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1

The phenomenon of "global education space" as an object of scientific-pedagogical research

100%
Avshenyuk N.
Comparative Professional Pedagogy
|
2014
|
vol. 4
|
issue 1
25-31
EN
The characteristics of global education space as a social idea of creating a system of measures to ensure the right for education to any individual as well as its converting, that is recognition regardless of the nationality and country of study; and as a specific area of human activity, which forms the internal and external environment for individual development; and as a product of a developing educational thought, the semantic side of which contains the universal interests in education, have been represented. Global education space has been defined as a part of the global social space that brings together business and education facilities within the Earth coordinates to represent the institutional forms of education and informal structures that are directly or indirectly involved in this process and, secondly, educational products (concepts, educational standards, teaching of traditional and innovative type), reflecting the goals, values, principles, content and other information about education, and examines the interaction and influence on education rights. Global education space is developed in parallel with the development of the world economy and has center-peripheral structure. To our mind, Australia, UK, Canada and the United States which we selected to make a detailed analysis in the study of trends in transnational higher education on a number of key features, belong to the “center” of global education space.
2

Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

63%
Avshenyuk N., Kostina L.
Comparative Professional Pedagogy
|
2014
|
vol. 4
|
issue 2
33-39
EN
Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.
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