The Problem of Optimisation in Pedagogy Dissertations: Origins and the Contemporary State

The author actualises the problem of demand in the main positions of the pedagogical optimisation theory to solve contemporary problems in the Russian education. On the basis of general scientific ideas of optimisation and the main positions of the pedagogical optimisation theory, researchers' interest in the problem of optimisation in pedagogy from 1970 till 2019 is analysed. The analysis aims to reveal the possibilities of solving contemporary educational problems depending on the quality of research on the problem of optimisation. To achieve the aim, dissertations were analysed by the following theoretical-methodological characteristics: potentially transformative capabilities of a research objective (problems of optimisation); features of designing the topic of research on the basis of an optimisation approach; features of the aim of optimisation in research; representation of optimisation options, optimality criteria, comparable quantitative and qualitative parameters of the choice of solutions for the optimisation of the object of research. Out of 8,400 dissertations and dissertation abstracts on pedagogy from www.dissercat.com and http://nauka-pedagogika.com/, 230 works (specialities 13.00.01 - General Pedagogy, History of Pedagogy and Education, 13.00.08 - Theory and Methods of Professional Development), whose titles contain terms "optimisation" and "optimality", were analysed. The comparative analysis showed the relevance of the main positions of the pedagogical optimisation theory for solving contemporary educational problems and established the dependence of the practical solution of problems on the quality of research works. The results of the analysis confirmed the general tendency of a decline in the quality of pedagogical research. The authors' vision of the ways to improve the quality of dissertation research in pedagogy is presented. (1) The recognition of the official status of a professor-researcher will provide an opportunity (time, resources) to conduct research and enhance responsibility for its results. (2) The research in pedagogy should be optimised by using the potential of preparation for research activity within master's and postgraduate programmes. (3) The best traditions of research schools as centres that integrate academic communities' activities to solve a major research problem should be revived. (4) The institution of independent expert examination of dissertation research results should be established.

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