Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community

  • Zinovii Onyshkiv Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine.
  • Yaroslava Kodliuk Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine.
  • Tetiana Lesina Izmail State University of Humanities, Izmail, Ukraine.
  • Olena Malyna Zaporizhzhia National University, Zaporizhzhia, Ukraine.
  • Nadya Kichuk Izmail State University of Humanities, Izmail, Ukraine.

Resumo

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

Biografia do Autor

Zinovii Onyshkiv, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine.

Department of Pedagogics and Methods of Primary and Preschool Education, Ternopil Volodymyr Hnatiuk National Pedagogical University, 46027 Ternopil, Ukraine.

http://orcid.org/0000-0002-4851-070X

Yaroslava Kodliuk, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine.

Department of Pedagogics and Methods of Primary and Preschool Education, Ternopil Volodymyr Hnatiuk National Pedagogical University, 46027 Ternopil, Ukraine.

https://orcid.org/0000-0003-0851-3436 

Tetiana Lesina, Izmail State University of Humanities, Izmail, Ukraine.

Department of General Pedagogy, Preschool, Primary and Special Education, Izmail State University of Humanities, 68601 Izmail, Ukraine. http://orcid.org/0000-0002-7923-2247

Olena Malyna, Zaporizhzhia National University, Zaporizhzhia, Ukraine.

Department of Psychology, Zaporizhzhia National University, 69600 Zaporizhzhia, Ukraine.

https://orcid.org/0000-0003-0615-250X

Nadya Kichuk, Izmail State University of Humanities, Izmail, Ukraine.

Department of General Pedagogy, Preschool, Primary and Special Education, Izmail State University of Humanities, 68601 Izmail, Ukraine.

https://orcid.org/0000-0002-0049-2645

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Publicado
2021-05-28
Como Citar
Onyshkiv, Z., Kodliuk, Y., Lesina, T., Malyna, O., & Kichuk, N. (2021). Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community. Revista Tempos E Espaços Em Educação, 14(33), e15776. https://doi.org/10.20952/revtee.v14i33.15776
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Publicação Contínua

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