Wyniki wyszukiwania - Biblioteka Nauki

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ПРОБЛЕМА ВЗАЄМОЗВ’ЯЗКУ ОСВІТНЬОЇ ТА НАУКОВОЇ ДІЯЛЬНОСТІ УНІВЕРСИТЕТУ: АНАЛІЗ ЗАРУБІЖНИХ ДОСЛІДЖЕНЬ

100%

Сбруєва А.

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nr 7(41)

28-40

EN

The article is devoted to the analysis of the investigations on the problem of teaching-research connections in the theory of higher education of the developed English-speaking countries; to the characteristics of educational policy priorities in the sphere of higher education determined by the knowledge society and knowledge economy. Different categories of sources that are most important for the study of all the levels of solving the problem of teaching-research connections in the universities (national, institutional, academic discipline) are systematized. Analytical reports, which set targets for higher education reforms in developed English-speaking countries in the knowledge society are characterized (Boyer Report (USA), Dearing Report (UK), Robbins Report (Au)). Key competencies, the formation of which is recognized by the European qualifications framework for higher education as standard for the need of employability are summarized (critical thinking, originality in developing and/or applying ideas, skills of research based diagnosis to problems by integrating knowledge from new or interdisciplinary fields; innovative decision-making in response to emerging knowledge and techniques; demonstration of leadership and innovation in work and study contexts that are unfamiliar, complex and unpredictable and that require solving problems involving many interacting factors; reviewing strategic performance of teams). The national models of interaction of educational and research activities of universities in developed countries are summarized: 1) integrated; 2) concentration of research in a separate set of research institutes; 3) institutional differentiation; 4) separation of teaching and research within universities. The terminological apparatus of investigation, including the concepts teaching-research linkages, teaching-research connections, teaching-research nexus, teaching-research synergy, research-informed teaching, research-led teaching, research-linked teaching, research-infused teaching, research-based teaching, research-enhanced, research-oriented teaching is defined. The prospects for the next phase of the study are identified, which suggest the characteristic of institutional strategies of teaching-research linkages.

2

КРИТЕРІЇ ТА РІВНІ СФОРМОВАНОСТІ УПРАВЛІНСЬКОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧА ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

63%

Сбруєва А. , Козлов Д.

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nr 3(57)

504-515

EN

The article is devoted to the problem of evaluation of the higher school teacher’s readiness to the managerial activity. It is emphasized that the intensive changes of the pedagogic systems and processes, the variability of curricula and educational technologies, the development of information and communication environment require a high level of readiness of the higher school teachers to managerial activity. In modern conditions, special importance is paid to training high school teachers of the new generation. Managerial competence as a component of teacher professionalism in modern high school provides the ability to think critically, make decisions, the ability to adapt to the dynamic conditions of life, optimize resources for the realization of personal qualities and abilities of the student, the organization his motivated creative activity. It is proved that formation of the managerial competence of the higher school teacher in the process of his professional activity requires the selection of parameters, criteria and indicators for the analysis, evaluation of the flow of the investigated process, the rationale for its development and definition of the level of the managerial competence components formation of the higher education institution teacher. Based on the qualimetrical approach that allows measuring qualitative characteristics by means of quantitative measure the card of qualimetrical evaluation of the level of the higher school teacher’s managerial competence formation is developed. The requirements for determining criteria apparatus for measuring the level of the higher school teacher’s managerial competence formation are highlighted. The following criteria of the higher education institution teacher’s managerial competence formation are offered: position-valuable, cognitive-operational, analytical and reflective. Productive, adequate and basic levels of the higher school teacher’s managerial competence formation are outlined. The present study does not exhaust all aspects of the problem and shows the need for further work in promising areas such as the search for the optimal qualitative measurement model of formation of managerial competence of teacher of high school in the system the relevant criteria, parameters and indicators; learning from the experiences of methods of assessment of formation of managerial competence of the teacher of high school in foreign countries.

3

ДЕТЕРМІНАНТИ РОЗВИТКУ РЕФОРМАЦІЙНОЇ ПЕДАГОГІКИ КІНЦЯ XIX– ПОЧАТКУ XXСТОЛІТЬ: ДОСВІД СИСТЕМНОГО АНАЛІЗУ

63%

Сбруєва А. , Осьмук Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 6(40)

80-90

EN

Under the conditions of entry of Ukraine into the European educational space the need for educational change that allows rapid adaptation to new social demands significantly increases. In view of this, considerable importance is attached to learning about the patterns and trends in education reform in individual countries and regions in the period of industrial and post-industrial societies. The objects of historical and pedagogical analysis of the proposed paper is a process of formation and development of the components of reform pedagogy at the end of the XIX-th and the first third of the XX-th centuries as an educational phenomenon that illustrates one of the possible forms of educational and research initiatives to bring the school into compliance with the requirements of life. The analysis on the origin and development of the components of reformatory pedagogy at the end of the XIX-th and the first third of the XX-th centuries in the context of the modern theory of educational change allows to present the reformatory pedagogy as a cultural and scientific component of educational reform for its treatment in a broad sense, which was initiated by the «bottom» of individual teachers reformers, scholars, groups of educators. Unwillingness of political power to support the innovative process that increased «bottom up» and caused, in our opinion, limited reformation changes at the level of experimental schools, proprietary methods and schools, individual cases of regional implementation, without giving opportunity to escalate the process of national reform public school. Consequently, historical and pedagogical reflection origin and development of the reformatory-pedagogical movement of the late XIX-th and early XX-th centuries shows that the impact of reforms in education, at least, is possible only if the aspirations and efforts of those who initiate change both «top» and «bottom».

