REVIEW OF NATIVE RESEARCH ON THE TEACHER’S FIGURE COMPREHENSION IN PEDAGOGY (2016–2021)
Keywords:
teacher’s figure, teacher training, native pedagogyAbstract
The article highlights an analytical review of native research on the teacher’s figure comprehension in pedagogy from 2016 to 2021. The review was carried out by identifying dissertations with the subject of different teacher’s figure aspects. Scientific research on the problem is divided into stages and systematised. Teacher’s figure aspects that still need to be studied are identified. As a result of the study, the conclusion is formulated that in order to optimise the implementation of educational reforms in Ukraine, it is advisable to use the experience of native pedagogy, analysed in historical retrospect.
The purpose of the article: systematise dissertations conducted from 1985 to 2021; carry out a quantitative comparison of dissertations defended in these time frames in the specialty 13.00.01 – general pedagogy and history of pedagogy related to the teacher’s figure study; highlight the teacher’s figure aspects which have been studied for the last five years – 2016–2021; suggest further research directions.
Methodology: research objects analysis and comparison.
Scientific novelty: an analytical review of native research on the teacher’s figure comprehension in pedagogy from 2016 to 2021 was highlighted for the first time; dissertations with the subject of different teacher’s figure aspects were identified; the dissertations were divided into periods; teacher’s figure aspects that still need to be studied are identified.
Conclusions: there is an unjustified decrease in the attention to the teacher training problem in the dissertations of 2016-2021. Therefore, such aspects of the teacher’s personality are promising for further scientific research: the figure of the teacher in the regional dimension; physics and mathematics teachers training; aspects of advanced training and self-education; modern education values; pedagogical science and practice issues; education and civil society: mutual influences trends of youth orientations formation; personality development in the structure of pedagogical science; methodology and theory of continuing education as a conceptual basis for the intellectual potential formation; source studies as a component of pedagogical research; development of national pedagogy cultural and anthropological history of education; personality in historical and pedagogical discourse.
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