Methodology of Projecting Pedagogical Education Oriented Toward Quality and Trends in Its Development in the EU Countries

Abstract

Abstract The main directions of evolution and trends in pedagogical education development in European countries have been analyzed. It has been found that modernization of pedagogical education in Ukraine is practically impossible without analyzing the development of pedagogical education in the EU countries. It has been proved that in order to study trends in the development of pedagogical education in the EU countries in terms of their diversity and community, it is also necessary to identify and specify the integration factors of this social phenomenon. It has been emphasized that careful attention to the quality of education is explained by the transition of most of the national education systems in Europe to the methodology of projecting education focused on learning outcomes and their monitoring. It has been clarified that with the development of the EHEA there is a gradual shift in emphasis from external assessment of higher education quality to the institutional level, from the learning process to competency-based approach with a predominant orientation towards professional and personal preparedness and, first of all, graduates employment as a criterion of learning outcomes. Special attention has been drawn to the fact that, despite the processes of internationalization and globalization of social life, covering social relations, science, culture, education, at the same time, many centuries-old traditions of various cultural-historical types of society, various civilizations that influence the character of pedagogical education are kept. It has been investigated that in most EU countries education is dominated by the ideas of humanization and continuity, aimed at meeting the growing needs of the individual, “focus on personality”, which involves a variety of types and kinds of modern higher education, its multivariant character and multimodality, orientation towards result-centered criteria of definition of curricula content.