Integration of the principles of partnership interaction into the methodology of teaching іn a higher educational institution

Abstract

The article considers the problem of integrating the principles of partnership interaction into the methodology of teaching in a higher education institution. A number of contradictions are identified that actualize the need for scientific understanding of the specified issue. The relevance of the study is due to the need to modernize the educational process on the basis of a student-centered approach, which involves the active participation of education seekers in learning and the formation of subject-subject relations between the teacher and students.

The essence of the concept of "partnership interaction" is analyzed, its key principles are identified, in particular trust, mutual respect, equality and responsibility. The pedagogy of partnership is defined as a complex phenomenon that encompasses value, content, organizational and technological aspects of the educational process. The model of integration of the principles of partnership interaction into the teaching methodology is substantiated, which contains target, content, process-activity and result-reflective components. The stages of its implementation are outlined: motivational-value, organizational-methodical, activity and reflective-evaluative.

Special attention is paid to the practical aspects of implementing the model in the process of teaching pedagogy, in particular through the use of interactive and project-based learning methods. Separate interactive technologies are proposed, as well as an example of an educational project aimed at developing communicative, social and reflective competencies of education seekers, as well as forming the experience of partnership interaction.

It is proven that the systematic implementation of the principles of partnership interaction contributes to increasing learning motivation, activating students' cognitive activity and improving the quality of the educational process. The results of the study can be used in teaching practice in higher education institutions and for further scientific research in the field of higher school pedagogy.