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DOI: https://doi.org/10.34069/AI/2022.60.12.17
How to Cite:
Leleka, V., Zabiiaka, I., Tsviakh, O., Grubi, T., & Vytrykhovska, O. (2022). Innovative approaches to teaching students in the
modern educational information environment in the USA and Great Britain. Amazonia Investiga, 11(60), 156-166.
https://doi.org/10.34069/AI/2022.60.12.17
Innovative approaches to teaching students in the modern educational
information environment in the USA and Great Britain
Інноваційні підходи до навчання студентів у сучасному освітньому інформаційному
середовищі США і Великої Британії
Received: December 3, 2022 Accepted: December 30, 2022
Written by:
Vitaliі Leleka73
https://orcid.org/0000-0002-1740-8980
Iryna Zabiiaka74
https://orcid.org/0000-0002-9535-5490
Olha Tsviakh75
https://orcid.org/0000-0002-1119-2170
Tetiana Grubi76
https://orcid.org/0000-0002-8844-5842
Oksana Vytrykhovska77
https://orcid.org/0000-0003-3669-3382
Abstract
The trend of development of priorities in
education and training of students, secondary and
higher schools in the USA and Great Britain in
retrospect (XIX – early XXI centuries) is
clarified. In particular, classical education is
briefly described, which had a reproductive
character and considered the student as a passive
object of learning, which must be filled with
knowledge in accordance with certain programs
and methods. Classical education was
represented by the following approaches:
secular, theological, biographical,
introspectionist, logical and methodological.
American scientists noted that traditional types
of Education (classical education and non-
classical education) are based on the causal
mechanism of the development of thought, the
basis of their thinking is considered either the
object of learning (classical education) or the
subject of learning (non-classical education).
Postnonclassical Education combines the
73
Doctor of Philosophy in the field of education, associate professor of the Department of Physical Culture and Sports,
V.О.Sukhomlynskyi National University of Mykolaiv, Ukraine.
74
Candidate of Pedagogical Sciences, Associate Professor of Department of Foreign and Ukrainian Philology, Lutsk National
Technical University, Ukraine.
75
Doctor of Philosophy in the field of Biology, Senior Lecturer of the Department of Physical Culture and Sports,
V. О. Sukhomlynskyi National University of Mykolaiv, Ukraine.
76
Candidate of Sociological Sciences, Associate Professor, Associate Professor of the the Psychology, Pedagogy, Social and
Economic Disciplines Department of the National Academy, State Border Guard Service of Ukraine named after Bohdan
Khmelnytskyi, Ukraine.
77
Candidate of Pedagogical Sciences, Associate Professor of Department of Social Work and Rehabilitation, National University of
Life and Environmental Sciences of Ukraine, Ukraine.
Leleka, V., Zabiiaka, I., Tsviakh, O., Grubi, T., & Vytrykhovska, O. / Volume 11 - Issue 60: 156-166 / December, 2022
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positive aspects of traditional education in a
single syzygy process of educational activity,
which means constant interchangeability, on the
one hand, of those who study and on the other –
of those who teach. The implementation of
postnonclassical education is characterized by
the following modern approaches: competence-
based, continuous professional improvement of
teachers, situational, cultural, systematic,
interdisciplinary, axiological, synergetic.
Keywords: innovative approaches, information
environment, higher education institutions, USA,
Great Britain.
Introduction
The relevance of the study is due to the
modernization of the higher education system of
Ukraine, which opens up a new range of goals for
its development in the context of the
implementation of the Bologna agreements.
Integration of Ukraine into the European
community and ensuring the competitiveness of
National Higher Education on the world market
require constant improvement, search for
effective ways to improve the quality of
educational services, testing and introduction of
new innovative technologies, modernization of
the content of education, development of the
state-public model of education management,
effective approaches to the organization of
scientific activities.
In the context of our research, the experience of
training future specialists in the United States and
Great Britain is of considerable interest. The
appeal to the experience of these countries is
explained by the fact that these countries are
among the most developed, they focus on general
trends in the development of the education
system in the context of globalization, they have
rich traditions in the organization of the
education system, constantly improve the level of
training of future specialists, providing
methodological and methodical foundations with
deep psychological and pedagogical support
focused on the needs of practice.
