Academic literature on the topic 'Порівняльна педагогіка'
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Journal articles on the topic "Порівняльна педагогіка"
Ткачук, М. "Виховання загальнолюдських та національних цінностей у майбутніх педагогів при вивченні дисципліни "Порівняльна педагогіка"." Збірник наукових праць Уманського державного педагогічного університету, Вип. 2, ч. 2 (2020): 155–61.
Find full textСаяпіна, Світлана, Наталія Гарань, and Олена Коркішко. "ПОРІВНЯЛЬНА ПЕДАГОГІКА ЯК НАВЧАЛЬНА ДИСЦИПЛІНА В СИСТЕМІ ВЗАЄМОДІЇ З ПЕДАГОГІЧНОЮ НАУКОЮ ТА ПРАКТИКОЮ ОСВІТИ (ТЕОРЕТИЧНИЙ АСПЕКТ)." Гуманізація навчально-виховного процесу, no. 1(100) (December 3, 2021): 17–25. http://dx.doi.org/10.31865/2077-1827.1002021.245386.
Full textSysoieva, Svitlana. "Comparative pedagogy in the development of educology." Osvitolohiya, no. 3 (2014): 17–23. http://dx.doi.org/10.28925/2226-3012.2014.3.1723.
Full textАлфімов, В. М. "ПІДТРИМКА ОБДАРОВАНИХ ШКОЛЯРІВ В УКРАЇНІ ТА ЗАКОРДОНОМ: ПРОБЛЕМИ ПОРІВНЯЛЬНОГО АНАЛІЗУ." Духовність особистості: методологія, теорія і практика 100, no. 1 (April 28, 2021): 6–13. http://dx.doi.org/10.33216/2220-6310-2021-100-1-6-13.
Full textІваницький, О. І., М. А. Панічук, and С. В. Сичева. "МОДЕРНІЗАЦІЯ МАГІСТЕРСЬКОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ В УМОВАХ ЦИФРОВІЗАЦІЇ ОСВІТНЬОГО ПРОСТОРУ." Pedagogical Sciences: Theory and Practice, no. 3 (January 10, 2022): 69–76. http://dx.doi.org/10.26661/2786-5622-2021-3-09.
Full textЛушпай, Л. І. "РОЛЬ ФЕМІНІСТСЬКИХ ДОСЛІДЖЕНЬ ШКІЛЬНОЇ ОСВІТИ У ВПРОВАДЖЕННІ ТЕНДЕРНОГО ПІДХОДУ У СЕРЕДНІ ШКОЛИ ВЕЛИКОЇ БРИТАНІЇ." Educational Dimension 30 (May 19, 2022): 388–95. http://dx.doi.org/10.31812/educdim.4872.
Full textОСТАПЙОВСЬКИЙ, Ігор, and Тетяна ОСТАПЙОВСЬКА. "БАТЬКІВСЬКА ШКОЛА ЯК ВАЖЛИВИЙ ЧИННИК ЗАБЕЗПЕЧЕННЯ ПАРТНЕРСЬКОЇ ВЗАЄМОДІЇ ЗАКЛАДУ ОСВІТИ Й СІМ’Ї В СПАДЩИНІ В.О. СУХОМЛИНСЬКОГО." Acta Paedagogica Volynienses, no. 3 (October 27, 2021): 113–19. http://dx.doi.org/10.32782/apv/2021.3.17.
Full textАНІСІМОВА, О. Е., and C. П. ЧЕПУРНА. "ПЕДАГОГІЧНА ПРАКТИКА ЯК ЗАСІБ ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНІХ ПЕДАГОГІВ." АКАДЕМІЧНІ СТУДІЇ. СЕРІЯ «ПЕДАГОГІКА» 1, no. 3 (November 17, 2021): 3–9. http://dx.doi.org/10.52726/as.pedagogy/2021.3.1.1.
Full textДовженко, Т. О., І. А. Небитова, and В. О. Шишенко. "РОЛЬ МЕНТОРСТВА У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ." Теорія та методика навчання та виховання, no. 51 (2021): 77–87. http://dx.doi.org/10.34142/23128046.2021.51.08.
Full textТерещук Г. В. and Янкович О. І. "ОСВІТНЯ, НАУКОВА Й УПРАВЛІНСЬКА ДІЯЛЬНІСТЬ ВІНЦЕНТА ОКОНЯ: ІСТОРІЯ ТА СУЧАСНИЙ КОНТЕКСТ." ПЕДАГОГІЧНИЙ АЛЬМАНАХ, no. 50 (November 25, 2021): 226–34. http://dx.doi.org/10.37915/pa.vi50.327.
Full textDissertations / Theses on the topic "Порівняльна педагогіка"
Брайко, Б. В., and B. V. Braiko. "Професійна підготовка магістрів з кібербезпеки в університетах Великої Британії." Дисертація, Хмельницький національний університет, 2019. http://elar.khnu.km.ua/jspui/handle/123456789/10229.
