Професійна підготовка майбутніх учителів початкових класів в Австралії та Україні: спільне й відмінне
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Дата
2020
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті здійснюється порівняльний аналіз австралійського та українського досвіду організації процесу професійної підготовки майбутніх учителів початкових класів з метою збагачення вітчизняної системи освіти передовим зарубіжним досвідом у цьому напрямі. З’ясовано, що підготовка майбутніх учителів початкових класів в університетах Австралії та України є ступеневою. Визначено керівні принципи, що лежать в основі програм підготовки, а саме: логічності, послідовності, відповідності навчальним планам та державним вимогам. Розкрито зміст та визначено спільні й відмінні риси систем професійної підготовки майбутніх учителів початкових класів обох країн.
The article provides a comparative analysis of the Australian and Ukrainian experience in organizing the process of vocational training of future primary school teachers, with the aim of enriching the domestic education system with advanced foreign experience in this direction. It has turned out that training of future primary school teachers in universities in Australia and Ukraine is stepwise. The guiding principles underlying the training programs are defined, namely: consistency, compliance with curricula and state requirements. In total, Australian universities have well-developed processes for approving teacher training programs and are under the strict control of specially created state organizations. Analyzing the content of training programs for future primary school teachers in Australian universities, it was concluded that almost all subjects are integrated courses and are practice-oriented in nature, while training programs for future teachers in domestic universities are built on the subject principle and give an appropriate theoretical and practical training. An analysis of the training programs for future primary school teachers at Australian universities has shown that professional experience occupies a significant place in the training process. In most training programs, professional experience gradually leads from limited small group instruction and teacher assistance to responsibility for the whole class. The main purpose of gaining professional experience is to become familiar with the programs and curriculum, to take on the role of a teacher, to interact with the teaching staff, students, parents, improve observation skills, and develop the ability to put theoretical knowledge into practice. It is also important to note that Australia is a country with a high development of information technology. In the Australian curriculum, students learn to use technology effectively, which allows them to learn by adapting to new ways of working as technology develops and limiting risks for themselves and others in the digital environment. A comparative pedagogical analysis of the features of vocational training of primary school teachers in Australia and Ukraine revealed the common and distinctive features of vocational training systems for future primary school teachers in both countries. In general, in both countries, the training of primary school teachers is carried out on the basis of competence-based and personality-oriented approaches, taking into account the principles of continuity, implementation of foreign experience, innovativeness, science, volunteerism, democratization of education, etc.
The article provides a comparative analysis of the Australian and Ukrainian experience in organizing the process of vocational training of future primary school teachers, with the aim of enriching the domestic education system with advanced foreign experience in this direction. It has turned out that training of future primary school teachers in universities in Australia and Ukraine is stepwise. The guiding principles underlying the training programs are defined, namely: consistency, compliance with curricula and state requirements. In total, Australian universities have well-developed processes for approving teacher training programs and are under the strict control of specially created state organizations. Analyzing the content of training programs for future primary school teachers in Australian universities, it was concluded that almost all subjects are integrated courses and are practice-oriented in nature, while training programs for future teachers in domestic universities are built on the subject principle and give an appropriate theoretical and practical training. An analysis of the training programs for future primary school teachers at Australian universities has shown that professional experience occupies a significant place in the training process. In most training programs, professional experience gradually leads from limited small group instruction and teacher assistance to responsibility for the whole class. The main purpose of gaining professional experience is to become familiar with the programs and curriculum, to take on the role of a teacher, to interact with the teaching staff, students, parents, improve observation skills, and develop the ability to put theoretical knowledge into practice. It is also important to note that Australia is a country with a high development of information technology. In the Australian curriculum, students learn to use technology effectively, which allows them to learn by adapting to new ways of working as technology develops and limiting risks for themselves and others in the digital environment. A comparative pedagogical analysis of the features of vocational training of primary school teachers in Australia and Ukraine revealed the common and distinctive features of vocational training systems for future primary school teachers in both countries. In general, in both countries, the training of primary school teachers is carried out on the basis of competence-based and personality-oriented approaches, taking into account the principles of continuity, implementation of foreign experience, innovativeness, science, volunteerism, democratization of education, etc.
Опис
Ключові слова
кваліфікація, учитель початкових класів, професійна підготовка, програми підготовки, стандарти, професійний досвід, qualification, primary school teacher, professional training, training programs, standards, professional experience
Бібліографічний опис
Кобюк, Ю. Професійна підготовка майбутніх учителів початкових класів в Австралії та Україні: спільне й відмінне [Текст] / Ю. Кобюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. А. Біда, Ю. А. Бондаренко та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 2 (96). – С. 256–264. – DOI: 10.24139/2312-5993/2020.02/256-264.