Models of foreign language primary school teacher training in the EU

Котенкo, Ольга Володимирівна and Головатенко, Тетяна Юріївна (2020) Models of foreign language primary school teacher training in the EU Колективна (три і більше авторів). Innovative scientific researches: European development trends and regional aspect: Monograph. Publishing House “Baltija Publishing”, Riga, Latvia.

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The paper discusses various models of initial training of foreign language teachers to working in primary schools. We are guided by two research questions in the study: what models of FL primary school training are common around Europe and what models are already implemented in Ukraine. We assume that all countries in the Bologna process will have similar challenges and models of implementation of teacher training. Thus, this study is based on comparative education constructivist methodology. We study European legislative provision of teacher training, Eurydice reports and curriculums of teacher training in higher education establishments on levels 6 and 7 of International Standard Classification of Education (ISCED). As a result, we present a comprehensive model of higher education for future primary school foreign language teachers. The model comprises structural, functional models, and models of foreign language graduate teachers. The structural models represent the whole system of higher education and comprise binary, unitary and differential sub-models. In this paper a binary model we present through an example of teacher training in Belgium. The unitary model is analysed on the example of Finnish higher education legislative provision, and the differential model is represented by French experience in the field. Functional models represent the correlation between theoretical and practical teacher training. In this paper we analyse two sub-models: concurrent and consecutive. We study the features of organizing concurrent teacher training according to these models on the example of Luxembourg and the Czech Republic. The consecutive model of teacher training is presented through examples of Germany and France. This study outlines three models of graduates, who are allowed to teach foreign languages in primary schools: generalist, semi-specialist and specialist teachers. We study two cases (Luxembourgish and Italian) of generalist teacher training in multilingual regions. They are compared with semi-specialist teacher training models on examples of Denmark and Finland. Specialist teacher training model, as opposed to previous ones allows teachers to study the language more deeply and to be enrolled into a course (Ukraine) or study the methodology of teaching as a separate subject (Portugal). Based on the results of the research and the model presented, we made an attempt to classify Ukrainian experience of FL primary school teacher training. From the outcome of our investigation it is possible to conclude that Ukrainian higher education system is represented by a binary model. Taking into account a curriculum of teacher training (specialties “Primary Education” and “Language and Literature (English)”, we can conclude it is organized according to a concurrent model of generalist and specialist teacher training. Further research is needed on tendencies of teacher training to teaching foreign languages to young learners.

Item Type: Monograph (Колективна (три і більше авторів))
Uncontrolled Keywords: teacher training models; primary school; foreign language; comparative education
Subjects: Монографії > Видані за кордоном (окрім країн СНД)
Divisions: Факультет педагогічної освіти > Кафедра іноземних мов та методик навчання
Depositing User: Ю.В. Руднік
Date Deposited: 09 Jun 2020 07:35
Last Modified: 30 Nov 2020 09:37

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