Abstract
<p style="text-align:justify">The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master’s degree programme. This study specifies and adapts the methods of diagnostics, criteria for conducting teacher training which are reasonable, psychologically and pedagogically approved and could be implemented in the institutions of higher education of different profiles. It was found out that the training of a teacher within the boundaries of the master’s degree programme of institutions of higher education is an actual task of three-level training of a specialist in Ukraine and requires a differentiated approach for institutions of higher education of various profiles. The components of the programme, based on their comparative characteristics, the status of teacher training in higher education institutions of different profiles with the application of certain criteria, indicators and levels were determined. Comparative analysis of the results of determining the levels of activity empathy and pedagogical reflection formation at the final stage of the study showed objective differences in teacher training in the context of the master’s degree programme of institutions of higher education of different profiles. The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the Concept of master’s training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master’s degree programme, in the profile professional training.</p>
Highlights
The problem of assessing the professional competence of the faculty staff is of great importance for all higher educational institutions of the world education system
The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master’s degree programme
The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the Concept of master’s training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master’s degree programme, in the profile professional training
Summary
The problem of assessing the professional competence of the faculty staff is of great importance for all higher educational institutions of the world education system. Leading research universities form their scientific and pedagogical contingent at the national and local level involving talented teachers from all over the world (Aslan & Bakir, 2017; Isaeva, 2003; Kert, 2019). The general qualification requirements for the teacher of a foreign higher education institution presuppose that the applicant for this post has two master's degrees: in the vocational sector and in the field of education. The level of the subject preparation of the teacher of the pedagogical university is evidenced to be important to have experience in teaching disciplines in compliance with Bachelor’s or master’s degree programme, and for a lecturer at a research university it’s necessary to have a practice in teaching postgraduate and doctoral students and be active in scientific work. Among the main directions of training teachers in compliance with the master’s degree programme include:
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