PARAMETERS AND INDICATORS OF IMPLEMENTATION OF THE PRINCIPLES OF PEDAGOGY PARTNERSHIP IN THE EDUCATIONAL PROCESS

Abstract

The principles of pedagogy of have become decisive for many modern educational technologies, and are now the basis of the New Ukrainian School, but the problem of indicators that are related structurally and organizationally is not sufficiently developed, and now this problem is how very actual. Therefore, the aim of the article is to determine the parameters and indicators of the principles of pedagogy of partnership in the educational process. We used theoretical methods of comparison and analysis (to study the legal and scientific basis of the problem) for this, synthesis and generalization (to summarize the parameters and indicators of identification), ideas of pedagogy of partnership, formulation of definition). The authors consider the educational environment, built on the principles of pedagogy of partnership, as an environment for the development of social competence of subjects of study, the creation of unifying social capital. Under the unifying social capital (from the English bridging – «those who build bridges») it is proposed to understand the feeling of belonging to groups with different experiences, different opinions, the ability to work in a team with unknown people, which will allow to share experiences, ideas, develop understanding, trust, appreciation of different views of individuals within social communities (as opposed to bonding social capital (from the English bonding – «connecting»), which is created in people who have similar characteristics (family or friendly relations). It is determined that in the process of professional development it is necessary to focus on the development of certain components of the competence of the teacher’s personality: not only on acquiring the necessary knowledge, skills and experience, but also on readiness to rethink one’s attitudes, values and, consequently, to certain behavioral reactions, which, in fact, demonstrate the teacher’s implementation of the principles of pedagogy of partnership in the educational space. The authors propose to define the embodiment of pedagogy of partnership in an educational institution by the following parameters: the ability to create an educational environment based on humanism, respect and acceptance; teacher`s ability to establish effective communication in partnership; ability to create a value basis for partnerships; ability to create a subject-subject space of interaction; ability to provide team and individual reflection; ability to carry out team management; ability to carry out self-management. Each of these parameters has a number of indicators, the expediency of which is motivated in the article. The created list can become a basis for drawing up of programs for teachers’ professional development, and also a vector for self-development of pedagogical workers. The created list can become a basis for drawing up of programs of advanced training of teachers, and also a vector for self-development of pedagogical workers.