Teacher Education System Research Articles

A meeting place for meaningful collaboration – student teachers’ experiences and learning

ABSTRACT Background Internationally, teacher education usually involves close school-university cooperation. In Norway, such collaboration includes enabling student teachers to develop into researching teachers. In this article, our interest lies in how the Change Laboratory (CL), a form of participatory workshop, can lay the foundation for three-way collaboration between student teachers, teacher educators, and practice teachers, in terms of resolving practice issues and facilitating student teachers’ research planning. Purpose The study, contextualised within cultural historical activity theory (CHAT), sought to better understand student teachers’ experiences and learning gleaned from collaboration in the CL. Method Eight student teachers participated in the research, which was carried out over a four-year teacher education research and development project involving one university and one primary school. During this time, the student teachers met in the CL with the teacher educators from the university, and the practice teachers, who were working as mentors in the training schools. The data collected, comprising presentations and dialogues from the CL sessions, were analysed qualitatively. Findings According to the analysis, the student teachers thought that their CL experiences had supported them along the trajectory of becoming reflective, professionally oriented practitioners. They felt that, through participatory meetings with the teacher educators and practice teachers, they had developed in-depth subject knowledge; learned to collaborate; learned about school development; and learned how to be well prepared for the profession they were entering. In addition, they considered whether the project could be expanded to the entire teacher education system. Conclusions The findings draw broader attention to the role of participatory meeting places in creating a community of trust, and their potential to support teachers’ learning at crucial stages of their professional journeys, from early career phases and beyond.

DEVELOPMENT OF PROFESSIONAL EDUCATION OF CHILDREN'S LEISURE ORGANIZERS IN THE THEORY AND PRACTICE OF PEDAGOGICAL ANIMATION

The article offers a description of the possible content and methods of training specialists in the organization of children's and youth leisure, receiving education at a pedagogical university. The technology for organizing professional training of a teacher as an organizer of children's leisure presented in the article reflects the contextual specificity of such training in professional pedagogical education and is manifested at all levels of implementation of the conceptual model of pedagogical animation. The theoretical principles and conclusions contained in the article can be used for scientific and technological support of the process of training teachers and organizers of children's leisure in the system of higher and postgraduate professional pedagogical education, taking into account regional characteristics and the processes of its modernization.

PROBLEMS IN DEVELOPING SOCIO-CULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS DURING THE DIGITALIZATION OF EDUCATION

The article is devoted to the role of socio-cultural competence (SCC) in learning English as a foreign language, which is considered one of the key competencies for language perception and successful integration into the cultural space of English-speaking countries. The article presents the results of a study examining the professional training of future foreign language teachers for teaching in a digitalized educational environment. It also analyzes the role of socio-cultural competence in language learning.The research includes a review of extensive methodological and pedagogical literature, an analysis of the term “digitalization”, and an investigation into the main differences between “communicative” and “socio-cultural” competences. Additionally, students from the Faculty of Foreign Languages were surveyed about the challenges they face in acquiring SCC.The responses were gathered and subjected to statistical analysis, enabling a detailed clarification of the level of sociocultural competence instruction at the selected higher education institution. This process also helped identify the primary issues encountered by the respondents and identify ways to overcome them.The author emphasizes the necessity for individuals to work effectively in the realm of electronic media and ICT, including reading and creating web pages, finding and analyzing news, and expressing and communicating information in English. Therefore, one of the most effective methods of teaching English is the use of digital tools in higher education classes.The study provides a theoretical justification for the importance of using digital authentic materials in foreign language classes, highlighting the need to optimize these tools according to student needs. According to the modern system of higher pedagogical education in Ukraine, the practical goal for students is to successfully master digital tools and various applications.

