CAPITALIZATION OF THE RESOURCES OF THE PEDAGOGY OF PARTNERSHIP IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

Abstract

The article considers the problem, the relevance of which is marked by its importance for the entire national system, such as the embodiment of the axiological capital of the pedagogy of partnership in New Ukrainian School. Detailed attention is paid to the study of the term «pedagogy of partnership».
For this purpose there is an analytical appeal to the views and concepts of Ukrainian and foreign scientists, among which stand out Sh.Amonashvili, B.Ananiev, R.Benedict, I.Bekh, N.Bibik, N.Volkova, V.Davidov, V.Zinchenko, I.Ivanov, E.Ilyin, V.Kan-Kalik, S.Lysenkova, M.Mead, L.Nikolenko, M.Rybakova, V.Slastyonin, V.Sukhomlinsky, G.Zuckerman, V.Shatalov and others. It is noted that the philosophy and practice of the pedagogy of partnership manifests itself in the works of V.Sukhomlinsky, who treated his pupils as equal participants in the educational process.
It is underlined that the pedagogy of partnership has received both a theoretical and a methodological justification and a purely methodological development that are considered to be a socially significant capital. It is emphasized that all the represented interpretations of the pedagogy of partnership are united by the idea of joint cooperation, coordinated interaction of all participants, teachers, students, parents, members of the community, in the educational process.
It is emphasized that the practical basis of the pedagogy of partnership is the idea of creating a special learning atmosphere that promotes student's desire to learn, gain new knowledge, develop their own intellectual and creative potentialat the XXI century school. It is believed that the effectiveness of the NUS concept is directly related to the implementation of the core values of the pedagogy of partnership.
The facts and analysis of the questionnaire conducted among primary school teachers of some districts of the Kherson area are given. The conclusion, according to the results of the questionnaire is that, although the teachers of the region demonstrate a certain orientation in the field of the pedagogy of partnership, a significant number of teachers still need qualified training for its effective implementation.
It is generalized that the understanding of the pedagogy of partnership as a valuable social capital should be realized in the practical capitalization of its leading ideas in order to develop the student’s personality and the whole Ukrainian society.