Transformations taking place in higher education
are due to political, social, economic,
technological and other changes taking place in
the world. New information technologies, new
pedagogical approaches, limited material,
technical and financial resources, constantly
changing demographics, international
competition, increasing quality requirements, the
need to increase the responsibility of the subjects
of the educational process, cultural diversity and
other problems faced by the higher education at
modern stage.
The study and analysis of modern trends and
conceptual ideas for the introduction of
innovative technologies in the educational
process are of scientific interest, as they will help
draw certain conclusions and evaluate the
experience of the United States and Great
Britain, which have certain successes in this
field.
In the article, we considered innovative
approaches to student education in the modern
educational information environment of the USA
and Great Britain, because the information
environment in these countries is among the most
advanced in the modern world both in terms of
quantitative indicators (the number of students
and institutions of higher education, the amount
of funding in percentage and in absolute terms),
as well as from the point of view of qualitative
assessments (leadership of the leading
universities of the USA and Great Britain in
international rankings, which has already
become commonplace).
The dynamism of the modern world, the
increasing interdependence of its subjects, the
rapid development of information and
communication technologies contribute to the
significant intensification of interstate dialogue,
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the emergence of new forms and methods for an
international audience.
The purpose of the paper, to reveal innovative
approaches to teaching students in the modern
educational information environment of higher
education institutions in the USA and Great
Britain.
Literature Review
V. Kizima (2003) analyzes a non-classical
approach that considers the subject, a person, as
one who is able to put himself in the center of the
situation, here the leading role is played by the
subject of training.
L. De Mause (1974) moved away from classical
psychoanalytic philosophy, devoted himself to
the history of pedagogy and founded an
independent direction of childhood history,
which is focused on the analysis of the history of
teaching and education of children, the problem
of the family and family traditions.
M. Mykhailichenko (2008) argues that the
approval of the competence approach in
professional education means a reorientation
from the process to the result in its activity
dimension.
Scientists W. Hutmacher (1997) & G. Johnes
(1997) understood the competence of a specialist
as structured knowledge, skills, abilities and
attitudes acquired in the course of training. A
similar approach is taking place in the United
States (OECD, 2002).
Y. Bondaruk (2013) analyzes the approach of
"Acquaintance with the profession", which takes
place through the organization of training using
programs to support novice teachers and the
approach of "Continuous professional
improvement of teachers", which puts teachers at
the center of school reforms. It combines the goal
of professional growth of teachers with the
educational needs of students.
A. Kuzminskyi (2005) proves that in the
traditional approach, the results of students'
academic performance were taken as the main
criteria for assessing the success of the school,
and now the role of the school is determined by
such systemic characteristics as the ability to
create conditions for the realization of creative
abilities of each member of the teaching staff.
V. Shunkov et al., (2022) light up the directions
of using multimedia technologies in the training
of future specialists.
Methodology
In the course of the research, theoretical methods
were used: literature analysis; modeling and
designing of results and achievement processes
at different stages of search work; analysis of
documents of educational institutions;
generalization and synthesis, which made it
possible to determine the purpose of the research,
formulate its tasks.
The methodology of using educational
information technologies as a type of
pedagogical activity and the study of the essence
of the methodology of using information
technologies in the educational process is an
important task of training students.
The construction of the methods of using
information technologies as a science of a
variable set of certain laws of the use of
information technologies caused the need to
solve the task related to the construction of a
generator of these laws. The didactic design of
the methodology was considered as such a
generator, which allowed describing the learning
processes using information technologies,
researching and analyzing the available
information technologies, adapting information
technologies to specific psychological and
pedagogical conditions, independently building
and modeling them, enriching and developing the
methodology of their application.
