ISSN / EISSN : 2226-3012 / 2412-124X
Current Publisher: Borys Grinchenko Kyiv University (10.28925)
Total articles ≅ 139
Latest articles in this journal
Науково-методичний журнал "Неперервна професійна освіта: теорія і практика"
Osvitolohiya pp 8-18; doi:10.28925/2226-3012.2019.8.818
The article reveals the phenomenon of academic mobility of students, shows its genesis, trends and flows of mobile youth during historical periods. The attention was paid to the motivational component of the process of youth integration into the global educational space. The main periods of the academic mobility of students from the medieval origins to the present are highlighted. The first Western European universities are shown by the international intellectual centers of Europe XIV-XVII, where the leading youth of those times went. It is noted that the wandering lifestyle of medieval students was a way of integrating into the world of educational space. The attention is paid to the emergence of Ukrainian youth in European universities. The data on the number of Ukrainian students, their adaptation to the new cultural and educational society is given. Names of Ukrainians, graduates of European universities that became known to the world are mentioned. The need for mobility, as moved to find a better option and learning outside of their own intellectual environment, has been traced in different historical periods. Changes in the global picture of the movement of mobile students from the late 90’s of the XX century. The attention is focused on the modern problem of immigration of progressive Ukrainian youth, the reasons for the migration of students, the main centers of their accumulation are named. The main obstacles to promoting academic mobility of students to the European and world educational communities are considered. The emergence of virtual universities as an alternative to traditional appears, which become the basis of virtual academic mobility of the present.
Osvitolohiya pp 97-102; doi:10.28925/2226-3012.2019.8.97102
The content and forms of educational process of the physical education faculties students were analyzed in this article to organize physical culture and sports work. Pedagogical condition of formation of readiness to organize physical culture and sports work at comprehensive schools by future teachers of Physical Education was justified on the basis of isolated problems. This is directing of the combined efforts of Lecturers of professional disciplines and physical education teachers to support the professional development of future physical education teachers. The pedagogical condition is based on the three-personal interaction within the framework of equal relations in the system «teacher — student — teacher of physical culture», which is directional on the formation of readiness to organize physical culture and sports work by future teachers of Physical Education and provides for the linking of the faculties of physical education with comprehensive schools and another physical culture and sports institutions, where the students join the organization and holding different forms of the physical culture and sports work. Specialists in the field of physical culture and sports role in gaining professional experience by future teachers of Physical Education was found out. Lecturer, this is a person, who has a leading place in the three-personal interaction, who controls this process and directs it. The student is an active participant in the educational process, who has opportunity to form his own professional readiness and gains experience in organization of physical culture and sports work. Physical education teacher and other specialists in this field help to students to see and understand the essence of professional activity «from inside». They coordinate student activities in the organization of various forms of physical culture and sports work in the conditions of comprehensive schools and another physical culture and sports institutions.
Osvitolohiya pp 57-64; doi:10.28925/2226-3012.2019.8.5764
Aggression is a common phenomenon today in all areas of activities. At present, aggression is identified as an inherent element of life of a young person and it has serious consequences in his private and social life. There is no doubt that “in every person there is violence and aggression, only the conditions in which he or she is, determine to reveal this tendency.” The author wonders not about the possibility of eliminating aggression, but on limiting it and trying to control this phenomenon
Osvitolohiya pp 72-80; doi:10.28925/2226-3012.2019.8.7280
The study provides an insight into administrative and legal aspects of licensing higher educational institutions, analyses changes in the licensing system of higher educational institutions and examines measures aimed at nhancing the role of this institution in addressing the problem of quality assurance of higher educational institutions. The author investigates the legal nature and administrative aspects of licensing in higher education and proves that licensing in higher education is an administrative procedure, which takes into account the specific nature and characteristics of the activities of an educational institution, that are stipulated by the corresponding regulatory documents. The paper determines licensing as a legal phenomenon, which means that licensing activity belongs to the system of state-executive relations, the core of which is the organizing the citizens and the legal entities’ activities in the spheres where steadfast adherence to definite requirements and certain legal behavior is expected. One of the key research questions of this paper was the ambiguity of the concept of licensing in scientific literature, which combines the norms of administrative and civil law. Social and legal functions of licensing higher education institutions with the aim of their effective functioning in social and legal environment are outlined. Further, the author identifies the characteristic features of licensing in education. This article also address the research questions of licensing in education and offers the conclusions regarding the features of licensing as a legal phenomenon. The role of licensing activity in the system of state-executive relations and its contents and constituents are determined.