Teacher Education in Nepal and Denmark: A Comparative Study

This article investigated the teacher education policies, practices, and their influence on teaching learning activities in Nepal and Denmark. The study presents a comparison of the teacher education system and practices between Nepal and Denmark. The study is based on the literature reviewed in the case of Denmark whereas in the case of Nepal, it is based on the data obtained from the various stakeholders. The study adopts an interpretive approach under qualitative research design which includes in-depth interviews with university teachers, Center for Education and Human Resource Development (CEHRD) executive and focus group discussions with school teachers. Findings indicate that teacher education in Nepal started far later than in Denmark and shares some similarities with distinct differences in policy stability. Enrollment in teacher education courses is decreasing due to unemployment issues which may affect the quality of education in future. Furthermore, the results indicate that new demand-based approaches to teacher education, capacity enhancement of training centers, effective monitoring mechanisms, qualified teacher educators, and efficient ICT integration are the major aspects of needed improvements.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

Research on the Innovative Path of Teaching Mode of Urban Management Major in Higher Education Continuing Education

At present, there are a series of challenges in the construction of urban management courses in continuing education in colleges and universities. The main reasons are the deviation of the orientation of universities and colleges, the lack of teachers’ understanding of the necessity of continuing education curriculum teaching, the need for innovation in teaching methods, the significant defects and deficiencies in the current teaching evaluation system, and the lack of initiative of continuing education students in curriculum learning. Therefore, this study starts with the adjustment of the positioning of continuing education courses in universities, gradually analyzes the necessity of deepening teachers' understanding of continuing education teaching, and proposes five dimensions of suggestions to promote the construction of a scientific and reasonable continuing education teaching system, establish a scientific and reasonable continuing education teaching evaluation mechanism, and enhance the learning initiative of continuing education students.

Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts

ABSTRACT As the fields of early childhood teaching and teacher education continue to evolve and diversify, policymakers’ neoliberal reforms further standardise and restrict these programmes of practice. Many have documented the impact of these policies on early childhood teaching and teacher education, and in this article, we add to these conversations by investigating how the National Association for the Education of Young Children’s (NAEYC) fourth edition of Developmentally Appropriate Practice (DAP) might assist early childhood stakeholders in countering policymakers continued push towards neoliberal systems of early education and teacher education. Drawing from over 15 years of investigations in the United States, we highlight how preservice and in-service early educators in public school contexts have and continue to struggle with two primary issues: having to align their teaching with policymakers’ reforms and seeking professional knowledge and opportunities for change. We illuminate these challenges to identify opportunities for teacher educators to use DAP to support preservice and practicing teachers across the globe in speaking back to and moving beyond policymakers’ neoliberal policies. We also offer suggestions for NAEYC to continue to improve DAP so that the early childhood stakeholders can promote a policy and practical agenda that places democratic practices at the forefront.

Technology for organizing self-regulated learning at the stage of early professionalization of high school students in psychological and pedagogical classes

Importance. In the modern world, the role of the teacher has changed, and now students – future teachers are faced with the task of not only teaching, but also being prepared for constant self-development, professional growth and continuous learning. Modern regulatory documents of the teacher education system define competence that promotes self-education as necessary for mastery by a future teacher. Developing the ability for self-regulation in students in the pedagogical education system has great potential for successful professional development. Therefore, it is important to organize an effective process of self-regulated learning in a modern school at the stage of early professionalization in psychological and pedagogical classes. The purpose of the study is to develop and substantiate a technology for organizing self-regulated learning that promotes successful readiness for personal and professional development of high school students – students of psychological and pedagogical classes.Research Methods. Analysis of data from theoretical and empirical research in the field of self-regulated learning, also used: analysis, synthesis, generalization, comparison and interpretation, survey.Results and Discussion. Self-regulated learning is a process in which students actively participate in their own learning activities. High school students involved in self-regulated learning show higher educational results, quickly master course materials and more often achieve their personal goals. In the context of the cognitive-technological approach to learning, an innovative technology of self-regulated learning at the stage of early professionalization of high school students in specialized psychological and pedagogical classes is scientifically substantiated, including an activity algorithm: self-diagnosis – goal setting – self-motivation – planning – implementation of personal strategy – self-reflection; as well as diagnostic and autodidactic methods. A diagnostic technique has been developed to identify the level of students’ readiness for self-regulated learning.Conclusion. Considering that self-regulated learning is a complex process that requires many years of practice, training and experience, its effective use in the format of technology for organizing self-regulated learning, especially at the stage of early professionalization in psychological and pedagogical classes. The effect is enhanced when using a cognitive-technological approach, an algorithm of stages and a set of auto-didactics methods. The designed technology is a valuable innovative tool for increasing the efficiency of psychological and pedagogical classes, as well as for research and practice in the field of teacher education.

