The Analysis of the Content Component Effectiveness for Teacher Training in the Magistracy Conditions of the Technical Institution in Higher Education
Keywords:
master’s program, higher educational establishment, technical higher educational establishment, teacher of higher educational institution, contentional part of teacher preparation, educational subject, pedagogical reflection
Abstract
The article deals with the empirical study of the problem of the teacher preparing in higher educational establishment in the conditions of the master preparation, ensuring its general pedagogical preparation of the masters, made the analysis of the content component of the strategies for preparing graduate students for teaching activities in higher educational establishments of different profiles, the formation of the future teacher professional competence under the influence of the content part in the pedagogical conditions of technical higher educational establishments, the diagnostical examination was made and the realistic state of masters preparing in higher educational establishment of different profiles to their teaching activity in the context of the reflexive pedagogic. Proceeding from the fact that the objective aim of training a teacher in the conditions of the magistracy of institutions of higher education of different fields is to ensure its reflexive orientation, the formation of a future specialist implies its realization on an andragogical basis, taking into account the peculiarities of its content of the research and pedagogical universities educational environment; appropriate approaches to the content component of the technical higher educational institution teacher training have been formulated. For the realization of the tasks in the context of research the content of the general teacher training system in the conditions of the magistracy, taking into account the profile of the institution of higher education, was analyzed. The problems of content of the teacher’s general training preparation in the conditions of the magistracy in the higher educational technical institutions at context of reflexive pedagogy was singled out.
On the basis of research, the problems of improving the teacher training system content in the conditions of the master’s degree in pedagogical and technical institutions have been identified. The reliability of the results of the invastigation has been confirmed by the criterion of the reliability of the differences between the mean values of the Student’s t-criterion for independent samples.
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References
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Verbickij, A. A. (2014). Prepodavatel’ – glavnyj sub"ekt reformy obrazovaniya [The Teacher is the Main Subject of the Education Reform]. Vysshee obrazovanie v Rossii. 4. 13–20. [in Russian].
Vul’fov, B. Z. & Xar’kin, V. N. (1995). Pedagogika refleksii (vzglyad na professional’nuyu podgotovku uchitelya) [Pedagogy of Reflection (a Look at the Teacher’s Professional Training)]. Moscow: Magistr [in Russian].
Hura, O. I. (2008). Teoretyko-metodolohichni osnovy formuvannia psykholoho-pedahohichnoi kompetentnosti vykladacha vyshchoho navchalnoho zakladu v umovakh mahistratury [Theoretical and Methodological Foundations of Formation of Psychological and Pedagogical Competence of a Teacher of a Higher Educational Establishment in the Conditions of a Magistracy]. Extended abstract of Doctor’s thesis. Kyiv [in Ukrainian].
Hura, O. I. (2006). Psykholoho-pedahohichna kompetentnist vykladacha vyshchoho navchalnoho zakladu: teoretyko-metodolohichnyi aspekt [Psychological and pedagogical competence of a teacher of a higher educational establishment: theoretical and methodological aspect]. [Monograph]. Zaporizhzhia: HU «ZIDMU». [in Ukrainian].
Dymchenko, N. S. (2009). Psykholohichni osoblyvosti rozvytku profesiinoi refleksii u maibutnikh menedzheriv-ekonomistiv [Psychological peculiarities of the development of professional reflection in future managers-economists]. Extended abstract of Candidate’s thesis. Kyiv [in Ukrainian].
Zimnyaya, I. A. (2004). Klyuchevye kompetentnosti kak rezul’tativno-celevaya osnova kompetentnostnogo podxoda v obrazovanii [Key competences as a result-oriented basis of the competence approach in education]. Moskwa: Issledovatel’skij centr problem kachestva podgotovki specialistov. [in Russian].
Isaeva, T. E. (2013). Kompetencii sub"ektov universitetskogo obrazovaniya. Problemy formirovaniya i ocenivaniya v informacionnom obrazovatel’nom prostranstve [Competences of subjects of university education. Problems of formation and evaluation in the information educational space].[Monograph]. Deutschland: Palmarium Academic Publishing [in Russian].
Isaeva, T. E. (2003). Pedagogicheskaya kul’tura prepodavatelya kak uslovie i pokazatel’ kachestva obrazovatel’nogo processa v vysshej shkole (sravnitel’nyj analiz otechestvennogo i mirovogo obrazovatel’nogo processa) [Pedagogical culture of the teacher as a condition and indicator of the quality of the educational process in higher education (comparative analysis of the domestic and world educational process]. [Monograph]. Rostov n/D [in Russian].
Kim, I. N. & Lisienko, S. V. (2012). Formirovanie bazovyx sostavlyayushhix professional’noj kompetentnosti prepodavatelya v ramkax FGOS [Formation of the basic components of the teacher’s professional competence in the framework of GEF]. Vysshee obrazovanie v Rossii, 1, 16–24 [in Russian].
Kormylo, O. (2011). Osoblyvosti rozvytku empatiinosti u studentiv riznoho fakhovoho spriamuvannia [Specialize in the development of students’ abilities in the facultative reconciliation]. Psykholohiia osobystosti, 1 (2), 64–70 [in Ukrainian].
