Abstract
The article analyzes the application of the theory of transformative education in post-graduate teacher education. Professional development of teachers, which is based on the principles of adult education, is influenced by education reforms, innovation environment and the transition to a digital society. This creates a situation of uncertainty for teachers and encourages their acquisition of new competences. Transformational education, initiated by US scholars, has gained popularity in Ukraine to direct post-graduate education to the development of professional culture and professional consciousness of teachers. One of the key concepts of post-graduate teacher education as a component of adult education is professionalism, which is referred to as a set of teachers’ competences that are formed in the system of university education and developed in the system of post-graduate education based on cultural, humanistic and democratic values to make teachers efficient in modern socio-economic conditions. Teachers’ professionalism transformation, which is understood as a qualitative change in their professionalism, due to their readiness to work in the conditions of the digital world and knowledge society, is a result of transformative education in the system of formal and informal adult education. The author also discusses the teachers’ professionalism transformation factors and the features, methods, objectives and outcomes of teachers’ transformative education.
Highlights
PROBLEM STATEMENTEducation reform in Ukraine has brought a new understanding of teachers’ professionalism as their ability to work in an innovative environment
One of the basic concepts of post-graduate teacher education as a component of adult education is professionalism, which is defined as a set of competencies that are formed in the system of university education, develop in the system of post-graduate education based on cultural, humanistic and democratic values and allow the professional to work efficiently in modern socio-economic conditions
In order to be carried out, the responsibilities must be based on professional skills. This explains the relationship between the concepts of competence and professionalism
Summary
PROBLEM STATEMENTEducation reform in Ukraine has brought a new understanding of teachers’ professionalism as their ability to work in an innovative environment. The educator of the era of digital technologies and the knowledge society keeps learns, improves as a professional, realizes his/her personal and professional potential, develops his/her professional culture and innovative professional thinking. Under such conditions, education becomes a value in itself, which influences the value system and civic position of educators. The ideal of a knowledge society, proclaimed in the report Education: A Hidden Treasure by the International Commission on Education for the 21 Century, implies that knowledge must be quickly updated and applied to practice and be sought after by a person in the process of his/her personal and professional development and self-realization In this context, the key issue is the continuity of education. The emphasis has shifted from the acquisition of knowledge to its application
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