Інтернаціоналізація освітнього простору старшої школи Великої Британії
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Дата
2012
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У дисертації з’ясовано теоретичні, нормативні, змістово-процесуальні та професійно-педагогічні засади інтернаціоналізації освітнього простору старшої школи Великої Британії; визначено можливості використання прогресивного британського досвіду в аспекті досліджуваної проблеми в Україні. Виявлено стан розроблення проблеми дослідження та схарактеризовано його поняттєво-термінологічний апарат, виокремлено етапи та визначено напрями розвитку інтернаціоналізації європейського освітнього простору.
Схарактеризовано нормативні і змістово-процесуальні засади інтернаціоналізації освітнього простору старшої школи Великої Британії, виокремлено сучасні підходи до вдосконалення професійної підготовки британського вчителя в умовах інтернаціоналізації.
Визначено нормативну базу інтернаціоналізації освітнього простору старшої школи України, окреслено можливості використання прогресивного досвіду Великої Британії в аспекті досліджуваної проблеми в Україні.
Dissertation is devoted to theoretical, normative, substantive-procedural, professional and pedagogical bases of internationalisation of educational space in upper secondary school of Great Britain. The theoretical bases of internationalisation of European educational space are analyzed. On the basis of scientific literature and normative documents analysis the actuality of the problem and essence of the research subject have been defined. The comparative analysis of outstanding scientific Ukrainian and foreign works defines the interpretation of internationalisation of education as the process of integration international dimension in teaching, learning, research work, social service; working out the educational strategies directing at forming global thinking of the young people with regard for the perspectives of the development of modern society. On the basis of systematic approach of analyzed phenomenon the dimensions (global, European), types (internationalization «at home» and abroad, import-oriented, export-oriented, import-export-oriented), levels of internationalisation (international, European, national, regional, institutional) and interdependence between them are characterized. The theoretical approaches to revealing the essential characteristics of internationalisation of education (activity, procedural, competency-based, prognostic) are defined. On the basis of analysis the models of internationalisation the types of internationalisation of educational space at institutional level are presented (procedural, administrative, structural, model of quality assurance). The author distinguishes three periods of internationalisation of European educational space: 1) basic period (the 80-s – 90-s of the XX c.) which is connected with defining internationalisation the main tendency of education in the region; 2) period of intensification of collaboration (the 90-s of the XX c.– 2000-s) which is linked with formation of European policy directing at quality assurance and development of international cooperation; 3) multilevel coordination and integration (2000-s – 2010-s) is characterized by development of European key competencies, general approaches to quality of internationalized education, European educational standards, European dimension of national curriculum. The normative, substantive-procedural, professional and pedagogical bases of internationalisation of educational space in upper secondary school of Great Britain are characterized. On the basis of analysis the documents three periods of internationalisation of educational space in Great Britain are determined: 1) initial period (implementing the European dimension as the main priority in the national educational policy); 2) constructive period (development of national strategies of internationalisation of education and their realization); 3) eurointegration period (integration in European educational space, coordination of national and European policy towards implementation of international dimension in education). The substantive-procedural bases of internationalisation of educational space in upper secondary school of Great Britain are analyzed. It is found out that the curricular and methodological bases define the specific character of curricular changes, the peculiarities of implementing definite forms and means in upper secondary school. In the context of internationalization of educational space the approaches to improvement of teachers’ training in Great Britain (competency, modernization of the contents of curriculum, practice-oriented) are characterized. The implementation of the competency approach involves the inclusion of European professional competencies into new standards of vocational and educational training of a British teacher. Modernization of the content of vocational and educational training of a British teacher provides the international dimension of the basic professional disciplines and disciplines of the social and humanities. The implementation of practice-oriented approach to professional and pedagogical training is to implement training of teachers in higher educational institutions in Europe, to organize teaching practice of students in higher educational institutions in Europe or world. The study of the specificity of Ukraine integration into the European educational space and determination of the possibilities of creative use of the Great Britain progressive experience in the context of internationalisation of educational space are investigated. The recommendations for the modern Ukrainian education based on the positive conceptual ideas of British experience are proposed at national, regional, institutional levels.
