PEDAGOGICAL TRAINING OF A TEACHER IN THE COLLEGES OF GREAT BRITAIN AND UKRAINE: COMPARATIVE ASPECT

Abstract

The research work analyzes the content, forms, means and methods of teacher training in the colleges of Great Britain and Ukraine, outlines the prospects of applying the positive aspects of foreign experience in order to improve the procedure of teacher training in colleges under the conditions of reforming the system of higher education of Ukraine.

A set of the teacher’s professional qualities determined by the British educational authorities is outlined; the analysis of the constituents of the curricula, methods and forms which organize future teachers’ training in the British system of higher education is carried out, such colleges as King’s College and Newcastle College are taken up as examples; the following typical approaches to ensuring the effectiveness of pedagogical training in the colleges of Great Britain are identified: a list of educational modules, professional training disciplines and their volume, the level of cooperation with secondary schools, peculiarities of pedagogical practice, typical forms of organization of educational process, basic teaching methods.

The research compares the models of future teachers’ training in the colleges of Great Britain and Ukraine, analyzes the peculiarities of young specialists’ professional identification.

It has been cleared out that it is typical for the British pedagogical school to put more emphasis on the set of professional qualities of a teacher, which make an integral part of his/her professional success. It has been ascertained that future teachers’ pedagogical training in colleges combines the theoretical and practical components of the educational process, includes the analysis of this country’s pedagogical traditions, world experience in teaching, but requires the introduction of a competency-based, person-oriented approach in pedagogical education, approximation of psycho-pedagogical and methodological training to the conditions of practical professional activities.

The introduction of modern approaches to training a competent teacher of a new generation is highlighted, which, in its turn, presupposes changes in the content, methods and forms of the organization of the educational process in the teacher training institutions of Ukraine.