Pedagogical Education In Ukraine Research Articles

ПРОБЛЕМИ І ПЕРСПЕКТИВИ РОЗВИТКУ ПІСЛЯДИПЛОМНОЇ ОСВІТИ В ІНФОРМАЦІЙНОМУ СУСПІЛЬСТВІ

Formation of the information society as a new form of social reality functioning by means of multi-indicators - symbols - signals - stimulus – codes stimulates the ever-increasing intellectualization of all types of social practices, including education. It undergoes the process of transformation into a theory and practice of continuous professional development of cognitive workers capable of self-processing information and acquiring new knowledge based on using IT. The main areas of reforming education in Ukraine is to bring its essence and content into line with the contemporary development world trends, caused by civilizational changes and challenges, as well as its ability to provide adequate responses to them. Based on a synthesis of scientific literature on the educational development in the information society and analysis of the current trends in the development of the postgraduate education system in Ukraine, the article provides SWOT analysis of the development of this educational branch in the conditions of its informatization, individualization and integration into the European information educational space. The purpose of the article is to identify the problems, advantages, threats and prospects of informatization of the national postgraduate education and transforming it into an open system. The study concluded that the effective functioning of postgraduate education in the open information educational space is ensured by its variability, flexibility, and the ability to create optimal conditions for the individualization of the educational process based on a combination of formal, informal and informal education. An open university of postgraduate education is proved to provide such conditions most optimally. The perspective directions and development goals of the national system of open postgraduate pedagogical education in Ukraine are determined. The following model of this process is introduced: "civilization change - educational problem - search for ways and development of a program for its solution - displaying them in the content and forms PPE - accreditation and implementation of the corresponding educational programs varied in diversity of their content and profiles - monitoring the quality of their implementation."

Учительські інститути в системі педагогічної освіти Наддніпрянської України другої половини ХІХ – початку ХХ ст.: аналіз сучасної історіографії.

In the article the works of modern researchers devoted to the formation and development of teachers’ institutes in the Ukrainian lands of the second half of the XIX – beginning of the XX century are analyzed. Information potential of researches, kinds, subjects of publications is shown, the contribution of modern authors in studying of a problem is appreciated. Such methods of research as systematization of scientific literature, operationalization of concepts, chronological-system and problem-searching, structurally-comparative analysis of sources are used. The research is based on the principles of scientific, systemic, historicism, objectivity, the unity of historical and logical, theory and practice. Analysis of modern research has shown the existence of a significant experience of professional and pedagogical training in the teaching institutes of the Nadneprianska Ukraine of the second half of the XIX – early XX century. The authors of collective works and monographs, generalizing and regional publications have collected rich factual material, new sources have been attracted. There are attempts to holistically reflect the history of the creation, the state and activities of individual teachers’ institutions, their place and role in the system of pedagogical education in Ukraine of the period, determine the content, main trends and peculiarities of their administrative and organizational structure. The results of the work can be used to create research on historiography, the history of Ukraine in the second half of the XIX – early XX century, the history of pedagogy, the development of special courses on the history of education of Ukraine. Prospects for studying the problem are associated with the expansion of the range of scientific publications, the study of the periodical press.

THE ROLE OF THE SCIENTIFIC SCHOOL OF ACADEMICIAN M. I. ZHALDAK IN THE INFORMATIZATION OF SECONDARY AND HIGHER PEDAGOGICAL EDUCATION IN UKRAINE

The article is devoted to the jubilee of the famous professional in the sphere of informatics and methodology of education. The stages of the formation of M.I. Zhaldak as a scientist, founder of a powerful scientific school and scientific fields, author of a large number of textbooks and manuals on mathematics and informatics are described. Biographical and bibliographic information about academician M.I. Zhaldak and his scientific achievements are presented. The research identifies the following parts: "First steps in life", "The beginning of scientific path and management activity", "Scientific works and educational materials", "Scientific and organizational work and awards", "Formation of the scientific elite of the state", "Basic directions of scientific activity of M. I. Zhaldak’s school ". The achievements and main trends of the M. I. Zhaldak scientific school functioning are analyzed. The influence of the scientific school on the informatization of secondary and higher pedagogical education in Ukraine is determined.

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

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.

