Abstract
This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.
Highlights
The comparative pedagogical research of higher pedagogical education is relevant since it searches for the most effective guidelines in training a successful teacher [1, 2]
To achieve the study objective and determine the general and specific rules for designing teacher education programs in France and the US, we need to solve the following tasks: 1) To determine conditions for efficient teacher training that are common to the French and US systems of higher education; 2) To establish the key factor causing the specific functioning of education systems in France and the US; 3) To indicate the priority directions of designing teacher education programs in France and the US
In the context of education management, the key factor determining the specific functioning of a certain education system is the type of management: centralized (France) and decentralized
Summary
The comparative pedagogical research of higher pedagogical education is relevant since it searches for the most effective guidelines in training a successful teacher [1, 2]. The French and US education systems are characterized by their years-long experience in compiling and implementing educational programs, whose enrichment will update and reform education systems in other countries. To achieve the study objective and determine the general and specific rules for designing teacher education programs in France and the US, we need to solve the following tasks: 1) To determine conditions for efficient teacher training that are common to the French and US systems of higher education; 2) To establish the key factor causing the specific functioning of education systems in France and the US; 3) To indicate the priority directions of designing teacher education programs in France and the US
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