Aspects of implementation of partnership pedagogy in the New Ukrainian School

Abstract

The article analyzes the aspects of the introduction of partnership pedagogy as a system of effective interaction of students, teachers, and parents for the personal development of participants in the educational process and the formation of a competent personality and core values of the New Ukrainian school.

The new educational opportunities are closely related to the New Ukrainian School (conceptual principles of education reform) and transfer the concept of «partnership pedagogy» as one of the main aspects of effective synergy of its participants from the projection into the normative plane.

Partnership pedagogy is based on communication, interaction, and cooperation between teachers, students, and parents. The teacher must be an assistant and a coach, and the family should be involved in building the child’s learning path. How to ensure motivated fruitful cooperation of teachers, parents, and students based on the principles of mutual trust and respect? How to achieve equality of rights, duties, and responsibilities in the triangle consisting of child-teachers-parents?

At the present stage, pedagogical science is constantly searching for the development of the foundations of partnership pedagogy for the New Ukrainian School, which is designed to promote the formation of personality, its spirituality, individuality, life position, and critical thinking. According to L. Hrynevych, «powerful state and a competitive economy will be provided by a community of creative people, responsible, active, and enterprising citizens, and it is precisely such people whom the Ukrainian school should educate».

The New Ukrainian School contributes to the creation of an educational environment where the abilities and capabilities of students are most fully revealed and developed due to pedagogy based on partnership between all participants in the educational process.

Partnership pedagogy is a new direction in pedagogical science, and its representatives initiated and used innovative systems and methods of the educational process. The challenges of our time stimulate the formation of organizational and pedagogical conditions within an educational institution for fruitful cooperation of teachers, students, parents, and academic facilities to create an innovative developing educational environment that encourages, motivates, organizes, and directs the creative activities for the common goal, i.e. the formation of values and competencies necessary for successful self-realization and education of responsible citizens, capable of making conscious social choices and orienting their activities for the benefit of other people and society.

 Partnership pedagogy is an integration of parents, social institutions, and academic facilities into the educational process. It motivates qualitative changes, which are reflected in quantitative, qualitative, and structural transformations of the personality as an integral system and consists in its controlled development of academic and creative abilities and critical thinking by awakening interest in creative partnership activities, mastering innovative methods of knowledge acquisition, and forming an individual style of personality.

Partnership pedagogy is based on formal and informal communication, interaction, and cooperation between teachers, students, parents, and community.

We are convinced that such interaction of teachers, parents, and students will achieve the quality of education. Thus, the teacher student partnership is based on communication, interaction, and cooperation, as well as common goals and aspirations. Teachers, parents, and students are voluntary and interested partners, and equal participants in the educational process and are responsible for its results. This partnership is based on respect, trust, equality, responsibility, and voluntary involvement of the participants. The concept of the New Ukrainian School promotes the discovery and development of the child’s abilities and capabilities due to partnership-based pedagogy. The analysis of the investigated problem proves its remarkable depth and the need for further study.