FUNDAMENTAL PRINCIPLES OF THE PEDAGOGUE’S QUALITY EDUCATION

Nazik HARUTYUNYAN, Irina VARDANYAN

Abstract


In the preparation of qualified pedagogical staff, it is necessary to assure the scientific theoretical bases of quality education. These are the fundamental principles that underlie the process of modernization of the teacher’s quality education.

The article profoundly interprets and analyses the fundamental principles of transparency, integrity, collegial decision-making, cultural conformity, self-determination, direction, continuity, diversity, effectiveness, perspective orientation, dynamism and innovation, which assure quality education.

The article also addresses the functions performed by the above-mentioned basic principles, noting that they act as guidelines for the organization, as its regulators and bases.

Purpose. The purpose of this article is to emphasize the paramount role of 21st-century pedagogue’s quality education in promoting and improving the quality of education. The purpose of the article is to interpret the fundamental principles that form the basis of the quality assurance of a pedagogue’s education.

Methods. The analysis, synthesis and comparison methods are used in the article.

Results. As a result of the analysis of the problem in the article, the idea that the presented principles, being interconnected and complementary, play an essential role in assuring the teacher’s quality of education.

Originality. A new approach has been introduced to the issue discussed in the article by presenting fundamental principles that should be the basis for the pedagogical quality education.

Conclusion. 21st Century introduces specific requirements to the pedagogical education that should assure the increase of a pedagogue’s education quality. Those new demands, first of all, refer to the basics of organizing pedagogical education, that is, the new principles. It is possible to provide good pedagogical education only in case of the existence of this principles.


Keywords


Teacher; quality education; principle; function; activity; modernization; content of education; methodology; assessment; dynamism; innovation; pedagogical system; humanism; student-centered learning; self-development; self-education; self-organization

References


Baykova, L.A., Grebenkina, L.K. (2000). Pedagogi-cal skill and pedagogical technologies. Moscow: Pedagogical Society of Russia. 248 с.

Bordovskaya, N.V., Rean, A.A. (2006). Pedagogy. St. Petersburg. 304 p.

Bermus, A. G. (2008). Modernization of Educa-tion: philosophy, politics, culture. Moscow: Canon +. 348 p.

Huitt, W.G, Monetti, D.M. (2007). Openness and the Transformation of Education and Schooling. In Jhangiani, R.S. and Biswas-Diener, R. (Eds.). The Philosophy and Practices that are Revolutionizing Education and Science. 43–65. London: Ubiquity Press. 24 p.

Pligin, A.A. Personality-oriented education Mos-cow: KSP+, 2003. 432 p.

Verbitsky A.A., Larionova O.G. (2009). Personality and competence approaches in education: prob-lems of integration. Moscow: Logos.

Traynev, V.A., Gurkin, V.F., Traynev, О.V. (2007). Distance learning and its development. Moscow: Publisher Dashkov & Ko. 294 p.


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