Fuzzy Integrated Optimization-Based College and University Music Education Teaching System

Fuzzy integrated optimization refers to the application of fuzzy logic techniques in the optimization process to handle uncertain or imprecise information effectively. In traditional optimization problems, precise data and deterministic relationships are assumed. This paper proposes the construction of a teaching system for music education in colleges and universities based on fuzzy integrated optimization. Fuzzy logic techniques are applied to handle uncertain or imprecise information inherent in the optimization process. traditional optimization methods that assume precise data and deterministic relationships, fuzzy integrated optimization allows for the modeling of uncertainties in music education settings. By incorporating fuzzy logic into the design of the teaching system, educators can better adapt to the diverse learning needs and preferences of students. The implementation of the teaching system for music education in colleges and universities based on fuzzy integrated optimization yielded significant improvements across various performance metrics. Student engagement levels increased by an average of 25%, with a corresponding rise in satisfaction rates by 30%. Additionally, learning outcomes showed measurable enhancements, with a 20% increase in average test scores compared to traditional teaching methods. The adaptive nature of the teaching system resulted in a 15% reduction in dropout rates, indicating improved student retention and progression through music education programs. Educators reported a 40% increase in efficiency in lesson planning and delivery, attributed to the system's ability to provide personalized recommendations and insights tailored to individual student needs.

Intelligent Construction of University Music Education Teaching System Based on Artificial Intelligence Technology

The university music education teaching system plays a vital role in nurturing aspiring musicians and music enthusiasts by providing a comprehensive framework for musical learning and development. This system typically encompasses a diverse range of courses, workshops, and performance opportunities designed to cultivate students' musical talents, theoretical knowledge, and practical skills. Through a combination of classroom instruction, ensemble rehearsals, private lessons, and hands-on experiences, students receive a well-rounded musical education that covers various genres, styles, and traditions. Moreover, university music education teaching systems often incorporate state-of-the-art facilities, including rehearsal rooms, recording studios, and performance venues, to support students' artistic growth and creative expression. This paper presents an innovative approach to the intelligent construction of university music education teaching systems, leveraging artificial intelligence (AI) technology with Intelligent Fuzzy Regression Classification (IFRC). Recognizing the complexity and diversity of music education, this research aims to optimize teaching methodologies and enhance learning outcomes through AI-driven strategies. The proposed approach integrates AI technology, particularly IFRC, into the design and implementation of university music education teaching systems. IFRC combines fuzzy logic with regression analysis and classification techniques to model and predict complex relationships within music education datasets, enabling the system to adapt and respond dynamically to student needs and preferences. The IFRC-enhanced teaching system can generate personalized learning pathways, recommend tailored resources, and provide real-time feedback to students and instructors alike. This intelligent adaptation to individual learning styles and progress fosters a more engaging, effective, and inclusive music education environment. The IFRC-enhanced teaching system achieves an average improvement of 25% in student performance compared to traditional teaching methods. Moreover, specific musical skills, such as sight-reading, ear training, and music theory comprehension, exhibit notable enhancements, with average score increases of 30%, 20%, and 35%, respectively.

INFORMATION AND COMMUNICATION TECHNOLOGIES AS A MEANS OF FORMING PROFESSIONAL COMMUNICATIVE COMPETENCE OF STUDENTS OF PEDAGOGICAL PHILOLOGY

This article deals with information and communication technologies (ICT), their classification and characteristics, as the creation and development of information society implies their wide application in education. The article reveals the concepts of forming ICT competence of a teacher in the system of professional and pedagogical education. The material reflecting the forms, methods and techniques of ICT use contributing to the effectiveness of teaching Russian language and culture of speech is given.

从师范出发: 论普通高中多语种教师培养的必要性

Foreign language education in ordinary high schools is an important part of China’s foreign language education ecosystem and also the cornerstone of higher foreign language education in China. Since the new century, foreign language education in high schools in China has gradually become more diversified. In addition, with the increasing scale of Chinese middle school students studying abroad, it has led to significant development in multilingual education such as Japanese, Russian, French, German, Spanish, and Korean during the high school stage. As a result, the demand for multilingual teacher teams in high school is also increasing year by year, but at present, the construction of multilingual teacher education systems in China's normal universities cannot keep up with the call of the basic education industry in the future. This article believes that in cultivating multilingual teaching talents for secondary schools, normal universities should fully leverage the exemplary role of teacher training and strive to provide more excellent multilingual teaching talents for basic education.