The article discusses methods of using (or
applying) information technologies and various
approaches in the learning process, the sequence
of actions of which can be as follows:
1) a set of didactic learning goals using
information technologies is determined;
2) psychological and pedagogical conditions
for the use of information technologies are
determined (diagnosed, specified);
3) the dominant principles of use are
highlighted;
4) dominant methods of learning using ICT
(methods of using information technologies)
corresponding to psychological and
pedagogical conditions are distinguished;
5) methodological recommendations are
developed that reveal the features,
advantages, and limitations of the use of
information technologies in specific
conditions.
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The overview of new schemes, technologies and
methods in education using informational
educational tools opens up new opportunities and
methods of providing students with social,
professional skills and abilities. Information
technologies make it possible to create
conditions for the formation of a socially
successful personality with high intelligence,
creative abilities and a desire for leadership.
The formation of the methodology for the use of
information technologies in education is an
innovative form of presenting the educational
process, based on the fuller use of knowledge,
and involves the active development of
information technologies based on a set of
research techniques used in the scientific
knowledge of the educational environment.
The methodology of using information
technologies in education involves: theoretical
understanding of the use of information
technologies in education, development of new
didactic principles, creative application of the
basics of didactics under the conditions of
information and educational technologies;
introduction of new methodological bases of
individualization and training based on the
application of the balance method of designing
educational programs in the conditions of
information technologies, taking into account the
personal characteristics of students; the
formation of a new understanding of the content
of the educational space in the conditions of the
use of information technologies, in which it is
possible to merge various traditional forms,
methods, methods, techniques and means of
learning (group and individual; contact and non-
contact, etc.); creation of a legal framework for
the functioning of a university that uses
information technologies; development of a
target program for the development of general
and continuous education based on information
and communication technologies.
Thus, methodical aspects of the use of
information technologies provide an opportunity
to improve the quality of education and use
educational time more efficiently.
Results and Discussion
The old traditional types of education were based
on variations of two priorities – the classical
approach and the non-classical one. Let us show
their signs. Representatives of the classical
paradigm deduced knowledge about a person
from the general, ideological and philosophical
view of the world (regardless of whether it was
perceived as a material substance, or as the
existence of a spirit or idea), considering the
person as a part of the world dependent on him.
At the same time, the teacher acts as an
intermediary who transmits the received system
of knowledge to the student and embodies the
corporate wisdom of the "classics" behind him
and which he only articulates. Its individual
significance is determined by the extent to which
it conveys to the audience the established
positions of generally recognized authorities.
The knowledge system here dominates both the
teacher and the student. Classical education had
a reproductive character, it required the
assimilation of "classical" models, was a
movement from the past to the present. It
considers the student as a passive object that
needs to be filled with knowledge in accordance
with accepted programs and techniques.
Learning took place as a process of accumulating
a certain amount of information, the ability to
manipulate which was considered a sign of a
person's education.
The non-classical approach considers the
subject, a person, as one who is able to put
himself in the center of the situation, here the
leading role is played by the subject of learning
(in the classical approach, the object of learning).
In contrast to classical education with its reliance
on the system of knowledge and the system of
teaching as an unshakable basis, in non-classical
education, a special role is played by the
subjectivity of the student, the personality of the
teacher, an individual approach to students, a
creative attitude to the material being studied, to
its selection and methods of communicating to
listeners. However, non-classical education has
the features of reducing the quality of its result-
professionalism, replacing objective knowledge
with individual opinion (Kizima, 2003).
Therefore, traditional types of education are
based on the causal mechanism of the
development of thought and the basis of thinking
is considered either an object (classical
education) or a subject (non-classical education).
We briefly describe approaches to the
organization of educational activities in the
United States and Great Britain in a retrospective
aspect, from the beginning of the XIX century to
the beginning of the XXI century. The mid ХІХ
and early ХХ centuries are characterized by three
approaches: biographical, introspectionist, and
logical-methodological.
The biographical approach to the study of
historical and pedagogical reality provides for an
empirical description of the biographies of
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famous teachers who aim to create a socio-
cultural context of historical and pedagogical
reality. The main research method of the
biographical approach is a biographical
description, which aims to present the ideals of
education that guide the people in their historical
development. The English historian of pedagogy
E. Quick held such methodological positions. In
the work “The Reforms of Education”, he
actualized the problem of research on
biographies of teachers of the past – E.
