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МОНІТОРИНГ ЯК ІНСТРУМЕНТ ВИЗНАЧЕННЯ ЯКОСТІ ОСВІТИ

100%

Проценко І., Гудименко К.

Педагогічні науки: теорія, історія, інноваційні технології

2015

issue 4(48)

247-255

Based on the analysis of the scientific literature the author reveals the essence of monitoring the quality of education, the functions of education quality monitoring, the principles for monitoring structures; clarifies the distinction between monitoring and control. It is found that the objects of monitoring can be as separate sub-systems of education, and the various aspects and processes occurring in these systems. It should be noted that monitoring generates information system, which is constantly updated and indicates the continuity of monitoring includes measurement technology of the existing state of the object. It is noted that monitoring is very similar to the control, but monitoring requires compliance with the maximum objectivity and reliability of the information obtained, therefore, is carried out by special technology independent (external) researchers, in contrast to the control. It is determined that the monitoring study in the sphere of education is held for the purpose, depending on the object of assessment, the level of study and level of generalization of the results. The main objects of monitoring in education are clarified. The advantages of external monitoring of the quality of education and internal are detected. They are manifested in the quality and status of the information received. External monitoring provides: standard information; high accuracy and reliability of information; the basis of the state and departmental statistical reporting; information basis for analysis and for the formulation of educational policy at all levels; the possibility of generalization and comparison at any level of educational management; the predictability of conclusions and recommendations; recognition of the results at the state and interstate levels; transparency of the results of educational activity; openness of the education system of the country in which created a national system for monitoring performance of the education sector. External evaluation is carried out by the independent experts (foreign, third parties or instrumentalities that are not interested in the results).

ПІСЛЯДИПЛОМНА ОСВІТА – СУЧАСНІ ТЕНДЕНЦІЇ ПРОГРЕСУ

67%

Пшенична Л.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 3(57)

439-448

Any amount of knowledge can became a dead weight and get outdated in our fast-paced world, if we don’t teach administrators and teachers to use this knowledge and gain it independently. The first and the most effective indicator of professional development is in-service training, which gives one an opportunity to gain additional knowledge in management, as well as basic specialization and improve professional skills, based on reflections on one’s own professional activity. It is clear that in-service training (adult education) has a plethora of acute problems, which pass through all its structure at different levels namely state, regional, institutional, administrative, faculty and student level. The system of in-service pedagogical training due to its content, forms and peculiarities has an unrivaled significance for becoming and improving of administrators and teachers as professionals. For this reason, further development of teachers’ innate creative abilities, as well as those formed during formal pedagogical education is carried out. This process is rather long-term, for it starts since the first days of young teacher’s career and lasts all through teacher’s professional activity. Creative development in the system of in-service education is peculiar for the fact that the aforementioned development becomes possible due to gaining professional experience by teachers, which influences creative potential of administrators as well as teachers, encourages activation of conscious, motivated, diligent self-improvement. Modern system of in-service training is centered on providing the best theoretical knowledge and practice, that is why essential competences in the system of in-service pedagogical education form teacher’s as well as administrator’s informational competence, ability to think creatively, construct their knowledge independently, analyze the results of their activity and utilize them on practice, create their own projects and presentations. Control module should include assessment of gained competences. It demonstrates and confirms that a pedagogical worker has acquired all the required competences and is able to perform all the necessary pedagogical and managerial tasks. Competencies acquired during training course by administrative and teaching workers are the indicators of quality of in-service pedagogical education.

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 2016

1 2015

1 Гудименко К.

1 Проценко І.

1 Пшенична Л.

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МОНІТОРИНГ ЯК ІНСТРУМЕНТ ВИЗНАЧЕННЯ ЯКОСТІ ОСВІТИ

ПІСЛЯДИПЛОМНА ОСВІТА – СУЧАСНІ ТЕНДЕНЦІЇ ПРОГРЕСУ