Kotyk, I. O. (2004). Mekhanizmy refleksii u protsesi rozvytku subiektnosti liudyny [Mechanisms of reflection in the process of development of human subjectivity]. Extended abstract of Candidate’s thesis. Kyiv [in Ukrainian].
Matushanskij, G. U. & Cvenger, Yu. V. (2001). Osnovnye xarakteristiki psixologo-pedagogicheskoj podgotovki i perepodgotovki prepodavatelya vysshej shkoly na sovremennom e’tape [The main characteristics of psychological and pedagogical training and retraining of a teacher of higher education at the present stage]. Psixologicheskaya nauka i obrazovanie, 2, 26–31[in Russian].
Machynska, N. I. (2013). Pedahohichna osvita mahistrantiv vyshchykh navchalnykh zakladiv nepedahohichnoho profiliu [Pedagogical education of masters of higher educational institutions of non-pedagogical profile]. [Monograph]. Lviv: LvDUVS [in Ukrainian].
Melnychuk, I. Ia. (2001). Formuvannia refleksyvnykh mekhanizmiv tsileutvorennia u protsesi rozviazannia profesiino-psykholohichnykh zavdan [Formation of reflexive mechanisms of goal-formation in the process of solving professional-psychological tasks]. Candidate’s thesis. Kyiv [in Ukrainian].
Miroshnikova, O. X. (2015). Professional’nyj standart pedagoga: mezhdunarodnyj opyt i regional’nye komponenty [Professional standard of the teacher: international experience and regional components]. Naukovedenie: internet-zhurnal, 3, 7. Retrieved from http://naukovedenie.ru/PDF/53PVN315.pdf [in Russian].
Sen’ko, Yu. V. (2015). Gumanitarnye osnovy pedagogicheskogo obrazovaniya [The humanitarian foundations of teacher education]. [Textbook]. Moscow: Izd-vo Moskovskogo psixologo-social’nogo universiteta [in Russian].
Kharkyn, V. N., & Hroisman, A. (1995). Psykholoho-pedahohycheskye trenynhy [Psychological and pedagogical trainings]. Moscow: «Magistr» [in Russian].
Fokin, Yu. G. (2005). Texnologiya obucheniya v vysshej shkole: ot teorii k texnologicheskim proceduram [Technology of teaching in higher education: from theory to technological procedures]. Moscow: Izd-vo MGTU im. N. E’. Baumana [in Russian].
Yurevich, M. A. (2013). Metodiki ocenki pedagogicheskix kadrov v vysshej shkole v Evrope, SShA i Avstralii [Methods for assessing teaching staff in higher education in Europe, the United States and Australia]. Obrazovatel’nye texnologii, 2, 104–115 [in Russian].
Ast, Th. (2012). University Professors and the Promotion Process. Retrieved from http://phdast7.hub-pages.com/hub/The-University-Promotion-and-Tenure-Process (last accessed 03.03.2018) [in English].
Australian Qualifications Framework. Australian Qualifications Framework Council. (2-nd ed.) (2013). [in English].
American Association of State Colleges and Universities (AASCU). (2006). Value – Added Assessment: Accountability’s New Frontier. Perspectives. 1–16 [in English].
Berk, R. A. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education, 17, 48–65. [in English].
Mukan, N. & Havrylyk, M. Methodology of Comparative Professional Pedagogics. Fundamental and Applied Studies in the Pacific and Atlantic Oceans Countries: Proceedings of the 1st International Academic congress (Japan, Tokyo, 25 October 2014). Tokyo: Tokyo University Press. 1. 612–615 [in English].
Mukan, N. V. & Fuchyla, O. M. (2017). Refleksiia yak metod profesiinoho rozvytku vchyteliv: dosvid SShA, Kanady ta Velykoi Brytanii [Reflection as a method for the professional development of teachers: the experience of the USA, Canada and the United Kingdom]. Personality, family and society: issue of pedagogy, psychology, politology and sociology: international scientific-practical conference proceedings (June 16–17, 2017, Shumen, Bulgaria). 72–75 [in Ukrainian].
Strategic evaluation of the faculty of Arts. University of Ottawa (2014). Retrieved from http://arts.uottawa.ca/sites/arts.uottawa.ca/files/ arts_strateg_eval_report.pdf (last accessed 03.03.2018) [in English].
Calaguas, G. M. (2012). Teacher effectiveness scale in higher education; development and psychometric properties. International Journal of Research Studies in Education. 1, 1. 1–18 [in English].
Spooren, P., Mortelmans, D. & Denekens, J. (2007). Student evaluation of teaching quality in higher education: development of an instrument based on 10 Likert – scales. Assessment and Evalution in Higher Education. 32, 6. 667–679 [in English].
Weinberg, B. A., Belton, M. F. & Masanori, H. (2009). Evaluating Teaching in Higher Education. Journal of Economic Education. 40, 3. 227–261 [in English].
Farrell, K. (2009). The use of the title «Professor». A report of the policies, conventions and practices among Australian higher edu-cation providers. Center for the study of higher education. University of Melbourne [in English].
Published
2018-05-04
How to Cite
Vykhrushch, V., & Vykhrushch, A. (2018). The Analysis of the Content Component Effectiveness for Teacher Training in the Magistracy Conditions of the Technical Institution in Higher Education. Pedagogical Discourse, (24), 36-49. https://doi.org/10.31475/ped.dys.2018.24.06
Section
Articles
