Abstract
The Bologna process ensured the unification of educational systems and cemented the foundations for the European Higher Education Area as an integral system. Currently, pedagogical education is implemented at three levels, the basic of which is the bachelor's level. The system of tertiary pedagogical education and the continuing professional development of acquired competencies can be defined as a crosscutting technology. The paper shows the implementation of lifelong education of teachers in the context of the Bologna process on the example of individual countries. The article reveals the national characteristics of higher pedagogical education, describes the implementation of lifelong education of teachers in the context of the Bologna process on the example of individual countries, identifies the conditions necessary for a graduate to start teaching practice in secondary education. The results of the study are generalization of best practices in national education systems and the identification of conditions for the development of crosscutting competencies in the system of tertiary education.
Highlights
The Bologna process ensured the unification of educational systems
pedagogical education is implemented at three levels
the continuing professional development of acquired competencies can be defined as a crosscutting technology
Summary
До принятия Болонской декларации система европейского высшего образования отличалась вариативностью структуры, однако многие системы имели общую степень магистра (или её национальный эквивалент) примерно после пяти лет обучения. Однако лишь с включением аспирантуры как уровня подготовки кадров высшей квалификации в систему высшего образования [19] с 1 сентября 2013 года можно говорить о трёхуровневой модели непрерывного педагогического образования.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