Osvitolohiya pp 65-71; doi:10.28925/2226-3012.2019.8.6571
The social concept of José Ortega y Gasasse was developed at the beginning of the twentieth century but still remains valid. This article highlights in a special way the importance of civic education as a foundation for building a democratic society and shaping elites. In the light of Ortega y Gasset’s liberalism, important assumptions regarding freedom, civic education as well as the formation of elites are being analysed. These issues will be analysed in the context of assumptions regarding the principles of shaping the privacy of each citizen, which is the centre and source of all activities of the individual. Properly shaped privacy is the main goal of civic education and guarantees the formation of elites in society.
Osvitolohiya pp 89-96; doi:10.28925/2226-3012.2019.8.8996
Osvitolohiya pp 19-25; doi:10.28925/2226-3012.2019.8.1925
The article presents selected results of own research on the learning and cooperation of teachers in school teams. The opinions of teachers and directors on the need for team learning in cooperation and its manifestations in school practice were examined. Team learning was interpreted as the mutual transfer of knowledge, skills and professional and personal experience, through active and conscious participation in a team of people cooperating with each other on the principles of partnership and open communication. Key words: collaborative learning, teamwork, continuous improvement, teacher collaboration.
Osvitolohiya pp 111-116; doi:10.28925/2226-3012.2019.8.111116
The article analyzes the problem of ensuring the quality of higher education. Ukraine aims to be in the European trend towards modernization of higher education. Ensuring the quality of higher education is much planned and at the same time the availability of the necessary resources (academic and administrative staff, students, academic and administrative leaders; financial, material, informational, scientific, educational resources etc.); organization of educational process that most adequately reflect modern trends in the development of national and world economy and education; the control of educational activities at the higher education sector and the quality of training of specialists at all stages of training and at all levels: the higher education institution, for higher education in different national and international (European) level. Quality assurance requires a lot of preparatory work. This is an extended process that requires continuous improvement of the achieved performance. The general tendency of professional training of specialists in the countries of the European space is determined. It is to ensure the quality of higher education. The quality assurance of higher education is governed by the legal framework of the countries (the Law on Higher Education and related by-laws). Higher education quality assurance tasks are carried out by the Agency for the Supervision and Quality Assurance of Higher Education, in accordance with EU legislation and recommendations in the field of higher education quality. It is noted that the mechanisms of quality assurance of higher education are constantly being improved, which is the key to the development of higher education systems in the countries of the European area. Quality assurance is a priority of the Bologna Process, but its mechanisms are not seen as a goal. Their ultimate goal is to improve the quality of teaching and research. The quality assurance bodies support the institutions in their further development and, equally, play a key role as defenders of the public interest. Key components of the quality assurance system of higher education is to ensure the quality of education at the Universities, processes of quality assurance in education teaching and learning; approval monitoring and periodic review of programs for assessing the quality of teaching staff, educational resources and support for students of information systems
Osvitolohiya pp 50-56; doi:10.28925/2226-3012.2019.8.5056
The proposed article analyzes the peculiarities of the basic structural elements of the training systems of teachers of natural and mathematical subjects in postgraduate education of Ukraine and the Republic of Poland. The notion of professional development of specialists in the educational space of the countries is defined — intentional, planned and continuous process, which results in the expansion of teachers’ professional competences, improvement of their professional level, re-qualification of specialists, and development of universal personality. The principles on which the systems of professional development of specialists of Ukraine and Poland are built and developed are considered: humanization, differentiation, interactivity, unity of socialization and professionalization of personality, modularity and continuity of training. Also it is recognized among the principles of educational activities that are taken into account in the process of training of the Polish colleagues there are such as: the interrelation of theory and practice, variability, diversity of forms, continuity, multidimensionality, multilevelness, and openness. Important functions (socio-cultural, developmental, educational, compensatory and adaptive) that the systems of teacher training fulfill as for continuous professional development and improvement of specialists are analyzed. The author pays special attention to the analysis of functioning of the training systems of teachers of natural and mathematical subjects as multidimensional entities in postgraduate pedagogical education of the countries which are characterized by socio-state character, variability, flexibility, and construction considering different needs of teachers in their professional development. The article analyzes the level structures of advanced training systems of postgraduate education of teachers of natural and mathematical subjects of Ukraine and the Republic of Poland, which have their own subjects at each level of regulation (national, regional, local, and institutional), and use certain principles, tools and institutions for achievement of the overall goal. It is noted that the systems of advanced training of teachers of natural and mathematical subjects in the postgraduate education of Ukraine and the Republic of Poland have a lot in common at the stage of formation of goals and tasks, defining principles and functions, choosing the directions of development of educational activity. Differences are observed in the structure of education systems and teacher training financing. A detailed study of the quality criteria for the improvement of specialists in accordance with the international standards is proposed for further research, which will improve the evaluation of the results of the educational process and enhance the motivation of teachers for their personal and professional development and self-improvement.