Select your language

author: Taras Olefirenko


Urgency of the research. The current stage of building an independent Ukrainian state is associated with the processes of formation and development of pedagogical education, as it is an important component of further development of the country in the socio-economic, humanitarian, ethical and cultural dimensions.

Target setting. The Law of Ukraine “On Education” (2017) defines the obligation to comply with the educational standard in Ukraine as the content core of education, covering the material that is necessary and sufficient to perform and fulfil the tasks of education. Therefore, the completion of a number of urgent tasks of professional training of future teachers, including those related to the formation of their readiness for professional career development, takes place in the context of standardization of higher pedagogical education. This proves the relevance of the study.

Actual scientific researches and issues analysis. V. Andrushchenko, A. Krasilnikova, L. Pukhovska, A. Tsyna, Y. Shalapko and others studied the problem of the importance of building a system of training specialists with higher education in Ukraine to comply with European standards. Theoretical and applied aspects of training the pre-service teachers to be ready for their professional career development were studied by A. Bratanych, T. Kanivets, Y. Koteneva, V. Lozovetska and others.

The research objective. The purpose of the article is to specify the features of training of pre-service teachers so that they are ready for professional career development in the settings of standardization of education. To meet this purpose, the tasks were set as follows: 1) to specify the basic concepts and categories of research, to provide their interpretation in accordance with the updated legislation; 2) to determine the current tasks of training future teachers so that they are ready for the development of professional careers during the period of study in a higher pedagogical institution; 3) to single out the specifics of training of future teachers for the development of professional career in the settings of introduction of standards of higher education in the programme for the specialty of 011 “Educational, Pedagogical Sciences” of the field of knowledge of 01 “Education / Pedagogics”.

The statement of basic materials. The process of standardization of education is determined by the need to create, on the one hand, unified, and on the other hand, distinctive only to the certain field of knowledge/specialty components, which clearly define the lists of competencies of graduates and expected learning outcomes. This creates the basic mechanisms for developing a wide variety of educational programmers run at higher educational institutions as a basis for training a new generation of specialists with higher education, including pedagogical education, in accordance with the requests of students seen as customers of educational services (internal stakeholders) and employers (external stakeholders). Therefore, educational standards are an essential element of any national education system, the type of which is determined by political, socio-economic conditions, traditions of a particular country and so on. Ukraine, which is no exception, seeks to integrate with the European research and educational space with their high standards in science and education.
In the process of specifying the features of training the pre-service teachers to be ready for professional career development with regards to the implementation of Standards of Higher Education in the specialty of 011 “Educational, Pedagogical Sciences”, field of knowledge of 01 “Education / Pedagogics”, in particular for the second (Master’s) level of higher education, it was found that in the list of general competencies of the graduates the most important for the development of professional career are as follows: the ability to search, process and analyze information from various sources (GC2); ability to apply knowledge in practical situations (GC3); ability to acquire and master modern knowledge (GC4); ability to adapt and act in a new situation (GC5); ability of interpersonal interaction (GC7); ability to act socially responsibly and consciously GC8); ability to work in an international context (GC9).
Acquisition of such competencies will allow the future teacher to fulfil the five key tasks related to their career growth. These are as follows: 1) career choice; 2) career adaptation; 3) career planning; 4) career change (move); 5) career development.

Conclusions. While specifying the main concepts and categories of research, the interpretation of them was provided in accordance with the updated legislation, namely: ‘education standards’ are interpreted as a set of requirements for mandatory competencies and learning outcomes of the appropriate level, the total workload of students, other components that are stipulated by certain laws and developed in accordance with the National Qualifications Framework; under ‘the standard of higher education’ we understand a set of requirements for the content and results of educational activities of higher educational institutions and research institutions at each level of higher education (HE) within each specialty; the concept of ‘standardization’ is understood as an activity that consists in establishing provisions for general and repeated use in relation to existing or potential tasks and is aimed at achieving the optimal degree of order in a particular area. While setting the current tasks of training future teachers so that they are ready for the professional career self-development, it was found that achieving a balance in the formation of hard and soft skills, and super-professional (soft) skills during their studies is an important prerequisite for tertiary students throughout the introduction of a new generation of HE standards. This leads to a clearer approach to defining the principles of professional development of the pre-service teachers, taking into account recent challenges, in particular those related to the demands of domestic employers and the introduction of global, including European quality standards for higher pedagogical education. Specifying the features of training future teachers in self-development of their professional career in the settings of introduction of higher education standards in the specialty of 011 “Educational, Pedagogical Sciences”, field of knowledge 01 of “Education / Pedagogics” can be identified as: 1) the establishing of relevant services in the higher educational institution for guidance students’ career building and facilitating their employment, acmeological centers, student recruitment agencies, career centers that implement consulting programs on career development; 2) the activities of various employment services for graduates; 3) introduction of portfolio technology in order to update the results of their professional training and determine the prospects for further career development; 4) improvement of the practice-oriented model of future teacher training which relies on pedagogical internships.