Dissertation is devoted to theoretical, normative, substantive-procedural, professional and pedagogical bases of internationalisation of educational space in upper secondary school of Great Britain. The theoretical bases of internationalisation of European educational space are analyzed. On the basis of scientific literature and normative documents analysis the actuality of the problem and essence of the research subject have been defined. The comparative analysis of outstanding scientific Ukrainian and foreign works defines the interpretation of internationalisation of education as the process of integration international dimension in teaching, learning, research work, social service; working out the educational strategies directing at forming global thinking of the young people with regard for the perspectives of the development of modern society. On the basis of systematic approach of analyzed phenomenon the dimensions (global, European), types (internationalization «at home» and abroad, import-oriented, export-oriented, import-export-oriented), levels of internationalisation (international, European, national, regional, institutional) and interdependence between them are characterized. The theoretical approaches to revealing the essential characteristics of internationalisation of education (activity, procedural, competency-based, prognostic) are defined. On the basis of analysis the models of internationalisation the types of internationalisation of educational space at institutional level are presented (procedural, administrative, structural, model of quality assurance). The author distinguishes three periods of internationalisation of European educational space: 1) basic period (the 80-s – 90-s of the XX c.) which is connected with defining internationalisation the main tendency of education in the region; 2) period of intensification of collaboration (the 90-s of the XX c.– 2000-s) which is linked with formation of European policy directing at quality assurance and development of international cooperation; 3) multilevel coordination and integration (2000-s – 2010-s) is characterized by development of European key competencies, general approaches to quality of internationalized education, European educational standards, European dimension of national curriculum. The normative, substantive-procedural, professional and pedagogical bases of internationalisation of educational space in upper secondary school of Great Britain are characterized. On the basis of analysis the documents three periods of internationalisation of educational space in Great Britain are determined: 1) initial period (implementing the European dimension as the main priority in the national educational policy); 2) constructive period (development of national strategies of internationalisation of education and their realization); 3) eurointegration period (integration in European educational space, coordination of national and European policy towards implementation of international dimension in education). The substantive-procedural bases of internationalisation of educational space in upper secondary school of Great Britain are analyzed. It is found out that the curricular and methodological bases define the specific character of curricular changes, the peculiarities of implementing definite forms and means in upper secondary school. In the context of internationalization of educational space the approaches to improvement of teachers’ training in Great Britain (competency, modernization of the contents of curriculum, practice-oriented) are characterized. The implementation of the competency approach involves the inclusion of European professional competencies into new standards of vocational and educational training of a British teacher. Modernization of the content of vocational and educational training of a British teacher provides the international dimension of the basic professional disciplines and disciplines of the social and humanities. The implementation of practice-oriented approach to professional and pedagogical training is to implement training of teachers in higher educational institutions in Europe, to organize teaching practice of students in higher educational institutions in Europe or world. The study of the specificity of Ukraine integration into the European educational space and determination of the possibilities of creative use of the Great Britain progressive experience in the context of internationalisation of educational space are investigated. The recommendations for the modern Ukrainian education based on the positive conceptual ideas of British experience are proposed at national, regional, institutional levels.
Опис
Ключові слова
інтернаціоналізація освіти, інтернаціоналізація освітнього простору, старша школа Великої Британії, європейський освітній простір, нормативні засади, змістово-процесуальні засади, професійно-педагогічні засади, internationalisation of education, internationalisation of educational space, upper secondary school of Great Britain, European educational space, normative bases, substantive-procedural bases, professional and pedagogical bases
Бібліографічний опис
Чернякова, Ж. Ю. Інтернаціоналізація освітнього простору старшої школи Великої Британії [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.01 – загальна педагогіка та історія педагогіки / Ж. Ю. Чернякова ; М-во освіти і науки, молоді та спорту, Сумський держ. пед. ун-т ім. А. С. Макаренка. – Суми : [СумДПУ ім. А. С. Макаренка], 2012. – 20 с.