Full textThe thesis presents a comprehensive comparative analysis of professional training of Masters in Cybersecurity at UK universities to implement innovative aspects of such experience in the Ukrainian system of education. The justification of new conceptual approaches to improving professional training of Masters in Cybersecurity should pay special attention to the results of scientific research and prognostic ideas of the international experience, in particular, that of the UK, in the context of Ukraine’s integration into the European Higher Education Area. The thesis describes the coverage of professional training of Masters in Cybersecurity in the psycho-pedagogical literature and justifies the dependence of the development of cybersecurity policy on the level of professional competency of specialists in cybersecurity. It specifies that both the external and internal security of the state, as well as the protection of interests, health and personal information of its citizens, depends on high-quality activities of institutions and organizations providing information security services, that is on professional competency of specialists in cybersecurity. It analyzes the requirements of international organizations (“ENISA”, “IMPACT”, “OSCE”, “NSA”) for professional activities and training of specialists in cybersecurity which are reflected in the formulation of goals, the specification of the content, forms, methods and technologies of professional training of Masters in Cybersecurity, as well as in the justification of their professional competencies in cyberspace. It singles out the following areas in the UK cybersecurity policy: the coherence of criteria of the Global Cybersecurity Index (GCI) and the promotion of the main goals and conceptual frameworks of the Global Cyber Security Programme; the creation of a platform for the cybersecurity of different sectors of the economy; the development of special information systems and technologies, as well as separate software products; the active establishment of public-private partnerships on cyber-threat information sharing and cybersecurity incident management; the elaboration of cybersecurity industry-standards and framework programmes with business, science and the public; the introduction of a certification system for companies and specialists; the involvement of business in financing degree programmes in Cybersecurity; the establishment of special centres for sharing experience. The analysis of regulatory documents in the field of cybersecurity in the UK shows that it is somewhat complicated and changes rapidly. According to professional standards, the goals of masters programmes on Cybersecurity include consolidating professional knowledge (understanding key concepts, principles, technologies and practices) and developing professional and methodological skills in cybersecurity. Also, the thesis describes the characteristics of the educational process in the context of masters training at UK universities. The study of degree programmesand curricula of the leading UK universities shows that the content of such training organically combines fundamental, professional, research and practical training, contributing to the pursuit of career prospects and scientific and professional growth of cybersecurity. The thesis clarifies that practical training of masters training is a compulsory component of the content of masters programmes, which involves various forms (internships, participation in scientific and international projects, volunteering, mentoring, working with partners). It finds that the quality of masters programmes on Cybersecurity at UK universities is enhanced by using interactive teaching forms, methods and technologies. It must be noted that the use of innovative teaching methods and technologies is primarily aimed at improving the results of masters training, boosting motivation towards learning and enhancing practical experience. Particular attention is paid to the development of project skills while conducting research. Masters training also includes professional and research internship, which is an organic part of degree programmes and employment. Students can be offered to assist in creating a CV and developing interviewing skills. Finally, the thesis explores the current conditions of masters programmes on Cybersecurity at Ukrainian universities and presents a comparative pedagogical analysis of the peculiarities of professional training of Masters in Cybersecurity in the UK and Ukraine. The study of the UK experience has made it possible to justify scientific and methodological recommendations for improving professional training of Masters in Cybersecurity at Ukrainian universities at the strategic, organizational, content-related and technological levels. The scientific value of the obtained results is as follows: for the first time, the organizational and didactic peculiarities of professional training of Masters in Cybersecurity at UK universities (a free choice of an individual educational trajectory for career advancement based on the integration and diversification of degree programmes and the certification of professional qualifications; the standardized and interdisciplinary content of professional training; professional and research focus; the consistency with the requirements and needs of cyber policy; an applied nature of degree programmes; a high level of independent research and research activities; innovative and interactive forms, methods and technologies of teaching and learning) have been revealed; professional training of Masters in Cybersecurity at UK and Ukrainian universities has been comparatively and pedagogically analyzed; the possibilities of implementing innovative ideas of the UK experience with the aim to improve professional training of Masters in Cybersecurity at Ukrainian universities have been outlined; the content and the instructional-and-methodological support of professional training of Masters in Cybersecurity at Ukrainian universities have been improved (the author’s specialized course has been developed); the statements on the essential characteristics and the content of the concept of “masters training in Cybersecurity” and its interpretation in accordance with the international and Ukrainian semantics, as well as on current trends in the development of IT education under the conditions of creating global cybersecurity space, have been further developed. The practical value of the obtained results can be proved by the author’s instructional-and-methodological recommendations, titled “Professional Training of Masters in Cybersecurity: the UK Experience”, which justify the ways of using innovative ideas of the UK experience to update professional training of Masters in Cybersecurity in Ukraine. The main principles, theoretical conclusions and sources of this research should be included in the development of education standards on professional training of Masters in Cybersecurity, specialized courses and special seminars on professional training of IT specialists, as well as in the improvement of professional training of future specialists in cybersecurity in Ukraine.