The dissertation research for the first time analyzes the trends in the professional training of Philology Masters at the universities of the Visegrad Group countries from the period of community formation to the present day. The author carries out the historiographical analysis of the problem and substantiates the theoretical and practical aspects of developing the professional training of the Philology Masters at the first, modern, and leading universities of Ukraine, as well. She highlights the essence and justifies the advisability of realizing the following scientific approaches in the Philology Masters’ training as the systematic, competence, active and comparative ones, each of which contributes to the processing of other aspects and provides the integrity of exploring of the study objective and as well the philosophy of anthropocentrism as a basis of forming the subject-subject educational environment.
The author determines that the first medieval universities, which include the higher educational institutions of the Visegrad four group: Prague (Charles University), Krakow (Jagiellonian University), the first Hungarian University of Pecs, the University of Szeged (ELTE), Universitas Histropolitano (Universitas Pasoniensis, Slovakia), Universitas cassovietis (University of Kosice), Comenius University (Bratislava), University of Casimir II (Lviv) have developed the rules of acquiring the Master’s degree.
It is revealed in such qualities as the flexibility of professional thinking, mobility and adaptability to innovative situations in professional activities and continuous professional development. The researcher characterizes the European classification of skills, competencies, qualifications and jobs in the context of philological professions’ classification in the countries of the Visegrad group.
The methodology of examining the foreign experience of the Philology Masters’ training on the examples of the following countries as Poland, Hungary, Chez Republic and Slovakia is developed. The didactic training of the Philology Masters is structured, which includes the theoretical, practical and research activities with the target, semantic, operational, integrative, conceptual components.
The main tendencies of the higher education development during 2000–2015 are allocated: developing and introducing new standards of training the Philology Masters; implementing the Common European Framework of Reference for Language; dividing the educational subjects into basic and elective ones, selecting the professional module; expanding the scope of graduates’ activity according to the educational qualification of the Philology Master; developing the student centered approach to education; stimulating active learning and improving the use of ICT in universities that contributes to the training of a competitive graduate in the labour market; expanding up to 20% of the academic mobility programs and study grants for Masters of the Visegrad Group countries (to be completed till 2020).
The paper identifies and analyzes the long-term conceptual tendencies of training the Philology Masters in link with the formation of national higher education and the development of ethnic cultural traditions. Among them there are the following: readiness to reforming in order to identify weak and strong points in the development of education in the country; the formation of national higher education, the preservation of national language, literature, culture, and ethnic traditions. The author analyzes the master's programs of primary / secondary school teacher training, which graduates teach the national language / literature / culture, as well as the language / literature / culture of the Visegrad four countries and work with national minorities of Poland, Hungary, Czech Republic, Slovakia.
The changes take place in the educational process of training the Philology Masters with the formation of the student-centered environment and the introduction of the competency-based approach. They are: applying the interactive methods and ICT, digital technologies in the classroom; disseminating the European education as a standard of the knowledge about Europe for developing the competencies of an European by introducing in the Philology Masters’ training the economics, politics, law, sociology, culture of European countries and by conducting the research related to the European region.
The research identifies and describes five models of the content of the Philology Masters training at the universities of Visegrad group countries. It carries out the comparative analysis of the important educational trends, reveals and analyses the long-term general, main and conceptual tendencies of the Philology Masters’ training. The prospects of applying the progressive experience of the Philology Masters training in the system of the higher philology education in Ukraine are outlined.
