The Philosophy of Success Learning as Quality Assurance Methodology of Higher Pedagogical Education

Abstract

The article reveals the possibilities of the philosophy of learning by success as a resource for improving the quality of higher education; main directions of implementation «Models of system of future teacher’s preparing for successful professional activity”, pedagogical conditions that ensure the effectiveness of experimental studies and training technologies. The results of an experiment aimed at diagnosing the effectiveness of the success learning model are presented. The final result of the study showed that in the experimental group, the high level of success increased by 12.2%, the number of students with a low level of success in educational activities decreased significantly from 56.5% to 24.9%. In the control group, the number of students with a low level of success in educational activities decreased by 8.1%, with a high level increased by 2.6%. The value of the statistical criterion for the levels of students' success in educational activities in the CG and the EG upon completion of the experimental work exceeds the critical value (5.991) and is χ2emp = 8.300. The productivity of training future teachers for successful professional activity, based on the methodological foundations of the philosophy of learning by success, has been proved.