Higher School Pedagogy − Science, Discipline, Practice

Abstract

Subsection «Higher school pedagogy − science, discipline, practice» is aimed at substantiating the unity of education and science in higher education as an important condition for improving the training of future professionals, where an important role belongs to the pedagogy of higher education. The process of formation and development of higher school pedagogy as a science, academic discipline, practice is studied. It was found that the XIX − first half of the XIX century − this is the period when the preconditions are laid for the separation of higher school pedagogy as a science and academic discipline. The first works appear, devoted mainly to the problems of high school didactics. The principles of scientificity, unity of educational and scientific process of higher school are substantiated, the foundations of preparation of the future teacher are laid, requirements to his personality are put forward and the idea of university teacher as the lecturer-scientist is formed. Particular attention is paid to the 60s of the twentieth century, because it was during this period that the term "higher school pedagogy" appeared, the scholars of that time recognized the fact of separation and formation of a new scientific field, began to teach the educational course " in this direction. Since the 90s of the twentieth century. «Higher school pedagogy» is introduced as a compulsory subject in master's programs. Since 2004, training of future teachers in the specialty 8.000005 «Higher School Pedagogy» has been introduced in Ukraine. Since 2008, educational and methodological complexes of master's educational and professional programs of this specialty have been published.