Student-centered learning in the quality management process of future teacher professional training

The article describes the essence of the notion “student-centred learning” as a new paradigm of the education process in Ukrainian higher educational institutions. The author discovered the steps and procedures, provided by the student-centred learning to accord to the Standards and Guidelines for Quality Assurance in the European Higher Educational Area (ESG-2015). The aims of the student-centred model of education have been outlined and quantitative and qualitative tools to implement student-centred learning in modern higher educational institutions have been characterized. The article defines peculiarities of the education process organization, based on the student-centred approach. The experience of student-centred learning implementation in the system of quality management of professional training of future teachers in Ternopil Volodymyr Hnatiuk National Pedagogical University has been described. The student-centred learning in Ternopil National Pedagogical University is realized through the students’ participation in discussing and solving issues to improve the learning process, scientific and research work, participation in activities (processes) on higher education quality assurance: the students’ delegates are members of working and advisory bodies, they make proposals for the content of curricula and study programs, the students are able to choose subjects, pursue several study programs simultaneously, and participate in academic mobility programs. TNPU has developed clear procedures for the students to exercise their rights; to take into consideration the results of surveys in the process of managerial decision-making; the student involvement in cooperation with stakeholders and their social support. Alumni support and career development is available as well. The article proves that the introduction of student-centered learning provides autonomy of the student's personality, mutual respect in the student-teacher relationship, flexible learning trajectories, systematic monitoring of the quality of educational services and enhances student motivation for learning and self-reflection