Roterdamskyi, F. Rable, Ya. A. Komenskyi, Zh.
-Zh. Russo (Sammond, 1983).
The introspectionist approach to the study of
historical and pedagogical reality is characterized
by the fact that according to it, the biographies
and creativity of teachers were considered
through the prism of individual personal
experience. Later, biographical and
introspectionist approaches took precedence
mainly in frankogerman pedagogical
historiography (Schmid, 1902).
The logical and methodological approach was a
conceptual modeling of various aspects of
historical and pedagogical activity based on the
synthesis of theoretical foundations of various
social disciplines (Philosophy, Political Science,
Cultural Studies, Psychology, etc.). Such studies
were characterized by a high degree of
theorization, abstraction, and empirical fact was
used as an explanatory component that illustrated
and concretized the research position. This
approach was used in various Western countries,
but later it was spread mainly in Anglo-American
historiography (Schmid, 1902).
In the approaches of that time, the ideas of
unidirectional linearity and consistency of world
history prevailed, these definitions were
considered as a homogeneous, unchangeable,
directed phenomenon. The period of classicism
was dominated by mechanistic methodological
theoretical approaches, scientific and
rationalistic approaches in nature.
A special feature of the conceptual development
of Western history of pedagogy is the socio-
historical approach, which is expressed in a
number of independent approaches of historical
and pedagogical research: historical-gender,
historical-political, legitimate, historical-
cultural, elite, critical, etc. These approaches
represent the theoretical basis for the formation
of independent concepts.
Let us briefly describe these approaches.
The historical-gender approach, the emergence
of which was due to the change in the role of
women in western society, the growth of the
political movement for gender equality. For the
first time, the American scientist Lawrence
Cremin noted the gender approach in 1961 in the
work "The transformation of the school"
(Cremin, 1961). In the 60s, the United States and
Great Britain developed this approach in
connection with the activation of the feminist
movement. Its representatives: American
researcher Professor Kathleen Weiler
(Vandewalker, 1908); American scientist
Professor Sheila Rowbototham (Bremner et al.,
1971). In their works, they analyzed women's
education using the biographical method. The
purpose of the approach is to study the social and
economic situation of women in society from the
point of view of the historical development of
pedagogical theory, gender and national identity
and specifics in education, to explain changes in
the school system to consider the gender
development of society, to explain the
importance of women in education.
Historical and legitimate approach. The founder
of the legitimate approach in Western historical
and pedagogical science is the American
researcher Professor Richard Kluger, who
emphasized the importance of the legislative
framework in the history of education and argued
that laws determine the development of the
education system, especially in the history of
European and American schools. The historical-
legitimate approach is that historical and
pedagogical research must meet such
requirements as historiographic significance
(development of knowledge on the history of
society) and practical interest.
As noted by W. Urban, a significant number of
scientific works of researchers meet the first
requirement – the development of knowledge on
the history of society based on legislative acts in
order to identify and solve educational problems.
(Urban,1999). Representatives of the legitimate
approach are scientists of the Harvard School of
the history of pedagogy James T. Patterson, Mark
Tushnet and others. Scientists deal with the
problems of emigration (migration from their
homeland to another country); migration and
acquisition of features of the American way of
life, American culture; globalization in the
history of US educational policy.
The historical and elitist approach to the study
of the development of Education emerged in the
80s of the XX century. Its founder is considered
Stanford University professor David B. Tyack.
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Proponents of this approach: the president of the
American Educational Research Association,
Professor Larry Cuban; Elizabeth Hansot;
Michael Kirst and others. According to the
historical and elitist approach, scientists consider
the activities of not only professors, teachers, but
also politicians, economists, and figures who
have made a significant contribution to the
development of the education system.
The historical and political approach is
characterized by the study of political aspects of
the historical development of Teacher Education.
A political approach to the study of pedagogy is
currently being developed in the Stat History of
Education Society at Stanford University, which
is headed by well-known American scientists
Nancy Beadie (2010) and David F. Labaree
(2017). The Wisconsin Stat Historical Society at
the University of Wisconsin – Madison, where
studies the education of racial, gender minorities,
political, religious, emigration groups, and
sociological aspects of Teaching Development.
