5aef9642-c57c-4ca9-87ad-cf88b52cce9020240206073210169naun:naunmdt@crossref.orgMDT DepositInternational Journal of Education and Information Technologies2074-131610.46300/9109http://www.naun.org/cms.action?id=3037224202322420231710.46300/9109.2023.17https://npublications.com/journals/educationinformation/2023.phpOlhaTretiakBorys Hrinchenko Kyiv University, 18/2, Bulvarno-Kudryavska str., Kyiv, 04053, UkraineHalynaSmolnykovaBorys Hrinchenko Kyiv University, 18/2, Bulvarno-Kudryavska str., Kyiv, 04053, UkraineYaroslavYakuninKyiv University named after Borys Grinchenko, 18/2, Bulvarno-Kudryavska str., Kyiv, 04053, UkraineMarynaShopinaBorys Hrinchenko Kyiv University, 18/2, Bulvarno-Kudryavska str., Kyiv, 04053, UkraineSvitlanaTsybulskaBorys Hrinchenko Kyiv University, 18/2, Bulvarno-Kudryavska str., Kyiv, 04053, UkraineOksanaKuzivSchool I – III degrees №132 of the city of Kyiv, 28, Akademik Hlushkov Avenue, Kyiv, 03187, UkraineThe current educational environment should be conducive to the students' development, open to innovation, interactive, and stimulating the active participation of all participants in the educational process. However, in this context, it is important to design such an environment that would be developmental not only for students but also for teachers. Therefore, this study aimed to check how the observance of the principles of pedagogical partnership in the educational process affects the development of the teachers' competence. The Marzano Teacher Evaluation Model (2017) and the Classroom Assessment Scoring System (CLASS) were used to identify the professional competence level. The implementation of the Pedagogy of Partnership program in general secondary education institutions had a positive effect on the development of teachers' methodological professional competence, namely: it increased by 10% among teachers of the English language, by 14% among teachers of the Ukrainian Language and Literature, and Mathematics — by 9%. It was also determined that there is a statistically significant relationship between the teachers' experience and their level of competence: the highest correlation is observed between the level of competence and experience from 5 to 10 years (0.988). The study revealed that teachers working according to the principles of the Pedagogy of Partnership use new forms of interaction and teaching methods, which helps to improve their methodological competence. Future research could focus on analyzing the use of information and communication technologies to support pedagogical partnerships.123120231231202311812713https://npublications.com/journals/educationinformation/2023/a262008-0013(2023).pdf10.46300/9109.2023.17.13https://npublications.com/journals/educationinformation/2023/a262008-0013(2023).pdf10.4324/9781003008330-14Cook-Sather and K. E. Matthews, "Pedagogical partnership: Engaging with students as co-creators of curriculum, assessment and knowledge", in University Teaching in Focus, L. Hunt, and D. Chalmers, Eds. London, UK: Routledge, 2021, pp. 243-259. 10.30837/nc.2021.1.84S. Bakay, "Pedagogy of partnership with social institutions as a significant factor of the interaction of participants in the educational process between educational institutions and preschool institutions in the training of future educators", in New Collegium, vol. 1, no. 103, pp. 84-89, 2021. https://doi.org/10.30837/nc.2021.1.84. 10.24115/s2446-622020217extra-d1082p.175-186K. Pavelkiv, V. Fedyaeva, N. Butenko, I. Tombulatova, and I. Borysiuk, "Partnership pedagogy: Practical experience of the EU countries and issues of implementation in Ukraine", in Laplage em Revista (International), vol. 7, no. Extra D, pp. 175-186, 2021, [Online]. https://www.researchgate.net/publication/353186216_Pa rtnership_pedagogy_practical_experience_of_the_EU_c ountries_and_issues_of_implementation_in_Ukraine (Accessed Date: January 30, 2024). 10.33989/2524-2474.2022.79.264557L. Zimakova, O. Tupytsya and L. Zhdaniuk, "Wartime and distance learning for preschool children on the basis of partner pedagogy", in American Journal of Education and Information Technology, vol. 6, no. 1, pp. 53-60, 2022, DOI: 10.11648/j.ajeit.20220601.19. 10.15173/ijsap.v6i1.4738S. Abegglen, T. Burns, O. Griffiths, M. Myhre, and S. Sinfield, "Partnership working: Opening doors – Crossing thresholds", in International Journal for Students as Partners, vol. 6, no. 1, pp. 153-159, 2022. 10.35387/ucj.1(5).2022.103-112N. Avsheniuk, "The international dimension of peace education in the perspective of knowledge diplomacy development", in UNESCO Chair Journal Lifelong Professional Education in the XXI Century, vol. 1, no. 5, pp. 103-112, 2022. L. L. Finley, "Teaching for peace in higher education: Overcoming the challenges to addressing structure and methods", in OJPCR: The Online Journal of Peace Education and Conflict Resolution, vol. 6, no. 1, pp. 272-281, 2004. V. McTaggart, "Business process re-engineering 'From classroom to boardroom'”, in Contemporary Apprenticeship Reforms and Reconfigurations, vol. 35, paper 147, 2019. 