Розвиток професіоналізму фахівця дошкільної освіти у Сполученому Королівстві Великої Британії та Північної Ірландії в системі неперервної педагогічної освіти

Abstract

We set out to analyze the development of professionalism of a pre-school specialist in the United Kingdom of Great Britain and Northern Ireland in the continuing education system. The continuing education programs in the United Kingdom of Great Britain and Northern Ireland are reviewed. The normative base of the system of continuous pedagogical education is analyzed and the concept of continuous pedagogical education is revealed. One of the main components in the implementation of the concept of continuous teacher education in practice is the creation of an optimally functioning subsystem of professional selection, which provides not only the objective identification of inclinations to the teaching profession, but also the level of formation of moral and spiritual qualities of the future teacher. The structure of continuing education in the United Kingdom of Great Britain and Northern Ireland is examined. Determining dominant factors that form the basis of the theoretical structure of professional development and professional development of specialists are highlighted. Forms of professional development of pedagogical staff by different criteria are revealed: by place, by term, by task, by source of initiative. The United Kingdom of Great Britain and Northern Ireland has not stayed away from European educational integration. This is evident in the multidimensional nature of her educational connections, including her professional development. An effective form of professional development of teaching staff in this context is exchange programs, which are shown in the article. Continuous professional development of the teacher of preschool education causes further development of the teacher as a professional, capable of designing and realization, correction and development of own activity and activity of others, able to work with participants of educational process of any age and any social and psychological status. Therefore, professional development is an integral part of the personal development of a future preschool teacher, which is based on the principle of self-development, which determines the ability of the individual to transform their own life for practical transformation and leads to creative self-realization. Promoting professional development as a continuous, person-centered process of self-projecting of the personality of a specialist allows to understand the conditions, mechanism, driving forces and dynamics of this process. We see further prospects from further exploration in highlighting the progressive experience of pre-school education in the United Kingdom of Great Britain and Northern Ireland.