Reforming the content of teacher professional training in the conditions of European integration

N. Postryhach
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 The solution to the problem of professionalization of teacher training is related to the scientific justification of the content of teacher education in the direction of greater balance of its components: general, special and professional. Despite numerous studies of various aspects of the construction of the content of professional training of future teachers, the problem of reforming its content in the context of European integration remains undeveloped. Therefore, the goals and tasks of the research became the analysis of peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration and the justification of recommendations for improving the content of the training of Ukrainian teachers.
 Аccording to the results of research by European and ukrainian scientists, the peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration have been clarified: there are noticeable differences between the contexts and features of training programs for the training of junior and senior high school teachers; significant differences regarding the duration of programs in national teacher education systems, which are mostly determined at the macro level and reflect national characteristics of education; debates about whether teacher education should be focused only at the master's level and precede subject specialization; debatable relation of educational sciences to subject learning in the curriculum of teacher education of the Master of Arts; large-scale transformations of educational programs and institutions of teacher education at the macro level in all countries-universities-partners of EMETT; “square” complexity of the European curriculum of teacher education; the absence of any fast route in European joint master's programs, which complicates the accreditation procedure in each national context of the respective universities, etc.
 Recommendations for improving the content of Ukrainian teacher training include taking into account various points of view, subversive relationships between teaching, training, schooling, educational processes, actors and contexts; bridging the gap between theory and practice through integration in curriculum organization and delivery; the professional autonomy of the teacher and the key role of reflective thinking should be the basis of curriculum development and implementation; recognition of accreditation in one national context of the Joint Master's academic network and its extension to other involved national contexts; strengthening and expanding academic networks for mutual scientific and practical exchanges, etc.
 The prognostic potential of scientific research is determined by the potential possibility of organizing and implementing further scientific research of a fundamental direction regarding the development of the content of professional training of teachers in Turkey.","PeriodicalId":496618,"journal":{"name":"Novìj kolegìum","volume":"81 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Novìj kolegìum","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30837/nc.2023.1-2.08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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Abstract

The relevance of the study is determined by the public need to transform the content of Ukrainian pedagogical education in the context of its integration into the pan-European scientific and educational space, an effort to get closer to the socio-economic and educational standards of developed OECD member countries, which leads to increased attention of scientists and practitioners to comparative studies of functioning and development of national systems of teacher education in the European region. The solution to the problem of professionalization of teacher training is related to the scientific justification of the content of teacher education in the direction of greater balance of its components: general, special and professional. Despite numerous studies of various aspects of the construction of the content of professional training of future teachers, the problem of reforming its content in the context of European integration remains undeveloped. Therefore, the goals and tasks of the research became the analysis of peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration and the justification of recommendations for improving the content of the training of Ukrainian teachers. Аccording to the results of research by European and ukrainian scientists, the peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration have been clarified: there are noticeable differences between the contexts and features of training programs for the training of junior and senior high school teachers; significant differences regarding the duration of programs in national teacher education systems, which are mostly determined at the macro level and reflect national characteristics of education; debates about whether teacher education should be focused only at the master's level and precede subject specialization; debatable relation of educational sciences to subject learning in the curriculum of teacher education of the Master of Arts; large-scale transformations of educational programs and institutions of teacher education at the macro level in all countries-universities-partners of EMETT; “square” complexity of the European curriculum of teacher education; the absence of any fast route in European joint master's programs, which complicates the accreditation procedure in each national context of the respective universities, etc. Recommendations for improving the content of Ukrainian teacher training include taking into account various points of view, subversive relationships between teaching, training, schooling, educational processes, actors and contexts; bridging the gap between theory and practice through integration in curriculum organization and delivery; the professional autonomy of the teacher and the key role of reflective thinking should be the basis of curriculum development and implementation; recognition of accreditation in one national context of the Joint Master's academic network and its extension to other involved national contexts; strengthening and expanding academic networks for mutual scientific and practical exchanges, etc. The prognostic potential of scientific research is determined by the potential possibility of organizing and implementing further scientific research of a fundamental direction regarding the development of the content of professional training of teachers in Turkey.
欧洲一体化条件下教师专业培训内容的改革
这项研究的相关性取决于公众需要将乌克兰教学教育的内容纳入泛欧科学和教育领域,以努力接近经合发组织发达成员国的社会经济和教育标准。这导致科学家和实践者越来越关注欧洲地区国家教师教育制度的功能和发展的比较研究。 教师培训专业化问题的解决,关系到对教师教育的内容进行科学的论证,使教师教育的组成部分:一般、特殊和专业更加平衡。尽管对未来教师专业培训内容建设的各个方面进行了大量的研究,但在欧洲一体化背景下对未来教师专业培训内容进行改革的问题仍未得到充分的研究。因此,研究的目标和任务成为分析欧洲一体化条件下乌克兰教师专业培训内容改革的特点,并提出改进乌克兰教师培训内容的建议。 Аccording根据欧洲和乌克兰科学家的研究结果,明确了欧洲一体化条件下教师专业培训内容改革的特殊性:初高中教师培训计划的背景和特征存在明显差异;各国教师教育系统的课程持续时间存在显著差异,这主要是在宏观层面决定的,反映了国家的教育特征;关于教师教育是否应该只关注硕士水平,而不是学科专业化的争论;文科硕士教师教育课程中教育科学与学科学习的关系各国教育计划和教师教育机构在宏观层面的大规模变革-大学- EMETT的合作伙伴;欧洲教师教育课程的“方正”复杂性在欧洲的联合硕士项目中没有任何快速的途径,这使得在每个国家的背景下各自大学的认证程序变得复杂,等等;关于改进乌克兰教师培训内容的建议包括考虑到各种观点、教学、培训、学校教育、教育过程、行动者和背景之间的颠覆性关系;通过课程组织与实施的整合,弥合理论与实践之间的差距;教师的专业自主权和反思性思维的关键作用应成为课程开发和实施的基础;承认联合硕士学术网络在一个国家背景下的认证,并将其扩展到其他涉及的国家背景;加强和扩大学术网络,促进相互间的科学和实践交流等;科学研究的预测潜力取决于组织和实施关于土耳其教师专业培训内容发展基本方向的进一步科学研究的潜在可能性。
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