Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

Abstract

Nowadays every European knowledge-based society demands a highly qualified, competent workforce being able to adjust to modern innovative production. To educate such specialists is the aim of contemporary teachers. So efficient and innovative pedagogic education becomes an integral part of the European education system. The article deals with the analysis of problem-based technology in the modern system of Danish teacher training in pedagogical higher educational institutions. Analyzing works of European scientists and problem-based model of teacher education in Denmark, working with university and college programs and documents we came to the conclusion that principles of problem-based technology in professional teacher training are similar in the whole European educational environment and in general they may be described as an approach to learning and instruction that has the following characteristics: 1) the use of problems as the starting point for learning, 2) small-group collaboration, 3) flexible guidance of a tutor, 4) student-initiated learning, 5) time availability for self-study. The findings imply that well-designed problem-based learning may lead to better educational results. Multiple sources in Ukrainian, European, and Danish educational environments at various time points from 1990 till 2020 have been used in data collection for this study. Pedagogic education in Ukraine requires a substantial adjustment at the legislative, structural, and technological levels. European experience in this sphere of teacher education modernization can become a valuable asset of the comparative pedagogic science. This practice will lead to effective technological change in teacher professional training in Ukraine.

Ict in Project-Based English Language Lessons in Ukrainian Tertiary Education

“…Furthermore, according to our assessment, European universities have gained significant positive experience in developing an efficient, non-authoritarian, democratic system of teaching a foreign language, with project-based learning (PBL) as its distinguishing characteristic and a key interactive learning strategy that is used in the majority of high educational institutions [44].…”

“…There is a combination of knowledge and practical actions. It is assumed that the project work is to some extent aimed at improving the surrounding world; the project has a pragmatic focus on results and authentic language practices [44].…”

“…to solve different psychological and pedagogic problems finding the most effective; to create the development of new, constructive ideas; to organize collaborative or joint gaming activities; and surely; to have e deep subject knowledge [44]. All these are competencies of the XXI century pedagogues-facilitators who are generally considered to be moderators of the learning process leading a group and managing communications within it so that the audience achieves its goals more effectively, is motivated to the knowledge development process and comprehends the material being studied.…”

Role and impact of the US higher education and scientific staff formation on the global cooperation strategies as part of sustainable development

“…The additional important step was done by president Bush Junior, who passed the "No Child Left Behind Act" through Congress, requiring states to introduce compulsory annual exams in reading and mathematics for pupils from third to eighth grades. Moreover, the research analysis grounds, that the search for ways to reform the system of education in order to overcome the total "de-enlightenment", ignorance and lack of culture of American students continues [18]. Therefore, the most traditional and, at the same time, modern, in education philosophy and management is the study of socialization as the process of transferring social information, experience, behavioral, ideological values, and culture accumulated in society.…”