Keywords: professional career (self)-development, training of pre-service teachers, standardization, educational standards, higher education standards.


References:

1. Andrushenko, VP 2010. ‘Modernizaciya pedagogichnoyi osviti vidpovidno do viklikiv XXI stolittya (Modernization of pedagogical education in accordance with the challenges of the XXI century)’, Naukovij visnik Mikolayivskogo derzhavnogo universitetu imeni V. O. Suhomlinskogo. Seriya: Pedagogichni nauki, Vip. 1.28, s. 12–20.

2. Bratanich, AA 2019. Metodichni osnovi osobistisno oriyentovanoyi informatichnoyi pidgotovki pidgotovka majbutnih uchiteliv tehnologij u pedagogichnomu universiteti (Methodical bases of personally oriented computer training preparation of future teachers of technologies in pedagogical university). Avtoreferat disertaciyi kandidata nauk, Nacionalnij pedagogichnij universitet imeni M. P. Dragomanova, Kiyiv, 23 s.

3. Vityuk, VV 2017. ‘Gotovnist pedagogiv do zmin v umovah realizaciyi Koncepciyi “Nova ukrayinska shkola” (Readiness of teachers for changes in the conditions of realization of the Concept “New Ukrainian school”)’, Pedagogichnij poshuk, № 2, s. 3–6.

4. Gusserl, EA 1991. ‘Fenomenologiya (statya v Britanskoj enciklopedii) (Phenomenology (article in the British Encyclopedia))’, predisl., per. i primech. VI Molchanova, Logos, № 1, s. 12–21.

5. Zakon Ukrayini “Pro osvitu” (Law of Ukraine “On Education”) 2017. Dokument № 2145-VIII, Vidomosti Verhovnoyi Radi (VVR), № 38-39, st. 380. Dostupno: <http://zakon3.rada.gov.ua/laws/show/2145-19>. [18 Cherven 2021].

6. Zakon Ukrayini “Pro vishu osvitu” (Law of Ukraine “On Higher Education”) 2014. Dokument № 1556-VII, Vidomosti Verhovnoyi Radi (VVR), № 37-38, st. 2004. Dostupno: <http://zakon4.rada.gov.ua/laws/show/1556-18>. [19 Cherven 2021].

7. Zakon Ukrayini “Pro standartizaciyu” (Law of Ukraine “On Standardization”) 2014. Dokument № 1315-VII, Vidomosti Verhovnoyi Radi (VVR), № 31, st.1058. (Redakciya vid 02.12.2020 r.). Dostupno: <https://zakon.rada.gov.ua/laws/show/1315-18#Text>. [19 Cherven 2021].

8. Zatverdzheni standarti vishoyi osviti (Approved standards of higher education) 2021. Vebsajt Ministerstva osviti i nauki Ukrayini. Dostupno: <https://mon.gov.ua/ua/osvita/visha-osvita/naukovo-metodichna-rada-ministerstva-osviti-i-nauki-ukrayini/zatverdzheni-standarti-vishoyi-osviti>. [19 Cherven 2021].

9. Kanivec, TM 2013. Formuvannya psihologichnoyi gotovnosti studentiv do zdijsnennya majbutnoyi profesijnoyi kar’yeri (Formation of psychological readiness of students to pursue a future professional career). Disertaciya kandidata nauk, Nac. akad. ped. nauk Ukrayini, In-t psihologiyi im. G. S. Kostyuka, Kiyiv, 200 s.

10. Kotyenyeva, YuM 2016. Formuvannya uyavlen pro profesijnu kar’yeru u studentiv pedagogichnogo koledzhu v procesi fahovoyi pidgotovki (Formation of ideas about professional career in students of pedagogical college in the process of professional training). Disertaciya kandidata nauk, Derzhavnij zaklad “Luganskij nac. un-t imeni Tarasa Shevchenka”, Starobilsk, 300 s.

11. Krasilnikova, AV & Shalapko, YuI 2006. ‘Osvitni standarti novogo pokolinnya yak umova vhodzhennya vishoyi osviti Ukrayini do yevropejskogo osvityanskogo prostoru (Educational standards of the new generation as a condition for the entry of higher education in Ukraine into the European educational space)’, Krashij dosvid i modeli vishoyi osviti Yevropi i Ameriki: zb. st. 16-yi mizhnar. konf. Amerikanskoyi asociaciyi administratoriv universitetiv, Krakiv (Polsha), 22–28 zhovtnya, s. 79–80.

12. Kutnyak, SV 2010. ‘Stanovlenie karery budushego uchitelya v processe professionalnoj pоdgotovki (Formation of a future teacher's career in the process of professional training)’, Izvestiya rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena, № 125, s. 120–127.

13. Lozovecka, VT 2015. Profesijna kar’yera osobistosti v suchasnih umovah (Professional career of a person in modern conditions). Monografiya, Kiyiv: Milenium, 279 s.

