ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ПІДГОТОВКИ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ: АНАЛІЗ ЗАРУБІЖНОГО ДОСВІДУ

Abstract

In the article, based on the analysis of scientific literature, factors determining the specifics of the training of future VET teachers EU countries are substantiated in particular, the low attractiveness of the teacher’s profession and the sphere of the vocational education and training (VET), the futher implementation of the concept of vocationalism, the low level of scientific interest in the issues of future VET teachers training, the current mismatch of training programs and modern labor market requirements. The specific features of national models (Spanish, French, Finnish) are presented. The modern European concepts and principles of quality assurance of training of future VET teachers in the pan- European space of higher education are described (responsibility for the quality assurance process, taking into account differences in types of educational institutions, programs, systems, contingent of students, the implementation of culture and philosophy of quality assurance, the establishment of quality assurance systems on the needs and expectations of students, stakeholders and society). There are presented tools that enable the quality assurance of VET teacher training: standardization, models of competencies, quality areas, quality assurance systems, etc. The polyfunctional nature of the standards with the function of ensuring the quality of teacher training and the basis for comparability (in the process of establishing international exchange programs) and recognition of qualifications are determined. The basic model of competences of the VET teacher is presented.