Підготовка майбутніх учителів: досвід педагогічної освіти США
DOI:
https://doi.org/10.31499/2306-5532.2-3.2013.43240Keywords:
підготовка майбутнього вчителя, практичний компонент програми професійної підготовки, школа професійного розвитку, партнерство між школою та університетом, Національна асоціація шкіл професійного розвитку.Abstract
Стаття присвячена розгляду практичного компоненту професійної підготовки майбутніх учителів у коледжах освіти США. Дається порівняльний аналіз традиційної 4-річної та нової 5-річної програми підготовки вчителів, яка включає проходження річної інтернатури у школі. Розглянуто напрями реформування педагогічної освіти США і роль, яку відіграють у процесі реформ інноваційні заклади освіти – школи професійного розвитку.
Статья посвящена рассмотрению практического компонента профессиональной подготовки будущих учителей в педагогических колледжах США. Даётся сравнительный анализ традиционной 4-летней и новой 5-летней программы подготовки учителей, которая включает прохождение интернатуры в школе в течение года. Рассмотрены пути реформирования педагогического образования США и роль, которую играют в процессе реформ инновационные учебные заведения – школы профессионального развития.
The article is dedicated to the investigation of the practical component of pre-service teacher education in the USA. It gives the comparative analysis of the traditional 4-year program and the new 5-year program which includes a year of internship in school. The author analyzed the latest reforms in the US teacher education and the part which is played in this process by the innovative educational institutions – professional development schools.
The American educational system traditionally is practically orientated. In the 80-s of the XX century the new wave of reforms started in the US teacher education. The main aim of the contemporary reformation of teacher education is to improve its quality through implementation of five-year programs of teacher training that include a year of internship of students-future teachers in the professional development schools.
Professional development schools are innovative educational institutions that are founded as a result of a partnership of colleges of education of universities and public schools of different levels (from primary to high school). The activities of the professional development schools are aimed at four major tasks: 1) boosting of the pupils’ performance; 2) development, approbation and implementation of innovative teaching methods; 3) professional development of in-service teaching personnel; 4) improvement of quality of preparation of future teachers through extensive clinical experience in the best schools.
The investigation proved the advantages of the new programs for future teachers: they use more various methods and practices, begin their career being more confident in their knowledge and professional skills, more familiar with their professional duties in and out of school, they are more reflective and less likely to quit the teaching career during the first years of in-service activity.
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