PARTNERSHIP PEDAGOGY AS THE LEADING FORM OF INTERACTION AMONG EDUCATIONAL PROCESS PARTICIPANTS

Abstract

In the process of reforming the domestic education system, the task of harmonizing the interaction between educators, students, and parents has emerged, actualizing communication in the «subject-subject» system. Partnership pedagogy has been identified as the core form of interaction among educational process participants, with democratization of the communication process, mutual respect, and equality as the leading principles.

Partnership pedagogy is an innovative educational approach based on the joint active participation of educational process participants in the search for and acquisition of knowledge. This approach fundamentally differs from the authoritarian model of teaching, where the educator acts as a transmitter of knowledge and students act as recipients of information.

The aim of the article is to examine the components of partnership pedagogy as the leading form of interaction among educational process participants.

The methodological basis of the article are philosophical, psychological, pedagogical theories and regulations that reveal the conceptual approaches due to the studied issues.

The scientific novelty lies in the fact that the article examines the essence of partnership pedagogy in the process of interaction and cooperation between students and educators.

Conclusions. Partnership pedagogy can be called an innovative strategy of the educational process and a comprehensive methodological system. Its main characteristics include: creating a creative atmosphere in the learning process; transforming students from objects of learning into subjects of the educational process; ensuring students' confidence in their own abilities and success; a democratic, benevolent style of conducting lessons and classes, an informal atmosphere of communication among educational process participants; creating comfortable learning conditions in every lesson or class; emotional freedom, encouraging students' initiative and questions to teachers and to each other; objectivity and fairness in assessing students' academic performance; using forms and methods of control that stimulate learning without coercion; applying self-control and self-analysis by students of their own academic achievements.