APPLICATION OF COOPERATIVE EDUCATION AS A KIND OF MODERN PEDAGOGICAL TECHNOLOGY FOR THE DEVELOPMENT OF TEACHERS OF THE INSTITUTES OF HIGHER EDUCATION

The author has considered that there is no consensus among researchers in the classification of pedagogical technologies, but the importance and necessity of their use in the educational process is obvious to the most of contemporary leading national and foreign researchers. Relevant modern educational technologies for the development of competencies of teachers of the institutes of higher education are proved. Analysis of formulations offered by scientists shows that the meaning of “pedagogical technology” depends on how authors represent the structure of the educational process and its elements. It has been found that in the modern pedagogy there is no common definition of this concept. Based on the researches of national and foreign teachers the author defines the pedagogical technology as algorithmic, projected educational system that optimally applies the advanced methods, techniques, methods, and forms of training based on the basic principles of modern education, in order to provide indispensable result. Some variations of the cooperative technology, namely “Aquarium” (work in small groups to develop skills of discussion and reasoning of their views); “Microphone” (expression of a specific problem at a time); “Brainstorm” (gathering as many ideas about the problems of all members for a limited time); “Jigsaw”; method-PRESS; simulation (play) technology; debates; Delphi or brainstormed using envelopes; interactive lecture, lecture-illustration; seminar dispute and others are offered. It is appropriate to use the elements of cooperative education to develop competencies of teachers of the institutes of higher education due to a number of advantages, namely: promotion of the overall development of the individual because of the development of creative and analytical thinking, psychological flexibility, a positive motivation for lifelong self-education, independent scientific research skills, the ability to update and increase knowledge, guided by the needs of the profession. Precisely because of these technologies an ideal opportunity to establish connections between rich teaching experience and the results of the latest research in pedagogy appears. Trainings to practice some elements of cooperative education were developed and taken place. It is noted that at lessons of professional development of scientific and pedagogical staff we deal with an adult, formed as specialists with their well-established stereotypes on educational activities and skeptical attitude to new. The prospects for further research we see in the development of training and lessons with the use of the mentioned modern pedagogical technology for the development of competencies of teachers of the institutes of higher education.