Іноземні мови (Dec 2017)
Competencies, learning outcomes and certification forms of the doctor of philosophy in the speciality 011 «Educational, Pedagogical Sciences»
Abstract
Introduction. For creating the educational and scientific program for higher education applicants of the third (Doctor of philosophy) level in the specialty 011 “Educational, Pedagogical Sciences” it is necessary to work out the obligatory components. In the previous article we described: the profile of the educational and scientific program, the normative content of training, the amount of ECTS loans required to obtain at the third (educationalscientific) level, the list and scope of academic disciplines in ECTS credit, an indicative plan for the implementation of the educational and scientific program for the Doctor of philosophy (Ph.D) training. This article presents the remaining required components specification. Purpose. To describe the competences, training results and attestation forms of the Ph.D. in the specialty 011 “Educational, Pedagogical Sciences”, identified by us in accordance with the state documents on higher education, instructive and methodological recommendations of the Ministry of Education and Science of Ukraine and the project “TUNING” materials for the Ph.D. training in European countries. Methods. Reviewing the studies on education and teaching foreign languages; rethinking study programs and curricula; comparing the evaluation forms of graduates, science representatives and trainers; amending study programs to make them comparable. Results. Competence approach is considered to be a promising one to form educational standards and study programs for training future academics. Tuning project methodology, which can fully correspond to the context of the Bologna process and is considered to be a major academic tool for creating a single European higher education environment was taken as a basis. The study program in “Educational, Pedagogical Sciences” as a part of the University training is aimed to prepare specialists in pedagogy and methods of teaching foreign languages that can provide professional activity at the high level. Conclusion. We suggest for the reader’s attention the following: basic terminology on the problem, examples of the Ph.D. general competences from the above-mentioned project, the list of general (11) and special (13) competences of the Ph.D. in the specialty “Educational, pedagogical sciences”, detailed learning outcomes (knowledge, skills, autonomy and responsibility) (61), the formative and summative assessment constituents of the Ph.D training. We believe that the developed components provide the opportunity to create the present-day PhD program, which will ensure academic and scientific mobility, integrated training on the basis of academic and scientific credit modules exchange, the mutual recognition of scientific diplomas and the possibility of obtaining scientific diplomas of several universities at the time of study (double degree PhD programs).
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