Comparative research in the field of professional education of preschool teachers: comparative content analysis as a method of authentic interpretation of concepts

Abstract

The article is devoted to the disclosure of psycholinguistic aspects of comparative research, in particular the specifics of speech and thinking activities of the comparativist in the application of comparative content analysis of Ukrainian and English scientific pedagogical terminology. Theoretical aspects of comparative content analysis in comparative pedagogical research are revealed, which consist in: objectivity of system and quantitative description of the available content of the term; counting the semantic units represented in the information array that are determined; objectivity of conclusions and rigour of a procedure; quantification of text processing with the subsequent interpretation of the results of the analytical review of the phenomenon under study. It is determined that the speech-thinking activity of a comparativist is characterised by a step-by-step and complex of complementary, interconnected operations, which consist of the following components: motivational-target, cognitive-semantic, reproductive-activity, creative-active, evaluative-reflexive. It was determined that the methodological aspects of the application of comparative content analysis are the necessity to separate units for analysis, the formation of a sample that will ensure the authenticity of the interpretation of the concept in the domestic research-pedagogical thesaurus.