10.18662/brain/13.1sup1/303L. Piechka, S. Voloshyn, N. Muliar, T. Turbar, L. Boiaryn and O. Vlasenko, “Neuropsychological approach in teaching children in the context of partnership pedagogy as a key component of NUS”, in BRAIN. Broad Research in Artificial Intelligence and Neuroscience, vol. 13, no. 1Sup1, pp. 67-79, 2022. https://doi.org/10.18662/brain/13.1Sup1/303. 10.4018/978-1-7998-1492-4.ch002A. Nobre, “The pedagogy that makes the students act collaboratively and open educational practices”, in Personalization and Collaboration in Adaptive ELearning. Hershey, Pennsylvania, USA: IGI Global, 2020, pp. 34-54. 10.4324/9780203080207-9S. Gopinathan and L. Sharpe, “The teacher is the key: Professionalism and the strategic state”, in Teacher Education. Dilemmas and Prospects, Thomas E., Ed. London, UK: Routledge, 2012, pp. 43-52. N. Hopwood and T. Clerke, Partnership and pedagogy in child and family health practice: A resource for professionals, educators, and students. London, UK: Lambert Academic Publishers, 2012. 10.36690/2733-2039-2021-2-68T. Fedirchyk and V. Didukh, “Readiness formation of future elementary school teachers to interact with participants in the educational process on the partnership pedagogy basis”, in Pedagogy and Education Management Review, vol. 2, no. 4, pp. 68-78, 2021. https://doi.org/10.36690/2733-2039-2021-2-68. 10.32405/2411-1317-2020-3-5-13O. Topuzov, “Educational partnership in the system of general secondary education: concept and content”, in Ukrainian Educational Journal, vol. 3, pp. 5-13, 2020. https://doi.org/10.32405/2411-1317-2020-3-5-13. A. Negmatova and Y. Abieva, “Economic education of primary students based on cooperation pedagogy”, in Galaxy International Interdisciplinary Research Journal, vol. 10, no. 7, pp. 161-164, 2022. 10.30525/978-9934-588-39-6-1T. Aleksandrovych and M. Malynka, Application of pedagogy of cooperation as a component of personcentered approach in the modern higher education of Ukraine. Riga: Publishing House “Baltija Publishing”, 2020. M. R. Prensky, Teaching Digital Natives: Partnering for Real Learning. Dallas, TX, USA: Corwin Press, 2010. 10.55056/cte.374H. V. Tereshchuk, I. I. Kuzma, O. I. Yankovych and H. I. Falfushynska, “The formation of a successful personality of a pupil in Ukrainian primary school during media education implementation”, in CTE Workshop Proceedings, vol. 6, pp. 145-158, 2019. 10.37284/eajes.5.2.779M. Walimbwa, A. Mugisha, A. Buluma and J. Mbulankende, “In-service teacher reflections on program innovations towards education responsive to local communities”, in East African Journal of Education Studies, vol. 5, no. 2, pp. 285-297, 2022. I. M. Korzhavykh, “Problem areas in modern national pedagogy related to the actualization and intensification of innovative principles of cultural responsibility and multiculturalism”, in The 2nd International Scientific and practical conference “Progressive research in the modern World”. Boston, USA: BoScience Publisher, 2022, November. 10.15503/jecs2021.2.341.360H. Chaikovska, O. Yankovych, I. Levchyk, I. Kuzma and T. Rozhko-Pavlyshyn, “Formation of sustainable development competencies in primary school children”, in The Journal of Education, Culture, and Society, vol. 2, pp. 341-360, 2021. 10.52202/066488-0124M. Darestani, C. E. Jones and T. Peseta, “The magic of partnering with students to create transdisciplinary STEM curricula”, in 33rd Australasian Association for Engineering Education Conference (AAEE 2022): Future of Engineering Education. Sydney: AAEE, Technical Society of Engineers Australia, 2022, January, pp. 746-752. 10.20343/teachlearninqu.11.26C. Woolmer, N. Godbold, I. Treanor, N. McCray, K. Ketevan, P. Felten and C. Bovill, “Using scenarios to explore the complexity of student-faculty partnership”, in Teaching & Learning Inquiry, vol. 11, 2023. https://doi.org/10.20343/teachlearninqu.11.26. 10.1007/s10734-022-00972-zA. Cornelius-Bell, P. A. Bell and M. Dollinger, “Deterritorializing student voice and partnership in higher education”, in Higher Education, pp. 1-13, 2022 November, https://doi.org/10.1007/s10734-022-00972-z. 10.7596/taksad.v8i1.1969O. Andreiko, R. Savchenko, L. Vasilenko, O. Khizhna, and Y. Savchenko, “Creative cooperation of subjects of the educational process in the context of musical activity”, in Journal of History Culture and Art Research, vol. 8, no. 1, pp. 93-99, 2019. https://doi.org/10.7596/taksad.v8i1.1969. Z. A. Nurshaikhova, N. Y. Zuyeva, and A. A. Raimbekova, “Using the principles of cooperation pedagogy in teaching RAF”, in Bulletin of KazNU: Philological series, vol. 169, no. 1, pp. 150-154, 2018. 10.23856/5132T. Motuz and T. Lysokolenko, “Teaching schoolchildren to be tolerant: The experience in Ukraine”, in Scientific Journal of Polonia University, vol. 51, no. 2, pp. 272- 283, 2022. https://doi.org/10.23856/5132. R. Vynnychuk, O. Terekhovska, V. Vasenko, G. Babak and O. Protas, “Pedagogy of partnership in modern higher education”, in Ad Alta: Journal of Interdisciplinary Research, vol. 12, no. 2, pp. 48-52, 2022. T. Bielialov, T. Vlasiuk, A. Vergun, A. Kononenko and O. Chernysh, “Formation of a graduate system for assessing professional activities in the entrepreneurship education system,” in Journal of Entrepreneurship Education, vol. 22, special 1S, 2019.