Formation of a polypositional team in the conditions of continuing advanced education

Introduction. In the conditions of transformational changes in the higher education system, focused on building a nationally oriented education and ensuring technological and ideological sovereignty of the Russian Federation, one of the basic requirements is the creation of new models of human resource development management and the design of team-distributed work of an educational organization, including the processes of reprogramming, rethinking the results of professional activity to achieve leadership positions of professorships.-the teaching staff of the university.The authors of the article attempt to present a managerial mechanism for the formation of a polypositional team of organizational changes in the conditions of the formation of a new strategy for the development of a pedagogical university with the application of the theory of self-learning organization as a methodological framework for designing the content of cross-functional teams in business education. Based on the analysis of this theory of team building in the organization, the philosophy and essence of the reflexive management mechanism aimed at establishing the position of strategic leadership and achieving results due to the transfunctional (synergetic) effect in situations of uncertainty and multitasking are revealed.The article discusses the mechanisms of forming a polypositional team as a universal network resource for co-organizing positions within the framework of managing the development of a system of continuous advanced pedagogical education and experimental testing of the results of the federal innovation area of the Ministry of Higher Education and Science of the Russian Federation "Network project for training mentors for development" (2022-2027).The аim of the article is determined by the need to present a new organizational and managerial format, the essence of which is to create an educational space for the co-organization of subjects of continuous advanced education, including network design zones: problem, information, design and organizational activity zone (broadcasting and scaling results and experience). The designated organizational format sets the ways and meanings of the formation of a new professional position of the project participants in the preparation of a mentor for development.Materials and Methods. The development of a mechanism for the formation of a polypositional team as a team of professionals - leaders of organizational change is based on the methodology used in business education when managing a team–building system under the leadership of leaders of change, on an interdisciplinary methodology for creating a self-learning organization and on the principles of a convergent approach. At the initial stage, the project participants were offered two methods used to assess the transformational leadership of the organization's leaders, namely: a scale of self-assessment of innovative personality qualities (N.M. Lebedev, A.N. Tatarko) and a test for assessing managerial (managerial) style of behavior (I. Adizes method).Results. A management mechanism for the formation of a polypositional team in the conditions of continuous advanced education has been developed, a methodology for the organization of network design and diagnostics of leadership and innovative personality qualities of the leaders of a network project for the training of a mentor for development has been defined, and positions at the stages of event meetings within the framework of a project experiment of the federal innovation platform of the Ministry of Higher Education have been identified and Science of the Russian Federation "A network project for training mentors for development", that allowed us to substantiate the hypothesis about the effectiveness of the developed conditions for the transformation of the pedagogical profile university and its leading position in the system of regional education and Russian as a whole.Discussion and Conclusions. The degree of novelty of the research results is determined by the authors in two interrelated aspects. The fundamental novelty is represented by a set of provisions and ideas in the proposed universal mechanism for the formation of a polypositional code in the context of the theory of self-learning organization and the justification of the regularity of the relationship of the project-type content in the construction of event meetings and new formats of continuous advanced adult education, which qualify as a solution to the scientific problem of designing strategies and programs for the development of the university of design- of a programmatic nature. The novelty at the level of concretization and refinement of the results is represented by the organization of the project experiment and the methodology for evaluating the effectiveness of the developed conditions for the formation of a polypositional team of continuous advanced pedagogical education, the implementation of which increases the productivity of scientific research and its practical and socio-cultural significance.

The Program of Pre-Professional Pedagogical Education at the Yaroslavl State Pedagogical University named after K. D. Ushinsky

Introduction. The article is devoted to the problem of building a system of pre-professional pedagogical education for schoolchildren. Мethods. The purpose of this article is to present an innovative program of pre-professional pedagogical education at Yaroslavl State Pedagogical University named after K. D. Ushinsky, developed on the basis of monitoring the state of pre-professional pedagogical training of schoolchildren in 87 regions of the Russian Federation, analysis of practice and scientific research on this topic, a survey of teachers, students, parents from 30 regions of the Russian Federation. Results. A general trend towards the discreteness of career guidance measures, the lack of consistency, general planning, and unified monitoring of the effectiveness of this type of activity was revealed. As a result, a program of pre-professional pedagogical education of schoolchildren was developed, providing a system of pre-professional education in a university setting. Conclusion. The innovative component of the program is achieved by designing areas of organization of pre-professional pedagogical training of schoolchildren consistent with the purpose: scientific and experimental activities; innovative activities based on educational organizations; scientific and methodological support for teachers of educational organizations; organization of career guidance and educational activities with students; tutor support for students in pre-professional pedagogical training programs for schoolchildren; interaction with social partners; education and informing parents.

