ОСОБЛИВОСТІ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ ПРОФЕСІЙНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ У НІМЕЧЧИНІ

Abstract

Relevance. Ukraine's European integration orientation requires the implementation of the accumulated experience of teacher training in the European Union; given Germany's leading economic indicators, it is necessary to analyse its experience of training teachers of vocational institutions in terms of mastering the issues of the psychological and pedagogical block. Aim: to determine the peculiarities of psychological and pedagogical training of vocational educational institutions teachers in Germany and to substantiate recommendations for the psychological and pedagogical training of vocational teachers in Ukraine. Methods: analysis and synthesis – to determine the state of psycho-pedagogical training of vocational teachers in Germany; comparative analysis to find similarities and differences in the psycho-pedagogical training of vocational teachers in Germany and Ukraine; generalization – to formulate conclusions and recommendations for the psycho-pedagogical training of vocational teachers in Ukraine. Results: it was found that the number of credits allocated for psychological and pedagogical training of teachers in Ukraine and Germany is approximately the same. At the same time, the national system of teacher training in vocational education is characterised by the reverse distribution of credits for psychological and pedagogical training. As a rule, at the bachelor's degree, Ukrainian students receive the whole complex of "academic psychological and pedagogical training", and in the master's degree they consider certain issues of teaching disciplines in their specialisation. Practical training is identical in Ukrainian and German higher education institutions that train teachers for vocational (vocational and technical) education. A significant difference is observed in the organisation of students training for research activities. The national system is characterised by the training of students in this area at the master's level. Conclusions: it is necessary to focus the attention of Ukrainian university education on meeting the expectations of students to receive proven instructions for their future work (to shift the emphasis from the encyclopaedic study of educational theories to practical training); to integrate psychology issues directly into the problems of teaching and organising the educational process; to develop a unified standard of psychological and pedagogical training for teachers of vocational (vocational and technical) education institutions, taking into account current trends and credit differentiation; to begin training students to conduct empirical research at the bachelor's level.