In English pedagogical historiography, scientists
Ian Grosvenor (2021) and Kevin Myers (2011)
examines innovations in school curricula,
architecture, and administrative management.
The author of the historical and critical
approach is the famous English scientist Prof.
Gary McCulloch & Crook (2008), editor-in-chief
of The Routledge International Encyclopedia of
Education, president of the scientific center
"History of education society", who suggested a
more critical attitude to the analysis of historical
and pedagogical literature. Representatives of the
historical-critical approach at the present stage of
education development in the UK: Dr David
Croo, Professor Richard Aldrich, Professor Peter
Gordon, etc.; in the USA: Professor Ellen
Condliffe Lagemann, etc.
American scientist, Doctor of political theory and
Doctor of psychoanalysis Professor Lloyd de
Mouse. He notes that the approach of children in
history, its introduction into the history of
pedagogy was a long process, the evolution of
childhood from oppression to mutual
understanding took a long time, but this
progressive approach achieved its purpose –
many American and British scientists from the
80s of the XX century introduced it into life (De
Mause, 1974). Proponents of this approach:
Professor Nicholas Sammond of St. Louis
University of Washington (Sammond, 1983);
famous American philosophers Joseph Illick and
Henry Ebel supported the direction of the
children in history.
As can be seen from the above, the development
of briefly described approaches of scientific
search (historical-gender, historical-political,
historical-legitimate, and historical-critical) in
the UK and the USA determines the socialization
of the history of pedagogy.
American researchers distinguish such
approaches in the development of teacher
training in the United States in the process of
passing pedagogical practices, academic,
research, evolutionary, critical.
For representatives of the academic approach,
the leading role is that of the teacher as a scientist
and specialist in a particular subject. Liberal arts
education, supplemented by practice at school, is
considered as the only prerequisite for working
as a teacher.
The research approach is an approach that
contrasts with the "ready-made knowledge
method" – has a significant impact on classroom
practice. Representatives of the research
approach build the content of teacher education
based on the formation of professional
competence or skill of the future teacher, for
which they develop a certain list of skills and
abilities.
Because of applying the research approach,
promising educational technologies were
developed and tested in UK schools.
The evolutionary approach is based on a
combination of three types of classes: practice at
school, independent work on familiarization with
learning issues, seminars that serve to study the
problems that arise during the course of
pedagogical practices. Such pedagogical practice
begins with 4 hours a week allocated for
individual work with one or a group of students,
and then gradually expands in content and time.
At the last stage, the trainee student works only
at the school and is fully responsible for the
students' knowledge.
The critical approach is to criticize traditional
forms of teacher education and help future
teachers form their own philosophy of Education.
This approach was formed in the 20-30s of the
XX century.
Recently, programs based on a thematic
approach have been distributed, the essential
features of which are the allocation of a topic that
determines the content of training courses and
students' practices in school, as well as the
relationship between these components.
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National-centered approach is an approach in
which historical and pedagogical research in the
United States and Great Britain focuses on the
benefit of national-specific features of the
development of the historical and pedagogical
process.
Elective approach. In the scientific and public
environment, the problem of the ratio of elective
and compulsory programs is actively discussed,
which, of course, varies depending on the type of
higher education institution, its belonging to the
public or private sector. Compulsory courses
contribute to the fundamental and systematic
nature of Higher Education; elective courses
provide variability and individualization of
education in higher education in the United
States and Great Britain.
Selective approach is an approach to obtaining
higher education. It is used in the study of
elective courses that specify the content of the
main professional and general disciplines,
especially in the senior years of the University,
when the student acts as a competent quasi-
specialist and an active subject of the educational
process (Chychuk, 2018).
Information approach is an approach that
prevailed in the 50-70 years of the XX century in
the process of organizing teacher training,
detailed study of new programs and textbooks
was given the bulk of the time, because in a very
short time it was necessary to familiarize teachers
with the content of a new set of educational
materials.
A converged approach is an approach in which
all teachers are taught the same set of skills and
behaviors that have proven to be effective.