Interdisciplinary educational and methodological support of medical and biological disciplines using the resources of the Technopark of Universal Pedagogical Competencies

Introduction. Changes in the higher pedagogical education system require qualitatively new scientific and methodological support for educational programs and improved methodological support for various forms of students' educational work. In the context of modernization of education, modeling the educational process is to be based on an interdisciplinary approach. Technology parks for universal pedagogical competencies significantly expand the capabilities of teaching methods and provide the opportunity to strengthen the practical interdisciplinary training of the future teacher. Changed learning objectives and means of organizing the educational process require new-generation educational and methodological support where interdisciplinary educational and methodological complexes play the leading role, which allows implementing the conceptual approaches of the Federal State Educational Standard of higher education. Materials and methods. The study employed the following methods: theoretical analysis of publications on interdisciplinary educational and methodological support for biomedical disciplines, including identification of the main methodological approaches and principles, basic provisions and components of the integrative approach within such disciplines; a survey of students for assessing the effective implementation of the developed interdisciplinary educational and methodological support and student satisfaction with the quality of teaching biomedical disciplines. 56 undergraduate students (2-5th year) of South Ural State Humanitarian and Pedagogical University (Russian Federation) took part in the survey. Results. The subject of this study is the methodology for forming and developing students’ professional competence using the integrative approach and the resource base of the Technopark of Universal Pedagogical Competencies when studying biomedical disciplines. A means of implementing interdisciplinary learning is interdisciplinary tasks and assignments, including those performed using Technopark equipment (digital neurotechnology laboratory BiTronics Lab, interactive anatomical table Pirogov, binocular digital microscopes with the possibility of video and photo recording of the studied objects. The student survey showed that 85.7% of respondents consider it necessary to use a wider interdisciplinary approach in studying biomedical disciplines to improve the quality of education. Conclusion. Interdisciplinary educational and methodological support of medical and biological disciplines in training biology teachers using the capabilities of the Technopark of Universal Pedagogical Competencies and the pedagogical Quantorium of South Ural State Humanitarian Pedagogical University allows students to develop natural science literacy and provides professional training for a future biology teacher in accordance with the needs of society in the context of modernizing higher pedagogical education.

Professional Standards and Quality Concern in Teacher Education

The National Education Policy 2020 (NEP 2020) of India aims to revamp the education system and lay a roadmap for a progressive educated country. The policy recommends moving the teacher education system into multidisciplinary colleges and universities, with a four-year integrated B.Ed. program becoming the minimum degree qualification for school teachers by 2030. A common guiding set of National Professional Standards for Teachers (NPST) will be developed by 2022. The National Education Policy 2020 in India aims to improve the quality of teacher education by addressing quality concerns such as outdated curriculum, lack of subject-specific training, and ineffective teaching methods. Key provisions include a four-year integrated teacher education program, standardized teacher eligibility tests, and technology integration. To successfully implement the policy, collaboration between the government, teacher education institutions, and stakeholders is essential. Key reforms include ongoing continuing professional development, strengthening accreditation processes, developing mentorship programs, and promoting global exposure.

A systems thinking approach to capture the complexity of effective routes to teaching

AbstractSTEM teacher shortage remains a serious problem in secondary education in many European countries, despite many interventions and many research studies over the last decades. The observation that past interventions and research outcomes have not significantly contributed to reduce teacher shortage implies that places to effectively intervene in the teacher education system have not been found yet. In this article, a systems thinking approach is presented to evaluate the fundamental and structural problems of an academic teacher education system regarding STEM student entry. A thorough understanding of the systemic structure of a teacher education system is essential to identify leverage points for STEM teacher recruitment. Based on systems thinking principles and theoretical frameworks, a stepwise research framework was defined, which was tested in the Dutch academic teacher education system. First, potential factors of concern were identified based on the collection of many data such as existing public information, reports and long‐term student entry data. These potential factors of concern were subsequently investigated by student surveys and structured interviews with stakeholders from science faculties and teacher training institutes. Synthesis of the results led to the identification of three leverage points for increasing STEM student entry in teacher training, which were all found at the organizational and structural level of the academic teacher education system. The systems thinking research framework presented in this article provides a valuable framework to address persistent problems in education and enables the identification of novel and potentially more effective interventions.

