Areas of modernization of preparation of future elementary school teachers in the countries of the European community

Zinovii Onyshkiv,Nadya Kichuk,Olena Malyna,Tetiana Lesina,Yaroslava Kodliuk

doi:10.20952/revtee.v14i33.15615

Abstract

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

Highlights

In the conditions of globalization of economy, science and culture, the solution of many problems of the present is impossible without studying the world experience in different spheres of public life, including in the sphere of education
The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training
In most countries of the European Community, elementary school teachers are trained in secondary or semi-higher pedagogical educational institutions, which are of two types depending on the length of study: a) four years based on incomplete high school (Denmark, Italy, Norway, etc.) and two years based on full-time secondary education (England, Germany, etc.)

Summary

Introduction

In the conditions of globalization of economy, science and culture, the solution of many problems of the present is impossible without studying the world experience in different spheres of public life, including in the sphere of education. In this context, the experience of the countries of the world concerning the training of future primary school teachers is of great interest. The main requirements for professional pedagogical training are reflected in the UNESCO Recommendations on the status of teaching staff at higher education institutions (1997), the Lisbon Accords (1997) on the recognition of the Bologna Process for the creation of a European space in higher education, International Standard Classification of Education – 2011) (Association of Rectors of Pedagogical Universities in Europe, 2019)

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