QUALITY ASSURANCE SYSTEM FOR THE PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN CONDITIONS OF EDUCATIONAL RISKS
Abstract
The article presents the results of a theoretical and methodological study of the quality assurance system for the professional training of future primary school teachers in conditions of educational risks. The study reveals the essence of the concept of «system» and analyzes pedagogical systems for the professional training of future primary school teachers in contemporary scientific discourse. Based on general scientific and industry-specific concepts of a systematic approach, the quality assurance system in the professional training of future primary school teachers in conditions of educational risks is defined as a structurally ordered and interconnected set of elements that interact with each other and with the external environment, functionally aimed at forming a high level of professional competence of future teachers in accordance with the requirements of the higher education standard and capable of taking into account potential educational risks, minimizing them through the comprehensive coordination of educational, methodological, organizational, managerial, and diagnostic activities. The structure of this pedagogical system distinguishes four interrelated subsystems: conceptual-methodological, theoretical-content, procedural-technological and diagnostic-resultative, each of which has its own functions, content characteristics, and implementation mechanisms. It is noted that this system is a dynamic, adaptive, and holistic model capable of self-regulation and integration with the external educational environment, which ensures the effective implementation of higher education standards and helps minimize the negative impact of educational risks on learning outcomes. The results obtained create methodological prerequisites for further scientific research and practical developments in the field of improving the professional training of future primary school teachers and improving the quality of higher pedagogical education.
Key words: quality of higher education; professional training; primary school teacher; educational risks; quality assurance system in higher education.
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