The Importance of British Teaching Experience (Late 20th – Early 21st Century) for Modern Training of Ukrainian Primary School Teachers in Rural Areas

AbstractThe article deals with peculiarities of primary schools teachers’ professional training in the UK (late 20th – early 21st century) in terms of European integration, analyses development priorities, substantiates the possibilities to use the ideas of the British experience in the training of local primary schools teachers in rural areas. The ideas which have been determined as leading are: development of unified system of standards and teachers training in the context of general integrated requirements for its competence; teachers’ skills to manage their teaching and training activities; modernizing the content of professional training; ensuring continuity of professional training for primary school teachers and their close cooperation with universities, schools and local education system, etc. The results of theoretical research confirm that the development of primary schools in Great Britain has always being and remains a leading factor in the modernization of teacher training. Teacher Education in UK has considerable experience in combining traditional and modern innovation in the time of reforms in that sector, updating the organizational and semantic principles taking into account the European dimension of education. The experience of Great Britain as an active member of formation processes in common European education space, with a rich history, cultural traditions and innovative achievements in terms of professional training of primary school teachers will provide an opportunity to identify and use positive ideas to upgrade the pedagogical education in Ukraine and present its achievements in the European education space. The UK has implemented its own national approach to the modernization of primary school teachers’ professional training on the basis of common European integration processes and changes.

The Program of Pedagogical Disciplines in Pedagogical Educational Institutions in Ukraine (The 30s of the 20<sup>th</sup> Century)

The process of forming program provision for teaching pedagogical disciplines, pedagogy in particular, in pedagogical educational institutions has been characterized in the article on the basis of analyzed pedagogical literature, archival records, and scientific researches in periodicals. Pedagogical educational institutions in Ukraine were reorganized from the institutes of public education to “the united pedagogical institutes” at the beginning of the 30s of the 20th century (1933). The content of programs for disciplines of pedagogical direction (pedagogy, paedology, didactics, and history of pedagogy) has been revealed. They had undergone some changes due to the reformation of higher pedagogical education in Ukraine before the creation of classical pedagogical educational institution.

Trends of management by implementation of health protection technologies in institutions of postgraduate pedagogical education in Ukraine

In the article author first uses some categorical concept of implementation of health protection technologies in the system of postgraduate pedagogical education in Ukraine. The author reveals the essence of readiness formation of teaching staff for implementation of health protection technologies. On the basis of clear definitions that exclude their ambiguous and contradictory interpretation it is deepened meaning of professional competence. The author reviews normative legal documents

Standardization in the system of postgraduate pedagogical education as a problem of pedagogy

The article deals with the problem of postgraduate pedagogical education in Ukraine at the present stage, the analysis of standardizing the system of postgraduate education is conducted. Issues of professional development for teaching staff, quality assurance, development and implementation of national standards of postgraduate pedagogical education are defined

Professionalisation as a Modern Global Tendency in the Development of Higher Pedagogical Education in Foreign Countries and Ukraine

Abstract The paper deals with the professionalisation of higher pedagogical education as a modern global tendency that places new demands on the quality of education, direction and level of training. It has been noted that the modernization of European education appeared legitimate, since geographical and socio-economic transformations have led to the increase of European citizens’ mobility. The need for the European labor market’s correspondence with international standards of qualification, recognition of diplomas and standardization of education has been thoroughly justified. It has been stressed that the main purpose of the Bologna reforms is to harmonize European educational architecture through the elaboration of common descriptors and quality standards. It has been noted that the increasing demands of the labor market, rapid technological change, globalization, the rise of academic and labor mobility require the use of the competency approach to the formation of would be teachers to improve their professional level, which is a prerequisite and a priority in modernization of higher pedagogical education in Ukraine. The thesis that defines professionalisation as a modern global tendency in the development of higher education has been confirmed. The role of the Bologna agreement in the development of higher education in the EU and Ukraine in the context of implementing a two-stage education, since it deals with a flexible choice of higher educational qualifications and complete upgrade of training programs, as well as strengthening its professional component, has been stressed. The attention has been drawn to the fact that the predominance of bachelor and specialist levels in Ukrainian higher education prevents the effective operation of the master’s degree education.

THE FORMATION AND DEVELOPMENT OF HIGH PEDAGOGICAL EDUCATION IN UKRAINE IN XIX CENTURY

In this article are discussed some aspect of the formation and development of high pedagogical education in Ukraine in XIX century. Transformation processes occurring in the Ukrainian society at the present stage are characterized not only by changes in the existing, but also formation and development of new social institutions. Development of high education in Ukraine is characterized by a number a social problems that actualize the question of adaptation of high education as a social system in general. However this process can be fully carried out only with the experience gained from previous generation. It is mainly used method of bibliographic search and study archives, manuscripts, museum materials and historic-genetic method of research during writing of this article. The results of this exploration can be used in reading of the lecture course in pedagogy and history of education for the students of humanities. DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-18

MAIN STAGES OF DEVELOPMENT OF HIGHER PEDAGOGICAL EDUCATION IN UKRAINE

There are the seven general stages of developing High Pedagogical Education in Ukraine in this article. They are: bearing of native High Education becoming of pedagogical education; search for contain, forms and methods of building of new High Education for different ways of state power; formation and intensive training of national pedagogical staff, assertion of system of indivisible pedagogical education in conditions of united centralization, unification of its contain, forms and methods for renovating of High pedagogical education; renew of national High Education on the democratic basis in Ukraine as in independent state.