MODERN SCHOOL TEACHER TRAINING IN GREAT BRITAIN

Abstract

The purpose of this article is to analyze and summarize teacher training programs for primary and secondary schools, which were launched in the United Kingdom of Great Britain and Northern Ireland due to the reform of the education system at the end of the 20th century and were further developed at the beginning of the 21st century. Among them, the most significant programs seem to be those that lead to the degree of bachelor of education and give the right to teach major and secondary subjects in a secondary school or several subjects at once in a primary school. No less attention should be paid to postgraduate education programs for obtaining the status of a qualified teacher for the primary and basic levels of the secondary school. Among the research methods that were used to carry out the research we highlight general scientific methods – analysis and synthesis; the comparative and historical methods, which allow to compare and contrast socio-pedagogical phenomena; structural method, which makes it possible to consider the development of the pedagogical process, highlighting its main system-forming elements; modeling; sampling of facts; quantitative and qualitative analyses, generalization. The analysis of the curricula and programs of De Montfort University in Bedford showed that the construction of training courses is carried out according to modular programs with a simultaneous focus on the integration of academic subjects. Modernization of the content of professional training is carried out through the convergence of theoretical and methodological aspects. Considerable attention in the article is paid school practice. It is established that the main goal of school experience is to be a source of knowledge about the real educational process, a source of knowledge about the essence of pedagogical activity in the process of developing the necessary pedagogical skills and abilities by future teachers. School experience is a clear continuous system of step-by-step connection and partial adaptation of students to the conditions of the modern school.