Проблематика и особенности педагогического образования учителей в контексте Болонского процесса

Abstract

This article examines the organization of training of future teachers for the secondary education system in the context of the Bologna process. The Bologna Declaration(1999) marked the beginning of a new stage of higher education in Europe, one of the most important goals of which was the introduction of a multilevel education system, which by 2005 had become a unified standard for most training programs, including teacher education. In the context of teacher training, the undergraduate and graduate levels are of great relevance. One of the most important issues at present is the preparation of a bachelor's degree in teacher education as a sufficient level to start teaching, as well as the role of a master's degree in the context of teaching practice.Within the framework of this study, both theoretical issues of teaching on a two-level model in general, and its features on the example of individual countries are considered. An analysis of previous work in this area, regulatory documents shows that although the Bologna Process is a generally accepted standard, additional conditions may be required to start a professional activity. It has been determined that in some countries the completion of a bachelor's degree is a sufficient condition, while in others it is only an admission to obtaining the right to further pedagogical training.