Підготовка докторів філософії за освітньо-науковою програмою «Професійна освіта»: історія становлення, унікальність і стратегії розвитку
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Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті висвітлено досвід підготовки докторів філософії зі спеціальності 015 Професійна освіта (за спеціалізаціями) в умовах експерименту за європейською моделлю. З'ясовано нормативні вимоги до структури і змісту освітніх програм підготовки здобувачів третього (освітньо-наукового) рівня вищої освіти, навчальних планів, переліку компетентностей і програмних результатів навчання згідно з Національною рамкою кваліфікацій. Проаналізовано й узагальнено історію становлення, досвід реалізації, унікальність та стратегії розвитку освітньо- наукової програми «Професійна освіта» в Харківському національному педагогічному університеті імені Г. С. Сковороди. Представлено цілі, компетентності і результати навчання, освітню і наукову складову ОНП «Професійна освіта» у контексті відповідності критеріям якості освітніх програм.
The article highlights the experience of training Doctors of Philosophy in the specialty 015 Vocational Education (by specializations) in the conditions of the experiment according to the European model. The normative requirements clarified in the research paper deal with the structure and content of educational programs, curricula, list of competencies and program learning outcomes for the training of applicants for the third (educational-scientific) level of higher education in accordance with the National Qualifications Framework. It has been defined that preparation of applicants for the degree of Doctor of Philosophy in graduate school is carried out according to the educational scientific program (ESP) and curriculum, consisting of educational and scientific components. The educational component of the program should become the basis for the graduate student to conduct research. The curriculum of postgraduate studies should contain information on the list and scope of academic disciplines in the range of 30-60 ECTS credits. According to the National Qualifications Framework, the educational and research program must include at least four components, which provide the graduate student with deeper knowledge of the specialty in which the graduate student conducts his/her research; mastering general scientific (philosophical) competencies; acquiring universal skills of a researcher; acquiring language competencies. The history of formation, experience of realization, uniqueness and development strategies of the educational scientific program "Professional Education" at H. S. Skovoroda Kharkiv National Pedagogical University have been analyzed and generalized. The origins of "Professional Education" ESP begin in more than twenty years of postgraduate and doctoral studies in the specialty 13.00.04 "Theory and Methods of Vocational Education", the successor of which is the specialty 015 "Professional Education". "Professional Education" ESP was introduced in H. S. Skovoroda KhNPU in 2016. The goals of the ESP are to train Doctors of Philosophy who are to be able to solve complex problems independently in the field of vocational education and research and innovation, which involves a deep rethinking of existing and creation of new holistic knowledge and/or practice of vocational education; formation of the applicant as a citizen, patriot, bearer of culture, professional specialist with a system of competencies that enable implementation of research, innovation and research-teaching activities in the field of higher and professional education. The total volume of the educational and scientific program is 50 ECTS credits, including: the volume of normative disciplines - 37 ECTS credits; 13 ECTS credits are allocated to the disciplines of the applicant's choice.
The article highlights the experience of training Doctors of Philosophy in the specialty 015 Vocational Education (by specializations) in the conditions of the experiment according to the European model. The normative requirements clarified in the research paper deal with the structure and content of educational programs, curricula, list of competencies and program learning outcomes for the training of applicants for the third (educational-scientific) level of higher education in accordance with the National Qualifications Framework. It has been defined that preparation of applicants for the degree of Doctor of Philosophy in graduate school is carried out according to the educational scientific program (ESP) and curriculum, consisting of educational and scientific components. The educational component of the program should become the basis for the graduate student to conduct research. The curriculum of postgraduate studies should contain information on the list and scope of academic disciplines in the range of 30-60 ECTS credits. According to the National Qualifications Framework, the educational and research program must include at least four components, which provide the graduate student with deeper knowledge of the specialty in which the graduate student conducts his/her research; mastering general scientific (philosophical) competencies; acquiring universal skills of a researcher; acquiring language competencies. The history of formation, experience of realization, uniqueness and development strategies of the educational scientific program "Professional Education" at H. S. Skovoroda Kharkiv National Pedagogical University have been analyzed and generalized. The origins of "Professional Education" ESP begin in more than twenty years of postgraduate and doctoral studies in the specialty 13.00.04 "Theory and Methods of Vocational Education", the successor of which is the specialty 015 "Professional Education". "Professional Education" ESP was introduced in H. S. Skovoroda KhNPU in 2016. The goals of the ESP are to train Doctors of Philosophy who are to be able to solve complex problems independently in the field of vocational education and research and innovation, which involves a deep rethinking of existing and creation of new holistic knowledge and/or practice of vocational education; formation of the applicant as a citizen, patriot, bearer of culture, professional specialist with a system of competencies that enable implementation of research, innovation and research-teaching activities in the field of higher and professional education. The total volume of the educational and scientific program is 50 ECTS credits, including: the volume of normative disciplines - 37 ECTS credits; 13 ECTS credits are allocated to the disciplines of the applicant's choice.
Опис
Ключові слова
професійна підготовка, професійна освіта, доктор філософії, освітньо-науковий ступінь, освітньо-наукова програма, компетентність, програмні результати навчання, навчальний план, professional training, professional education, Doctor of Philosophy, educational scientific degree, educational scientific program, competence, program results of study, curriculum
Бібліографічний опис
Ушмарова В. Підготовка докторів філософії за освітньо-науковою програмою «Професійна освіта»: історія становлення, унікальність і стратегії розвитку [Текст] / В. Ушмарова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 8 (112). – С. 221–231. – DOI: 10.24139/2312-5993/2021.08/221-231