Tendencies of reforming the pedagogical education system of Sweden at the turn of XX - XXI centuries

Кошарна, Наталія Володимирівна (2019) Tendencies of reforming the pedagogical education system of Sweden at the turn of XX - XXI centuries Освітологічний дискурс: електронне наукове фахове видання (1-2). pp. 215-228. ISSN 2312-5829

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The article is devoted to the question of the effectiveness of reforming the system of pedagogical education of Sweden at the turn of the XX - XXI centuries. The tendencies of changes in the system of pedagogical education of Sweden that were determined by historical traditions, the specifics of the organization of pedagogical education in the country, the fundamental material and technical basis, the level of professional competence of teachers, the differentiation of the educational process, the cooperation of teachers, teachers of partner schools and students during study and research work. Pedagogical education of Sweden is a part of higher education. Higher education is Sweden’s largest public sector in terms of the number employed and the concern of many stakeholders. It is important that discussions about higher education, and decisions that affect the way it functions, are based on factual knowledge. Sweden is one of approximately 50 countries collaborating in the Bologna Process, which aims to ensure comparability in the standards and quality of higher education qualifications. Higher education is offered at about fifty universities, university colleges and other higher education institutions that vary greatly in size and degree of specialization. Higher education normally, as well as pedagogical education of Sweden, consists of self-study, classroom instruction, seminars and lectures, but many courses also include laboratory sessions or field studies. Students are frequently asked to work in groups. Teacher education, especifically the qualifications, has been reformed several times in the past decades. The Government has allocated extra funds for the Higher education institutions to expand programmes leading to the award of a teaching qualification. There are now four such qualifications: Bachelor of Arts in Pre-School Education, Bachelor/Master of Arts in Primary Education, Master of Arts/ Science in Secondary/ Upper-Secondary Education, and Higher Education Diploma in Vocational Education. These replaced the previous single teacher qualification in 2011. Pre-school teaching and vocational qualifications are first-cycle qualifications whereas primary and secondary teaching qualifications may be first or second-cycle qualifications, depending on length of study. While preserving the achievements in the foundation of school and vocational education, the Swedish pedagogical system of education has reoriented the educational process to form students and students the desire and ability to independently acquire knowledge from various sources of information in order to further utilize the acquired knowledge in life and further professional activities.

Item Type: Article
Uncontrolled Keywords: integration; professional competence of the teacher; teacher education; reforming; education system; Sweden.
Subjects: Статті у журналах > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Факультет педагогічної освіти > Кафедра іноземних мов та методик навчання
Depositing User: Ю.В. Руднік
Date Deposited: 24 Jun 2019 08:12
Last Modified: 24 Jun 2019 08:12
URI: https://elibrary.kubg.edu.ua/id/eprint/27279

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