(Maan, 1978).
We agree with the opinion of M. Mykhailichenko
(2008) that the focus of professional pedagogical
education on students' assimilation of the system
of knowledge and values that have been
traditional and stable over the past decades no
longer corresponds to the modern social order
and global transformation in the world.
As the analysis of the experience of educational
systems in many developed countries shows, one
of the ways to update the content of education
and training technologies, to coordinate them
with modern needs, is to introduce a competence-
based approach. According to the scientist, the
approval of the competence approach in
professional education means a reorientation
from the process to the result in its activity
dimension (Mykhailichenko, 2008).
Scientists W. Hutmacher, G. Johnes understood
the competence of a specialist as structured
knowledge, skills, abilities and attitudes acquired
in the course of training. Researchers divide
competencies into groups:
− super-subject – these are intersubjective or
basic, key competencies that combine a set
of knowledge, skills, and attitudes acquired
during the entire period of Education;
− industry-wide, which the future teacher
acquires when mastering the content of a
certain program during training;
− subject competencies that a student learns in
the process of studying a particular
discipline while studying at a higher
education institution (Hutmacher, 1997;
Johnes, 1997). A similar approach is taking
place in the United States (OECD, 2002).
When comparing the traditional and
competency-based approaches, it is revealed that
the competency-based approach is characterized
by flexible requirements for each student,
because of which everyone achieves a given
result according to their educational pace. When
using the traditional approach, the same duration
of study is established for each topic, section, or
training course, regardless of individual
characteristics of the individual
(Mykhailichenko, 2008).
Recently, the following approaches have been
used in the countries whose education is
analyzed: "Acquaintance with the profession",
"Continuous professional improvement of
teachers", "socio-psychological", "situational",
"and systemic". We will briefly describe them.
The "Acquaintance with the profession"
approach. Introduction to the profession and
responsibilities takes place by organizing
training using support programs for novice
teachers. This approach, as Y. Bondaruk notes,
helps young teachers to better study the
educational policy of the district; understand
their professional responsibilities, that is, are
acquainted with the profession and
responsibilities.
The "Continuous professional improvement of
teachers" approach. This approach puts the
schoolteacher at the center of school reforms. It
combines the goal of professional growth of
teachers with the educational needs of students.
This approach is the main strategy for the
development of modern SEC specialists around
the world. At the same time, the school forms the
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educational process of teachers, evaluates their
professional development (Bondaruk, 2013).
Socio-psychological approach. Its supporters
seek to reorient the traditional orientation of the
professional development system to the needs of
the teacher. In special professional development
programs focused on the needs of school
systems, the ideas of organization and
management psychology, known under the
names: industrial social psychology,
organizational psychology, organizational
behavior, management psychology, have become
widespread. Proponents of the "Organizational
Psychology" approach are experiencing
difficulties in their work. In particular, some
teachers participating in the “Organization
development” program have a sense of anxiety,
because when they evaluate others, they are also
evaluated. In addition, according to the American
researcher D. Maan (1978), some teachers
overestimate the self-esteem of personal
professional abilities.
Situational approach. To effectively achieve the
purpose of organizing the training of a future
schoolteacher, it is important to link specific
methods of the educational process, concepts
with certain specific pedagogical situations. The
central point of the approach under consideration
is the situation. A situation is a set of texts that
reflect a specific set of conditions and
circumstances that create a significant impact on
the schoolteacher training system at a specific
time.
Cultural approach – it allows us to consider
teacher education in the United States and Great
Britain, its goals, traditions, development trends
as a phenomenon of American and British
culture, which reflects the cultural values,
traditions, mentality and special spirituality of
each country. The cultural factors of these
countries are the socio-cultural, political and
economic conditions and national traditions
according to which the British and American
teacher education systems function.
The task of the cultural approach is to recreate the
socio-cultural context of the historical
development of pedagogical science and the
education system. Recently, in all institutions of
higher education in the United States, there has
been a tendency to strengthen multicultural
teacher training, taking into account regional
characteristics.
