Types of standards of teacher education in Western Europe: features professional standards of pre-school teachers

Мельник, Наталія Іванівна (2016) Types of standards of teacher education in Western Europe: features professional standards of pre-school teachers Педагогічні науки, 2 (LXXI). pp. 111-119.

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Abstract

In educational theory and discourse, there are contrasting views on an approach to teaching, teacher education and career development based on competences as professional standards. Critics of standards culture raise the objection that teacher standards can imply taking on a neutral, technical perspective, overlooking the nature of teacher knowledge as context- and person-bound. This perspective could lead to making linear and causal connections between teacher behaviours and student outcomes, with the danger of forgetting contextual factors. Other criticisms are that such approaches: ‘atomise and fragment the teacher’s role rather than representing it as in integrated and coherent whole’; emphasise measurable behaviours and outcomes to the neglect of more subtle qualities and situational factors; privilege the standard-setter’s voice over the teachers’ diverse voices; forget the distributed or shared nature of teaching competences; through an instrumentalist and prescriptive approach, lead to a situation where ‘the work of teachers is reconfigured so they become the deliverers of knowledge, testers of student outcomes and pedagogical technicians’; or • through ‘the specification of objectives, performance reviews may encourage teachers to behave in ways that are antithetical to certain fundamental educational values such as altruism, intellectual independence. Research into the problems of teacher education and professional development, suggests that pedagogical interest can lead to recurrence of the model, but mainly associated with deep convictions and opinions, as well as the dynamics of the socio-cultural situation. Socio-cultural impacts associated with the situations and conditions of use and mastery of professional knowledge, which involves consideration of subject characteristics and taking into account the number of students. The focus thus serves the interest, which varies from individual changes and developments in training teachers and developing in the direction of the interaction between teachers and their behavior in different teaching situations mentioned also features changing educational situation in braking or rapid pace. The survey results also indicate the trend of increasing range of interests and priorities of teachers - tendency in the movement from self-centered concept of education (teacher builds a learning process based on their interests and experience) to focus on teaching students that the teacher creates a learning process based on the interests of students and their needs, mastering this purpose his new methods, approaches, tools and more. However, the analysis carried out educational standards are not completely studied, as an open research educational standards and requirements for the competence of teachers of pre-school education, which is the prospect of further work in this direction.

Item Type: Article
Uncontrolled Keywords: training; vocational teacher education; professional standards; types of standards;
Subjects: Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Інститути > Педагогічний інститут > Кафедра дошкільної освіти
Depositing User: Наталія Іванівна Мельник
Date Deposited: 26 Dec 2016 07:04
Last Modified: 26 Dec 2016 07:04
URI: https://elibrary.kubg.edu.ua/id/eprint/18449

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