4

ІНТЕРНАЦІОНАЛІЗАЦІЯ ЯК ДРАЙВЕР РОЗВИТКУ ІННОВАЦІЙНОЇ СИСТЕМИ УНІВЕРСИТЕТУ

63%

Сбруєва А. , Козлов Д.

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nr 6(60)

71-89

EN

In the article the systemic characteristics of the phenomenon of internationalization as the driver of the universityinnovation system development are given. In order to achieve this goal the analysis of the sources and terminological analysis of its key concepts, namely “internationalization” and “innovation system” was made. The systemic nature of the analysis of the phenomenon of internationalization of higher education was assured by speculations on leading dimensions and aspects of its implementation in their relationships and interactions. Peculiarities of goal setting, semantic and procedural aspects of innovation systems’ activities are outlined at the global, geo-regional and national levels. Aims, priorities, peculiarities of structural construction, subjects and mechanisms of interaction in the innovation system of higher education are defined. The author determined subjects, objectives, strategies and mechanisms of internationalization at the global, geo-regional, national, institutional and individual levels of higher education functioning. The innovative potential of internationalization of the University, positive trends and risks of implementing this process were found. Organizational and pedagogical conditions for effective development of internationalization as a driver of University innovation system are outlined: compliance of the internationalization strategy with the mission of the university; the ratio of academic reputation and commercial interests of the University in the design and implementation of its internationalization strategy; systematic and consistent process of the internationalization coverage of all aspects of the university activities (education, science, social services) taking into account the tendencies of innovative development of each of them; the ratio of losses and benefits (human, temporal, intellectual, financial, material, etc.) in the design and implementation of academic mobility programs; adherence to international standards of quality in the process of foreign students’ teaching; motivation and organizational support of students, teachers, researchers and administrators participation in international academic and research programs, internships, academic exchange programs.

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ЕТАПИ РОЗВИТКУЄВРОПЕЙСЬКОГО ВИМІРУ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

63%

Єременко І. , Сбруєва А.

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nr 8(72)

71-86

EN

The study described the stages of development of a supranational (European) dimension of quality assurance in higher education. To achieve the goal, methods of diachronic and synchronous, comparative analysis of EU documents and the documents of European organizations – collective actors of the Bologna Process (ENQA, ESU, EUA, EURASHE), as well as retrospective and structural-logical analysis of the activities of international organizations of QA (networks, associations, agencies) were used. The following stages of development of the European dimension of QA are identified: 1) the stage of development and experimental verification of QA methodology and procedures in the European region (1991–1997) – preparation and conduction of pilot experiments aimed at the development and implementation of a unified QA methodology in the European region, which should be open to adaptation to its national variants; 2) the stage of institutionalization of the European dimension of QA (1998–2005): the establishment of international QA agencies (ENQA, 2000, CEENQA, 2001, ECA, 2003, NOQA, 2003, etc.), definition of the principles and content of their activities . Launching EQAF as a permanent platform to discuss the development of the European dimension of QA in political, scientific and methodological formats; 3) the stage of standardization of the European dimension of QA (2005–2015): development of ENQA in conjunction with EURASHE, ESU, EUA and approval at the Bergen Ministerial Summit of the document “Standards and Guidelines for Quality Assurance in the European Higher Education Area” (2005), creation of EQAR as a tool for standardizing the activities of national QA agencies, further developing and intensifying the interaction of QA structures at different levels; 4) the stage of legitimizing the European dimension of QA (since 2015): the adoption of the new edition of the “Standards and Guidelines for Quality Assurance in the European Higher Education Area”, creation of the European approach to quality assurance of joint programs, the transformation of the European dimension of QA into a leading factor in modernization the EHEA in accordance with the needs of the socio-economic, socio-political, cultural and educational development of the region. Systemic internationalization of QA, the leading tools of which are: cross-border activities of QA agencies, assessment of the quality of joint educational programs of universities of different countries; assessment of the quality of cross-border/transnational higher education.

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ПРОБЛЕМИ, СУПЕРЕЧНОСТІ ТА ПЕРСПЕКТИВИ РОЗВИТКУ ТАНЦЮВАЛЬНОЇ ОСВІТИ В СУЧАСНІЙ АМЕРИКАНСЬКІЙ ШКОЛІ

63%

Сбруєва А. , Сбруєв М.

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nr 7(61)

12-25

EN

The article is devoted to the analysis of the problems, contradictions and prospects of contemporary dance education in American school. The origins of dance perception as a cultural phenomenon in the history of human culture at various stages of its development are found. It is proved that dance is an important element of the culture of different regions of the world from ancient times to the present. The authors determined and characterized various conceptual approaches to teaching dance in modern American schools, particularly for dance education as part of art education or as part of physical education. It was found out that within any of these approaches dance did not traditionally occupied a worthy place in the curricula of primary and secondary school. The contradictions and prospects of finding “real” identity of dance in education were determined. The historical origin of dance education in the United States and the role of Denishawn School in American tradition of teaching dance are outlined. Research results on the role of dance education in the personality development (theory of multiple intelligence, theories of learning motivation, theories of creative skills development etc.) are systematized. The overview of educational and non-educational factors influencing the legitimization of dance education curriculum K12 is made: the presence of supporters and enthusiasts of dance education among teachers, school administrators’ efforts, support of parental community. The authors outlined objectives and content of the US standards of dance education K-12 ARTS, and their impact on innovative development of dance education in American schools. It was proved that the legitimization of dance in school education through the adoption of national standards K-12 ARTS made a positive impact on its innovative development.