Comparative pedagogical analysis of philologists’ professional training at american and ukrainian universities

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dc.contributor.authorBidyuk, N.
dc.contributor.authorIkonnikova, M
dc.date.accessioned2018-03-07T08:19:38Z
dc.date.available2018-03-07T08:19:38Z
dc.date.issued2017
dc.description.abstractThe article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personalityoriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.uk_UA
dc.identifier.citationBidyuk N. Comparative pedagogical analysis of philologists’ professional training at american and ukrainian universities / N. Bidyuk, M. Ikonnikova // Comparative Professional Pedagogy. – 2017. – № 7 (3). – P. 7-13.uk_UA
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/6177
dc.language.isoenuk_UA
dc.publisherХмельницький національний університетuk_UA
dc.subjectcomparative pedagogical analysisuk_UA
dc.subjectphilologyuk_UA
dc.subjectphilologistuk_UA
dc.subjectprofessional traininguk_UA
dc.subjectuniversityuk_UA
dc.subjectthe USAuk_UA
dc.subjectUkraineuk_UA
dc.titleComparative pedagogical analysis of philologists’ professional training at american and ukrainian universitiesuk_UA
dc.typeСтаттяuk_UA
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