socio-economic systems, allows concentrating joint efforts of educators, students, public and private organizations through the collaboration of all stakeholders. Educational clusters proved to help high school teacher graduates surmount the deficiency of the university educational system through creating initiative-driven favorable intellectual atmosphere and highly dynamic developmental system aimed at creative self-realization as a future educator (Gamidullaeva & Vasin, 2018)

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Discussion

Conclusion