TRENDS IN THE PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS IN THE USA

Abstract

The article provides a comprehensive analysis of current approaches, programs, and trends in the field of primary teacher education in the United States. The author highlights the impact of key educational laws and reforms of the last two decades, in particular the No Child Left Behind Act (2002) and the Every Student Succeeds Act (2015), on the transformation and modernization of the US primary teacher education system. A wide range of traditional programs for the preparation of future primary school teachers offered at the bachelor's and master's levels in universities and colleges is considered in detail. Specialization options are analyzed, including bilingual education, teaching gifted children, preparation for junior or older primary school, STEM education, etc. The features of studying in various forms (full-time, part-time, distance, blended), mandatory components (pedagogical practice, licensing exams) and requirements for applicants are highlighted. Alternative ways of obtaining teacher education and certification that do not require university studies are considered separately. The procedure of certification through the American Board for Certification of Teacher Excellence (ABCTE) for individuals with a non-teaching bachelor's degree is described. The activities of such organizations as the New Teacher Project (TNTP) and the National Center for Teacher Training (NCTR), and their programs for training and engaging teachers in schools with limited resources are analyzed. The author emphasizes the scale and diversity of approaches in the US system of professional training of primary school teachers, focused on the formation of highly qualified teaching staff to ensure quality elementary education. The experience of the United States in this area is recognized as extremely valuable for exploring to adopt best practices and improve the teacher training system in Ukraine in accordance with modern challenges.