14. Metodichni rekomendaciyi shodo rozroblennya standartiv vishoyi osviti (Guidelines for the development of standards of higher education) 2016. Nakaz MON Ukrayini № 600, vid 01.06.2016 r. (redakciya № 584 vid 30.04.2020 r.). Dostupno: <https://mon.gov.ua/ua/npa/pro-vnesennya-zmin-do-nakazu-ministerstva-osviti-i-nauki-vid-01062016-600>. [20 Cherven 2021].

15. Mogilevkin, EA 2007. Karernyj rost: diagnostika, tehnologii, trening (Career growth: diagnostics, technology, training). Monografiya, S-Peterburg: Rech, 336 s.

16. Nacionalnij osvitno-naukovij glosarij (National Educational and Scientific Glossary) 2018. Kiyiv: TOV “KONVI PRINT”, 524 s.

17. Nova ukrayinska shkola (New Ukrainian school) 2016. Konceptualni zasadi reformuvannya serednoyi shkoli. Dostupno: <https://mon.gov.ua/ua/tag/nova-ukrainska-shkola>. [20 Cherven 2021].

18. Olefirenko, TO 2019. ‘Vikoristannya treningiv pri pidgotovci majbutnih uchiteliv do pobudovi profesijnoyi kar’yeri (The use of training in preparing future teachers to build a professional career)’, Osvitnij diskurs: zbirnik naukovih prac, golov. red. Kivlyuk, OP, Kiyiv : “Vidavnictvo “Gileya”, Vipusk 17 (10), s. 46–54.

19. Olefirenko, TO 2019. ‘Principi pidgotovki majbutnih uchiteliv do pobudovi profesijnoyi kar’yeri (Principles of training future teachers to build a professional career)’, Visnik Nacionalnogo universitetu “Chernigivskij kolegium” imeni T. G. Shevchenka, Vipusk 4 (160), Seriya: Pedagogichni nauki, Chernigiv, s. 24–29.

20. Pro zatverdzhennya pereliku galuzej znan i specialnostej, za yakimi zdijsnyuyetsya pidgotovka zdobuvachiv vishoyi osviti (On approval of the list of branches of knowledge and specialties for which higher education students are trained) 2015. Dokument № 266-2015-p, Postanova Kabinetu Ministriv Ukrayini № 266 vid 29.04.2015 r. Dostupno: <https://zakon.rada.gov.ua/laws/show/266-2015-p#Text>. [20 Cherven 2021].

21. Puhovska, LP 2013. ‘Standarti pedagogichnoyi osviti: naukova diskusiya zahidnih uchenih (Standards of pedagogical education: scientific discussion of Western scientists)’, Tavrijskij visnik osviti, № 4, s. 10–18.

22. Sektor pracevlashtuvannya studentiv ta aspirantiv Kiyivskogo nacionalnogo universitetu imeni Tarasa Shevchenka (Employment sector of students and graduate students of Taras Shevchenko National University of Kyiv). Dostupno: <http://jobs.knu.ua/>. [20 Cherven 2021].

23. Sektor spriyannya pracevlashtuvannyu studentiv i vipusknikiv Hersonskogo derzhavnogo universitetu (Sector of employment promotion of students and graduates of Kherson State University). Dostupno: <http://www.kspu.edu/About/DepartmentAndServices/DPractices.aspx>. [20 Cherven 2021].

24. Sluzhba pracevlashtuvannya Melitopolskogo derzhavnogo pedagogichnogo universitetu imeni Bogdana Hmelnickogo (Employment Service of Melitopol State Pedagogical University named after Bohdan Khmelnytsky). Dostupno: <https://mdpu.org.ua/new/uk/pracevlashtuvannja/sluzhba-pracevlashtuvannja.html>. [20 Cherven 2021].

25. Standart vishoyi osviti za specialnistyu 011 Osvitni, pedagogichni nauki galuzi znan 01 Osvita/Pedagogika dlya drugogo (magisterskogo) rivnya vishoyi osviti (Standard of higher education in the specialty 011 Educational, pedagogical sciences in the field of knowledge 01 Education / Pedagogy for the second (master's) level of higher education) 2021. Nakaz MON Ukrayini № 520 vid 11.05.2021 r. Dostupno: <http://ru.osvita.ua/legislation/Vishya_osvita/82566/>. [20 Cherven 2021].

26. Centr pracevlashtuvannya ta zav’yazkiv z virobnictvom Mikolayivskogo nacionalnogo universitetu imeni V. О. Suhomlinskogo (Center for Employment and Production Relations of Mykolayiv National University named after VO Sukhomlynsky). Dostupno: <http://mdu.edu.ua/?page_id=252>. [20 Cherven 2021].

27. Cina, AYu 2017. ‘Modernizaciya tehnologichnoyi osviti za vimogami onovlennya osvitnih standartiv (Modernization of technological education according to the requirements of updating educational standards)’, Trudove navchannya v shkoli, № 17, s. 2–6.

28. Ficula, MM 2006. Pedagogika vishoyi shkoli (Pedagogy of High School), Kiyiv: Akademvidav, 352 s.