The multiculturological approach to the quality
of teacher education in the United States is
characterized by cultural, ethnic, racial, and
religious diversity, with each citizen functioning
within his or her own ethnic group. This
approach focuses on taking into account national
and ethnic differences, forms models of
pedagogical orientations inherent in the
worldview and needs of a multiethnic society in
the United States (Chychuk, 2018).
In connection with the comparative analysis of
the pedagogical education systems of the USA,
Great Britain and Ukraine, we also used a
comparative approach, which allows us to
critically approach domestic problems in the
field of education. It helps to identify changes in
the field of ensuring the quality of Education;
promotes the introduction of various pedagogical
innovations, better disclosure of the ratio of
global and national; expands our understanding
of the contribution of each country to the
development of the international educational
space.
When clarifying the role of cultural and
comparative approaches in the implementation of
a comparative analysis of the pedagogical
education systems of the analyzed countries, we
adhered to the principle of unity of global and
national in the development of education
systems. Because with such a statement of the
problem, it was necessary to identify global
trends and at the same time it was impossible to
do without establishing a national identity in the
field of education in Ukraine.
The axiological approach allows us to identify
value orientations in the system of teacher
education in the USA and Great Britain.
A systematic approach has given the UK and US
teacher education systems integrity. The
systematic approach is an ordered set of goals,
content, forms and methods of interaction
between subjects of pedagogical education; it
provided the basis for integrating pedagogical
concepts.
Teachers in the UK and the USA consider the
school as an integral social organism, which is
characterized by the interrelation of all its
components in the dynamics of development. If
in the traditional approach, the results of students'
academic performance were taken as the main
criteria for assessing the success of the school,
now the role of the school is determined by such
systemic characteristics as the ability to create
conditions for the realization of creative abilities
of each member of the teaching staff
(Kuzminskyi, 2005).
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Therefore, when implementing a systematic
approach, it is necessary to adhere to the
principle of integrity, which forms an organic
unity of all elements in the system of Teacher
Education.
Interdisciplinary approach. The release of highly
qualified specialists in the period of high rates of
scientific and technical development contributed
to the introduction of special training programs
based on the interdisciplinary principle of
training, which was based on interdisciplinary
knowledge. The essence of the interdisciplinary
approach to personnel training is to introduce
humanities disciplines to technical institutions of
higher education, and technical and natural
sciences disciplines to humanitarian institutions.
The interdisciplinary approach to learning was
aimed at educating students of broad views,
unconventional thinking, and the ability to solve
common problems that arise at the intersection of
different industries. The coming century, says
V. Budanov, is a century of interdisciplinary
research, the methodology of which is horizontal,
which, in contrast to the vertical cause-and-effect
relationship of disciplinary methodology, carries
a colossal heuristic charge (Budanov, 2003).
A synergistic approach. In the modern world,
education is one of the dominant factors in the
life of a person and society. The education
system needs to focus on a new strategy, on a
new methodology of thinking and cognition, due
to the fact of the existence of an open, nonlinear,
changing world and the need for appropriate
training and education of a person. According to
V. Andrushchenko, from today's positions,
synergetic can be considered as a new
interdisciplinary movement in modern science,
which marks the formation of a new view of the
world and a person in this world
(Andrushchenko, 2014).
Synergetic is an interdisciplinary scientific field
that studies the mechanisms of evolution and
chaos management. Thanks to synergetic, a
different side of the world opens up,
characterized by principles:
− instability – these are states of instability
(bifurcation points that are in situations of
the emergence of a new quality and
characterize the boundary between the new
and the old);
− nonlinearity is a violation of the
superposition principle: the result of the sum
of actions is not equal to the sum of results.
This is also due to the fact that in such
systems the number of connections between
elements increases faster than the number of
elements;
− non-closure (openness) – characterized by
the fact that all living organisms and society
are open systems, because they consume
matter, energy, information, and their
entropy (a measure of chaos) can decrease.
The openness of such systems allows them
to evolve from simple to complex, from an
embryo cell to a complex organism. Closed
systems are characterized by an increase in
entropy, they cannot become more ordered,
but can only move towards an increase in
chaos;
− hierarchy – the passage of bifurcation points
by the system represents the birth or death of
levels – a new quality of the system arises
horizontally (steam-liquid-ice) (Budanov,
2003).
