Професійний розвиток вчителів у Німеччині: стан, виклики, перспективи
Journal Title: Порівняльно-педагогічні студії - Year 2016, Vol 1, Issue 3
Abstract
На підставі аналізу наукових досліджень німецьких учених представлено професійний розвиток учителів у Німеччині. Подано загальну характерис-тику проблеми професійного розвитку в контексті навчання впродовж життя. Досліджено роль Центрів педагогічної освіти у забезпеченні не-перервності підготовки між трьома фазами: теоретичною (навчання в університеті), практичною (референдаріат) та підвищенням кваліфікації або пере підготовкою вчителів. Окреслено перспективні напрями діяльності Центрів щодо розвитку професійної компетентності вчителів. On the basis of the research in German scientists’ works the author of the article introduces the concept «professional development of teachers» in Germany; gives the general description of the problem in the context of lifelong learning; determines the role of Teacher Training Centers in ensuring continuity between the three phases of training: theoretical (university studies), practical (referendariat) and in-service teacher training; outlines perspective tendencies in the activities of the Centres in terms of teachers’ professional development. It is designated that the basic principles of teacher training in Germany are educational standards, which describe the four areas of competencies (teaching, educating, evaluating and innovations). Theoretical phase covers the subject, subject-didactic, psychological, pedagogical and practical components of the curriculum and is considered by us as a basis for the formation of professional competencies. Student-trainees’ practical experience and compulsory workshops during the second phase are aimed at the reflection of the development of their own professional competence and effectiveness of different forms of training. The task of the third phase (training) is the continuous improvement of the teachers’ professional competence throughout their career provided by implementing innovations, modernizing the requirements and the need to find adequate approaches to their implementation. Teacher Training Centers as interfaculty departments at universities have a key role in the content and structural unity of the three phases of teacher training. The main directions of their activities are: development of the professional competence of teachers with different practical experience, improving their media-competence, providing academic support and mentoring, deepening the cooperation between universities and other institutions, in-service training of school and university teachers in the context of solving specific problems, implementing inclusive education, taking into account the issues of multicultural education.
Authors and Affiliations
Лариса ПАСІЧНИК
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