Professional Training of Teachers in the United States as an Example for Improving the Professionalism and Competence of Pedagogues in Ukraine

Valentyna P Bulakh ,Elvir Munirovich Akhmetshin ,Larisa Legotkinð ,Olesya Valerevna Nogovitsina ,Nikolay Ponomarev ,Svіtlana Shandruk ,В Д Паначев

doi:10.20896/saci.v7i2.454

Abstract

The process of reforming of the system of compulsory secondary education in Ukraine challenges teachers and determine new requirements for them. The study and analysis of teachersâ€™ professional education and training in other countries are one of the main ways to settle strategic directions of pedagogical education modernisation and thus to improve the quality of education in Ukraine. The national education systems of Ukraine and the USA are functionally common despite some differences in cultural and social aspects. This makes it possible to use the experience of the USA in reforming the system of professional preparation of teachers in Ukraine and improving their educational and professional qualifications. The study aims to make a comparative analysis of professional education and training of teachers in the USA from professionalism and competence and propose a way to adjust the most successful American experience to Ukrainian conditions. The study applies a comparative-historical method to compare socio-pedagogical phenomena and views. The structural method makes it possible to consider the pedagogical process based on system components of theory and practice of professional education of teachers. The prognostic method is used to ascertain the successful experience of the USA and outline the prospects of its implementation in Ukraine. Our research concludes that the system of professional preparation of teachers should be improved in order to increase the educational potential of the country. The study reveals a significant contrast between academic competence and professional qualification of teachers. It is determined that the objectives for professional preparation of secondary school teachers are the following: improving teaching competence, the combination of teaching practice and pedagogical theory and integration of pedagogical subjects and subjects of specialisation.

Highlights

The reform of the system of compulsory secondary education reveals contradictory tendencies in the sphere of professional preparation of teachers in Ukraine which determine new requirements for teachers
Reforming the system of professional preparation of teachers is a priority in the theory and practice of education in the USA (Honingh et al, 2018; Maslennikov et al, 2017)
Functionalism plays an essential role in American pedagogical science (Lawn, 2001)

Summary

Introduction

The reform of the system of compulsory secondary education reveals contradictory tendencies in the sphere of professional preparation of teachers in Ukraine which determine new requirements for teachers. Despite some differences in historical, social and cultural aspects of the USA and Ukraine, the operational commonality of national education systems makes it possible to experience creative use of teacher training in the United States and contribute to the improvement of the Ukrainian system of professional preparation of teachers (Serdali et al, 2018; Pinto & Poornananda, 2017). The study aims to make a comparative pedagogic analysis of professional preparation of teachers in the USA from professionalism and competence and adapt the best American experience to modernise Ukrainian pedagogical education.

Results

Conclusion