The thesis follows the provisions of systematic, competency-based, axiological, acmeological, integrative, synergetic, event and environmental approaches. It also relies on universal pedagogical (conscious learning; activity and autonomy; the unity of educational and developmental functions of learning; accessibility; thoroughness; systematicity and consistency; links between learning and practice; use of visual aids) and specific (education humanization and acmeologism; education continuity; learning content modularity; mobility; coevolution) principles.
The thesis presents and theoretically justifies the author’s concept of developing professional-pedagogical mobility in future university teachers under the master’s degree course as a theoretical basis for the system of developing such mobility in the mentioned professionals. This system covers methodological, theoretical, technological and methodical concepts contributing to the main idea of the research. The analysis of relevant scientific-pedagogical sources allows one to identify and describe the components of professional-pedagogical mobility of future university teachers.
The axiological component reflects the following: the axiological focus of professional-pedagogical activities; axiological guidelines motivating future university teachers towards professional communication, taking into account moral and ethical norms; readiness for self-development; awareness of the importance of professional-pedagogical mobility. The gnoseological component shows the system of professional knowledge, essential for professional-pedagogical activities of professionally mobile university teachers, which is determined by intellectual flexibility and personal dynamism. The procedural component accumulates one’s professional skills which act as the capacity for creative realization of professional knowledge in practice. The regulatory component lies in the system of professional skills of future university teachers, which determine their ability to reflect and adapt, as well as the successful organization of the educational process in higher education institutions.
The thesis presents the author’s system of developing professional-pedagogical mobility in future university teachers. This system reflects the links and interdependence between such blocks as goals, methods, content and procedures, results.
The goals block covers the aim behind developing professional-pedagogical mobility in future university teachers under the master’s degree course. The methods block accumulates methodological approaches (systemic, competency-based, axiological, acmeological, integrative, synergetic, event, environmental) and teaching and learning principles of developing professional-pedagogical mobility in future university teachers. The content and procedures block contains information on pedagogical technologies, teaching and learning forms, teaching and learning methods, training content (the following specialized courses: “Professional-Pedagogical Mobility of University Teachers”; “Theory and Methods of Pedagogical Research”; “The Pedagogy of Higher Education”; “Psychopedagogy of Management”; “Current Educational Technologies”; “Innovative technologies”; “Methods of Teaching General Technical Courses: Didactic Design”).
The results block presents the components of the content of professional-pedagogical mobility in future university teachers, criteria and levels of professional-pedagogical mobility in future university teachers.
The thesis specifies the peculiarities of developing professional-pedagogical mobility in future university teachers in both Ukrainian and foreign experience. It is found that professional-pedagogical mobility in the European context is aimed at the professional and personal development of teachers. This is evidenced by the results from the analysis of the European experience of university teachers’ and students’ participation in the international and European mobility programmes of universities in Poland and the Czech Republic. In this regard, it is essential to constantly update ways to educate and motivate future teachers to gain valuable professional experience in other countries.
The thesis singles out and justifies pedagogical conditions for developing professional-pedagogical mobility in future university teachers under the master’s degree course. They are as follows: cultivating a conscious attitude of future university teachers towards pedagogical activities via interpersonal interaction; improving the content of professional-pedagogical training through the author’s specialized course “Professional-Pedagogical Mobility of University Teacher”; using informational and educational resources for professional development of future university teachers; stimulating both professional and creative potential of future university teachers by involving them in foresight projects.
