Особливості професійної підготовки вчителів у двоступеневій педагогічній освіті Франції (1989–2013 р.)
Journal Title: Порівняльно-педагогічні студії - Year 2016, Vol 1, Issue 3
Abstract
У статті розглянуто особливості професійної підготовки вчителів у Франції в період з 1989 по 2013 роки. На основі теоретичного аналізу робіт французьких дослідників та освітніх документів з'ясовано передумови та результати численних модернізаційних змін структури та змісту професій-ної підготовки. Особлива увага приділяється аналізу періоду 2007–2013 років, який знаменувався приєднанням університетських інститутів підготовки вчителів до університетів, переходом педагогічної освіти на єдині європейські стандарти (ліценціат – магістр – доктор) та магістерські освітньо-професійні програми підготовки. Подано коротку характеристику типів педагогічних закладів, ролі та місця національного конкурсу та педагогічних практик у підготовці педагогічних кадрів у Франції. The research deals with the peculiarities of professional teacher training in France in the period from 1989 to 2013. Based on the theoretical analysis of the works of French researchers and educational documents it was found out that a worldwide trend of professionalizing has become the main precondition for the development and implementation of the national model of professional teacher training. Constantly growing demands to the quality of training the young generation in the framework of the globalization of educational processes and accession of France to the Bologna system have become significant factors of permanent modernization process, aimed at improving mechanisms of professional training in this period. As a result, the teacher training component in the educational system of France began to use new educational and qualification levels: «3-5-8», or «B-M-D», which stands for bachelor – master – doctor. The author notes that to optimize the mechanisms of teacher training for all the levels of school education, in 1989 a single educational institution – University institutes of teacher training (UITT) – was established, which carried out a two-year professional teacher training programme on the basis of a three-year special science education. The article examines the generalized characteristics of the curriculum content, types, role and place of national competition and teaching practices. The study focuses especially on the analysis of the period 2007-2013, which was marked by UITT joining the universities and giving them autonomy in professional teacher training; by introducing common European standards, master training programs into pedagogical education. In addition, the article examines the disadvantages of such modernization changes: depersonalizing professional national competition by universities and reducing the hours of practical training in favor of scientific-pedagogical and scientific-theoretical training, which was the precondition of the next structural reorganization of the second link of two-stage pedagogical education and the establishment of Higher schools of teacher and educator training.
Authors and Affiliations
Людмила КОПЕНКІНА
Keywords
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