УДК 378.091.12:37.014.3
DOI: https://doi.org/10.59694/ped_sciences.2026.25.162
EVOLUTION OF THE IDEAS OF PARTNERSHIP PEDAGOGY IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS: A HISTORICAL AND PEDAGOGICAL ANALYSIS
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SAMOYLENKO Nelya Ivanivna – Candidate of Historical Sciences, Associate Professor of the Department of Educational Studies and Pedagogical Innovations, Grigory Skovoroda University in Pereyaslav.
ORCID іD: https://orcid.org/ /0000-0003-1682-8534
Abstract:
The article presents a historical and pedagogical analysis of the evolution of the ideas of partnership pedagogy in the professional training of future teachers and identifies their influence on contemporary approaches to the development of social and communicative competence among students enrolled in the second (Master’s) level of higher education. The relevance of the study is determined by the need for a theoretical understanding of the genesis of partnership-based interaction in education in the context of the modernization of teacher education in Ukraine, the implementation of the competency-based model of teacher training, and the realization of the New Ukrainian School reform. The purpose of the article is to identify the main historical stages in the development of the ideas of partnership pedagogy and to substantiate their significance for the professional training of future teachers pursuing Master’s degrees. The methodological framework of the study is based on historical-pedagogical, systemic, competency-based, activity-based, and axiological approaches. The research employs historicalgenetic, historical-comparative, and historical-systemic methods, as well as methods of generalization and systematization of scholarly sources and educational regulatory documents. The evolution of the ideas of cooperation, humanization of education, subject-subject interaction, and partnership pedagogy is traced from the classical pedagogical tradition to contemporary concepts of partnership-based education. It has been established that the evolution of partnership pedagogy occurred within the transition from an authoritarian model of teaching to a democratic, learnercentred, and competency-based educational paradigm. The study substantiates that the contemporary interpretation of partnership pedagogy integrates the principles of mutual respect, trust, responsibility, dialogue, cooperation, and academic integrity, which constitute the methodological foundation for developing the social and communicative competence of future teachers pursuing Master’s degrees. The prospects for applying historical-pedagogical experience to improve the content, methods, and technologies of professional teacher training in higher education institutions are also identified.
Keywords: partnership pedagogy, historical and pedagogical analysis, professional teacher training, future teachers pursuing Master’s degrees.
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