Теорія i практика вищої професійної освіти в Україні

Abstract

(uk) У статті вивчається питання вищої професійної освіти в Україні в період асоціації з Європейським та світовим співтовариством, зокрема аналізується проблема професіоналізму та професії вчителя з точки зору світових педагогів. Динамічні процеси соціально-економічного життя, зміни у системі обов'язкової середньої освіти визначають суперечливі тенденції у сфері професійної підготовки вчителів в Україні. Виконання завдань професійної підготовки вчителів залежить від стану педагогічної освіти, що вимагає об'єктивного аналізу накопиченого міжнародного та вітчизняного досвіду.

(ru) В статье изучается вопрос высшего профессионального образования в Украине в период ассоциации с Европейским и мировым сообществом, в частности анализируется проблема профессионализма и профессии учителя с точки зрения мировых педагогов. Динамические процессы социально-экономической жизни, изменения в системе обязательного среднего образования определяют противоречивые тенденции в сфере профессиональной подготовки учителей в Украине. Выполнение задач профессиональной подготовки учителей зависит от состояния педагогического образования, что требует объективного анализа накопленного международного и отечественного опыта.

(en) The article examines the problem of the process of association of Ukraine with European Union and integration into European and world educational spheres the features of which are related to the nature of global processes, and also with the specific terms of development of social, economic, political, cultural and educational life of our country. Dynamic processes of social and economic life, changes in the system of compulsory secondary education revealed contradictory tendencies in the sphere of professional preparation of teachers in Ukraine: deep professionalization of secondary school teachers’ practice becomes more important; integration of knowledge from different spheres is noticed; importance of integrated skills and abilities for realization of professional pedagogical practice increases. Realization of tasks of professional preparation of teachers depends on the condition of pedagogical education that demands objective analysis of the accumulated international and national experience of pre-service and post-graduate preparation of teachers as the major source of modern professional pedagogic preparation strategy determination. Analysis of the works of famous scholars confirms the need for concentration of teachers around universities as this enables the increase of academic level of teacher education and intensification of interaction between education and research. Reform should be directed to a system of education in which basic education is corresponding formal qualifications that are relatively universal and can easily be completed by further education. So we may conclude that in order to increase educational potential of the country much attention should be paid to improving the system of professional preparation of teachers as only due to highly educated teachers the country would be able to take a decent place in the world and be competitive. The level of school cannot be better than the professional level of teachers who work there so improvement of education system of each country depends directly upon the quality of professional preparation of teachers. Education should be coordinated with each stage of the country's development. Educational infrastructures in the school system are worthless if there are no trained, competent teachers to manage them. This has been shown to be a significant difference between academically competent teachers and professionally qualified teachers. Professionalization is the best way to improve working conditions of teachers and their professional activity. Measures taken to improve the skills of teachers in many states of the USA are primarily driven by modification strategies, which are influenced by strengthening of the role of the state in the education system.