The development of the idea of credit-modular training of pedagogical higher education institutions in Ukraine (the 90s of the XX century – the first decade of the XXI century)

Abstract

The article emphasizes various aspects of the study of credit-module learning, highlights the relevance of the study and analysis of previously known but little explored facts, conclusions, recommendations contained in domestic rules and regulations of higher pedagogical education, psychological and pedagogical literature of the selected period. The purpose of the article is determination of the features of the introduction of credit-module training in the practice of domestic institutions of higher pedagogical education in the 90s of the XX century – the first decade of the XXI century. It was noted that the introduction of the credit-module system in teachers’ education took place against the background of the formation of a new educational policy of independent Ukraine, which was enshrined in certain regulations and aimed at destroying the old paradigm of education founded during totalitarianism of the old paradigm of education, overcoming the contradictions in the system of higher pedagogical education. The development of the theory of credit-module learning was carried out under the influence of various pedagogical concepts (personality-oriented, developmental, personalization of learning, educational content, etc.). On the basis of the analysis of scientific literature, we show the views of scientists on the nature, features, and benefits of credit-module training, its purpose, principles of implementation, and conditions of effective use. We emphasize the gradual introduction of credit-module training and a rating system of control of students' knowledge in Pedagogical Universities, normative documents, goals and selected basic institutions for the pedagogical experiment. On the example of the M.P. Drahomanov National Pedagogical University and G.S. Skovoroda Kharkiv National Pedagogical University, we analyze the measures which were adopted by Pedagogical Universities to support the organization of the educational process on a new basis. We highlight the directions and give the examples of using individually-differentiated personality-oriented form of organization outside the classroom individual work of a student. Besides, it was given the results of researches of scientists of positive consequences and unresolved problems of introduction of credit-module training in practice of institutions of higher pedagogical education, shortcomings of rating control of knowledge.