Тенденції оновлення змісту й методів професійно-педагогічної підготовки вчителя в умовах управління якістю освітніх послуг
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті висвітлено тенденції оновлення змісту й методів професійно-педагогічної підготовки вчителя в умовах управління якістю освітніх послуг. Здійснено аналіз вимог до британського вчителя, сформульованих у професійних стандартах як обов’язковій складовій політики «нового професіоналізму». Окреслено моделі професіоналізму вчителя (модель ефективного вчителя, модель рефлексивного вчителя, модель учителя-дослідника, модель трансформаційного вчителя), що дозволяють краще усвідомити стан і напрями розвитку сучасної педагогічної освіти в університетах Великої Британії й сутність програм професійного розвитку вчителів у школах.
The article highlights the tendencies of updating the content and methods of professional-pedagogical training of teachers in terms of educational services quality management. The analysis of the requirements for British teachers, laid in professional standards as a mandatory part of the policy of "new professionalism" is made. It is pointed out that professional standards developed by the Training and Development Agency for Schools cover three areas: professional attributes, professional knowledge and understanding and professional skills, formulated separately for teachers with different professional status, namely: award of Qualified Teacher Status – QTS (Q – standard); teachers on the main scale – Core (C); teachers on the upper pay scale – Post Threshold Teachers (P); Excellent Teachers (E) and Advanced Skills Teachers – ASTs (A). The standards provide the framework for a teacher’s career and clarify the progression in professional activity. In order to access each career stage a teacher will need to demonstrate that he/she has met the relevant standards. The process for this varies depending on the standards concerned. Teachers seeking status of Excellent Teacher or AST need to apply and be evaluated through an external assessment process. Teachers seeking to cross the threshold are assessed by the head teacher of their school. The standards for Post Threshold Teachers, Excellent Teachers and ASTs are pay standards and teachers who are assessed as meeting them also access the relevant pay scale. It is shown that the standards define the professional characteristics that must have any teacher at a certain stage of professional development. The models of teacher professionalism (effective teacher model, reflective teacher model, enquiring teacher model, transformational teacher model) are characterized which enable better understanding the status and trends of development of modern pedagogical education in the UK universities and the essence of professional development programs for teachers in schools. In the future the author considers important to define the innovative potential of the British experience of continuous professional development of teachers and the possibilities of its use in Ukraine.
The article highlights the tendencies of updating the content and methods of professional-pedagogical training of teachers in terms of educational services quality management. The analysis of the requirements for British teachers, laid in professional standards as a mandatory part of the policy of "new professionalism" is made. It is pointed out that professional standards developed by the Training and Development Agency for Schools cover three areas: professional attributes, professional knowledge and understanding and professional skills, formulated separately for teachers with different professional status, namely: award of Qualified Teacher Status – QTS (Q – standard); teachers on the main scale – Core (C); teachers on the upper pay scale – Post Threshold Teachers (P); Excellent Teachers (E) and Advanced Skills Teachers – ASTs (A). The standards provide the framework for a teacher’s career and clarify the progression in professional activity. In order to access each career stage a teacher will need to demonstrate that he/she has met the relevant standards. The process for this varies depending on the standards concerned. Teachers seeking status of Excellent Teacher or AST need to apply and be evaluated through an external assessment process. Teachers seeking to cross the threshold are assessed by the head teacher of their school. The standards for Post Threshold Teachers, Excellent Teachers and ASTs are pay standards and teachers who are assessed as meeting them also access the relevant pay scale. It is shown that the standards define the professional characteristics that must have any teacher at a certain stage of professional development. The models of teacher professionalism (effective teacher model, reflective teacher model, enquiring teacher model, transformational teacher model) are characterized which enable better understanding the status and trends of development of modern pedagogical education in the UK universities and the essence of professional development programs for teachers in schools. In the future the author considers important to define the innovative potential of the British experience of continuous professional development of teachers and the possibilities of its use in Ukraine.
Опис
Ключові слова
якість, управління якістю, освітні послуги, професійно-педагогічна підготовка вчителя, професійний розвиток учителя, quality, quality management, teacher professional-pedagogical training, teacher professional development
Бібліографічний опис
Шаповалова, О. В. Тенденції оновлення змісту й методів професійно-педагогічної підготовки вчителя в умовах управління якістю освітніх послуг [Текст] / О. В. Шаповалова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 10 (44). – С. 217–223.