Abstract
This article is devoted to the study of innovations in the training of teachers in modern world and domestic experience on the basis of partnership with employers. The article considers the concept of "partnership" in the field of additional education. Particular emphasis is placed on the characterization of the modern situation, which changes the traditional models of higher education. Models of partnership with employers are considered, using the example of institutions of additional education. Foreign and domestic experience of organizing partnerships with employers for training and professional development of pedagogical personnel is analyzed in detail.
Highlights
The accessibility of knowledge and information to a wide range of consumers creates new challenges for the implementation of pedagogical education and the training of a competent teacher
In the age of information exchange, borrowing processes are accelerating, foundations and traditions are being violated, paradigms are changing quickly, and the legitimacy of requirements is changing. The beginning of this process was represented in a comparative study in France, Germany, Great Britain and Switzerland, which shows the close relationship of the career model with national institutional contexts, the phenomenon of globalization questions the future of these models and makes significant adjustments [1, 2]
Innovations covered education models, the development of educational programs, the expansion of production and technological practices, the design of educational results and the assessment of the competitiveness of graduates. This is dictated by new standards of higher education, which suggests the need to do even more to ensure that graduates have the necessary skills and qualities to succeed in a globally competitive employment market [3,4,5]
Summary
The accessibility of knowledge and information to a wide range of consumers creates new challenges for the implementation of pedagogical education and the training of a competent teacher. In the age of information exchange, borrowing processes are accelerating, foundations and traditions are being violated, paradigms are changing quickly, and the legitimacy of requirements is changing The beginning of this process was represented in a comparative study in France, Germany, Great Britain and Switzerland, which shows the close relationship of the career model with national institutional contexts, the phenomenon of globalization questions the future of these models and makes significant adjustments [1, 2]. Innovations covered education models, the development of educational programs, the expansion of production and technological practices, the design of educational results and the assessment of the competitiveness of graduates This is dictated by new standards of higher education, which suggests the need to do even more to ensure that graduates have the necessary skills and qualities to succeed in a globally competitive employment market [3,4,5]
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