V. Andrushchenko (2014) considers synergetic
as a new interdisciplinary movement in modern
science. V. Lutai (2008) considers synergetic to
be a synergistic paradigm, the core of modern
post-non-classical science as a theory of self-
organization of complex open systems.
Synergetic takes on the character of an
interdisciplinary paradigm in modern science to
solve the most acute problems of our time, for
example, the qualitative renewal of Education,
which requires the conceptual development of a
synergistic approach, and recommendations for
the implementation of its achievements in the
reform of the educational sphere
(Andrushchenko, 2014).
Modular approach allows you to rethink the
meaning of disciplines, as well as their
interaction within the module and modules
within the block (cycle), because integrated
interdisciplinary connections ensure the logic of
the educational process and represent a necessary
condition for creating a single subject-problem
field. Differentiation of content is provided by
the optional selection of special modules for
courses of narrow specialization. The modular
approach to structuring the content of training at
the teachers' PC allows by integrating individual
parts of academic subjects (which were
previously independent) into a single whole to
form teachers' key socio-political, information-
search, communicative, interpersonal
competencies (Kuzminskyi, 2005).
Conclusions
The trend of development of priorities in
education, training and education of students,
Volume 11 - Issue 60
/ December 2022
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secondary and higher schools in the USA and
Great Britain in retrospect (early XIX – early
XXI centuries) is clarified.
In particular, classical education is briefly
described, which had a reproductive character
and considered the student as a passive object of
learning, which must be filled with knowledge in
accordance with certain programs and methods.
Classical education was represented by the
following approaches: secular, theological,
biographical, introspectionist, logical and
methodological. These approaches, mainly
mechanistic and theoretical, were scientific and
rationalistic in nature, and they were dominated
by ideas of linearity and consistency of world
history. Learning goes from the past to the
present.
Non-classical education (the period from the
middle of the XX century), in which the
movement takes place mainly from the future to
the present and in which a significant role is
played by the subjectivity of the student, the
teacher's personality, creative attitude to the
material being studied. Individual approach to
students is characterized by the formation of new
approaches in the development of historical and
pedagogical knowledge, which depends on
socio-economic conditions in the United States
and Great Britain: gender, legitimate, elitist,
historical and political, critical, childhood
history. The development of these approaches is
determined by the socialization of the history of
pedagogy. American Scientists also distinguish
approaches to the development of teacher
training trends related to students' pedagogical
practice (academic, research, evolutionary,
critical), elective, informational, etc.
It should be noted that traditional types of
Education (classical education and non-classical
education) are based on the causal mechanism of
the development of thought, the basis of their
thinking is considered either the object of
learning (classical education) or the subject of
learning (non-classical education).
Postnonclassical Education combines the
positive aspects of traditional education in a
single syzygy process of educational activity,
which means constant interchangeability, on the
one hand, of those who study and on the other –
of those who teach. The post-non-classical
methodology takes into account that it is not the
world and not man that exist by themselves, but
their integrity, which is now becoming the main
object of attention, taking into account the
current realities (environmental disasters,
conflicts, etc.). The implementation of post-non-
classical education is characterized by the
following modern approaches: competence-
based, continuous professional improvement of
teachers, situational, cultural, systematic,
interdisciplinary, axiological, and synergetic.
Many approaches influence the construction of
professional training courses for future American
teachers. This is because the education system in
the United States and Great Britain is based on
pluralism. These are the following approaches:
behaviorism, cognitivism, humanism,
constructivism, etc.
Many of the teachers of American higher
education institutions believe that it is advisable
for students to present a variety of approaches. In
addition, students, after being acquainted with
them, develop their own teaching philosophy,
and only then is it considered that future teachers
could enter pedagogical practices.
The integration of the presented approaches
brings education to a new level, in the center of
which is a person, his development and self-
realization, which allows us to determine the
human-centrist orientation of pedagogical
education.
We see prospects for further research in
substantiating trends in the development of
priorities in education.
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