THE ANALYSIS OF PRE-SCHOOL TEACHERS TRAINING IN EUROPEAN COUNTRIES

Мельник, Наталія Іванівна (2016) THE ANALYSIS OF PRE-SCHOOL TEACHERS TRAINING IN EUROPEAN COUNTRIES Science and Education a New Dimension: Pedagogy and Psychology, IV(40) (81). pp. 49-54. ISSN 2308-5258

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Abstract

Abstract. The article analyzes the peculiarities of preschool teachers’ professional training in West European countries. The requirements to the future preschool teachers’ training in Europe and their influence on teachers’ educational system in Western Europe are presented in the issue. The analysis of the mentioned aspects enabled the determination of appropriateness and necessity of studying the educational process of universities. The author points out components of teacher preparation programmes. There are four components of teacher preparation programmes that contribute to their effectiveness. The first is the existence of high standards for entry. Over the past two decades, there have been increases in the entry-level qualifications of students enrolling in teacher education programmes, both in terms of undergraduate grade point average and standardized test scores. The second and third components of effective teacher education programmes are strong content (subject matter) preparation and substantial pedagogical training. The author emphasizes that in order to adapt Ukrainian preschool teacher education system the effective transformation of the national higher pedagogical education to European standards of professional training should be provided. More over it must coincides with the European pedagogical qualification the is presented by different requirements. In most European countries the minimum requirement for working as a core practitioner (responsible for a group of children or for the centre) with children aged three years up to compulsory schooling and this is mostly a Bachelor-level degree awarded at the end of a three-year full-time course of study at a specialised university department or a university college as the author mentions in the issue. Different titles of profession in a variety of European countries are presented in the article as well: “kleuterleidster or institutrice de maternelle”, “early childhood educator”, “preschool teacher”, “educatrice”, “paedagog” ect. That is very important for giving qualification and forming requirements to the profession. The author makes some trace to the educational policy of European countries in the field of preschool teachers education and point some area for its improving in the context of European countries, such as: simplify and streamline hiring processes; particularly in “hard-to-staff” schools; ensure that all new teachers participate in quality induction and mentoring programmes; reinvent professional development for teachers; ensure better pay for teachers who demonstrate knowledge and skills that contribute to improved student achievement and others. The author summarizes that al these factors will make a lot of profit for preschool teachers’ training in the Ukrainian context.

Item Type: Article
Uncontrolled Keywords: preschool teachers training, training requirements, professional competence, education policy, the system of teacher education.
Subjects: Статті у наукометричних базах > Index Copernicus
Articles in journals > Наукові (входять до інших наукометричних баз, крім перерахованих, мають ISSN, DOI, індекс цитування)
Divisions: Institutes > Pedagogical Institute > Chair of Pre-School Education
Depositing User: Наталія Іванівна Мельник
Date Deposited: 24 May 2016 06:47
Last Modified: 24 May 2016 06:47
URI: http://elibrary.kubg.edu.ua/id/eprint/14522

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