Study of Teacher Education Institutions in Jammu and Kashmir with Reference to NCTE-2014

Teacher education system of Jammu and Kashmir has passed through various shambles due to the lack of one single monitoring system. The present study is aimed to explore the status of teacher education institutions in Kashmir with reference to the prevailing NCTE’s norms and standards. Keeping in view the nature and objective of the present study, Descriptive Survey Method is employed by the investigator. Hence, Institutional Survey Schedule for institutional survey and an Interview Schedule for the respondents were used to collect the necessary data and information from the selected institutions. For the study twenty teacher education institutions were randomly selected for the sample and the respondents were taken conveniently from the selected institutions due to the less availability of teachers in the institutions. The study has shown the alarming results pertaining to the current status of teacher training institutions in the region in terms of basic facilities such as physical and structural facilities and infrastructural as well as instructional facilities. However the hope was seen by a few in the extension of national governing bodies such as NAAC’s and NCTE’s implementation in teacher education system towards teacher education institutions after the revocation of article 370 in the region, which lead not only NCTE but all other national laws into the socio-political as well as educational aspects in the region. Keywords: Teacher education; NCTE; B. Ed. Colleges; Teacher Educators,

Professional training of teachers in Kyrgyzstan at the current stage

Relevance. In recent years, professional pedagogical education in Kyrgyzstan has undergone a series of changes. The dissolution of the Soviet Union brought alterations in the educational systems that existed in former Soviet republics. The relevance of this article lies in the need to analyse the establishment and evolution of pedagogical education in the country�s higher educational institutions.Purpose. The objective of the study is to define the concept of professional teacher training at the current stage, as well as methods to enhance their qualifications.Methodology. The following methods were employed in the research: analytical, comparative, synthesis, systematisation, and generalisation.Results. The results showed that primary attention in devising an effective education system for future teachers should be paid to the functioning of relevant universities and departments. There�s a need to revisit outdated teaching methodologies, adapting them to contemporary realities such as online education and the use of modern technologies in pedagogical practice. Moreover, the efficiency of the educational process is closely related to the character, creative abilities of the teacher, their cultural awareness, and socialisation. Additionally, the question of a teacher�s status in modern society is pertinent. Analysing pedagogical practices of other countries indicates that teachers therein rightfully enjoy special respect and hold a prestigious position in society. Kyrgyzstan should adopt a similar approach, granting educators certain privileges at the national level.Conclusions. The findings can be beneficial for specialists in the field of education, institutional leaders, government administration bodies, and all those interested in issues of professional teacher training at the present stage.

On training at the undergraduate level in pedagogy in Kyrgyz Republic and China

Relevance. This study considered the main stages of development of higher pedagogical education in Kyrgyz Republic and China, as well as the problems of teacher training in Chinese and Kyrgyz universities at the present stage. The relevance of the issues of researching the demand for Chinese and Kyrgyz higher pedagogical educational institutions, the problems of reforming and adapting educational programmes to new socio-cultural conditions was noted. The reasons and main stages of development of the system of higher pedagogical education in Kyrgyz Republic and the People�s Republic of China were analysed, the active involvement of the state leadership in reforming the system of higher education, building new university campuses, creating the necessary conditions for training specialists was noted.Purpose. The purpose of this article was to investigate the causes, preconditions, conditions, and main stages of the development of the system of training of pedagogical specialists in the Kyrgyz Republic and China, as well as to analyse the current state and features of educational programmes of Chinese and Kyrgyz pedagogical universities.Methodology. Critical-analytical method, comparative method, analysis of open data sources were used as research methods.Results. The study showed that the state reforms towards liberalisation and openness of economic and social life, which have been carried out in China since 1978 and in Kyrgyz Republic after independence in 1990, have had a positive impact on the development of the education system in the country. At the same time, the popularity of the teaching profession under liberalisation has declined markedly, which has had a negative impact on the quality of training of entrants and graduates of teacher training institutions.Conclusions. The practical significance of the study is to systematise the specific features of theoretical training and practical experience of higher teacher education because of reforms of the educational system in such dynamically developing countries as Kyrgyz Republic and China.