The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master's degree programme. This study specifies and adapts the methods of diagnostics, criteria for conducting teacher training which are reasonable, psychologically and pedagogically approved and could be implemented in the institutions of higher education of different profiles. It was found out that the training of a teacher within the boundaries of the master's degree programme of institutions of higher education is an actual task of three-level training of a specialist in Ukraine and requires a differentiated approach for institutions of higher education of various profiles. The components of the programme, based on their comparative characteristics, the status of teacher training in higher education institutions of different profiles with the application of certain criteria, indicators and levels were determined. Comparative analysis of the results of determining the levels of activity empathy and pedagogical reflection formation at the final stage of the study showed objective differences in teacher training in the context of the master's degree programme of institutions of higher education of different profiles. The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the Concept of master's training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master's degree programme, in the profile professional training.
The publications of the first quarter of the XXI century talk about the need for creativity, imagination, initiative of an adult. The article examines how masterclasses and festivals of masterclasses are used to develop the relevant qualities. The paper aims to clarify the content of these concepts. The authors used a technological approach to reveal the meaning of the concepts of ‘masterclass’ and ‘a festival of masterclasses.’ The study is based on the provisions of the theory of transformational learning. Master class is understood as a form of organization of adult learning, the essence of which is the learner's skill. According to the analysis result, the festival of masterclasses is characterized as one that relies more on the manufacturability of the learning process. There are two types of master classes: 1) the ones of technological level, which are designed to help in gaining new experience and in the organization of meaningful leisure for adults; 2) the ones of the skill development level, which through the self-development of the learner, invite to the self-development of the learner. Emphasis is placed on the expediency of creating conditions for synergies and self-organization of a team of leading master classes in festivals that understand the educational needs of target groups. It envisages publicity, the presence of an audience that observes the process of interaction between the presenter and the participants of the master class, as well as the festival as a set of masterclasses. It turns out that in this sense, masterclasses and festivals can meet the expectations of adults to learn not only as a form of learning a new experience and the organization of meaningful leisure but as a form of learning for change and transformation, the impetus to development and self-development. In this way, the paradigm of pedagogical creativity is realized.
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