FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY)
The urgency of studying the European tools for ensuring the quality of pedagogical education is determined by the international recognition of the importance of vocational training and teacher's development, which led to a significant improvement and increase in the educational process quality...
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| Format: | Article |
| Language: | English |
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Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the NAES of Ukraine
2020-12-01
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| Series: | Вісник Кафедри ЮНЕСКО «Неперервна професійна освіта ХХІ століття» |
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| Online Access: | https://www.unesco-journal.com.ua/index.php/journal/article/view/25 |
| _version_ | 1828774394808238080 |
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| author | Надія Постригач |
| author_facet | Надія Постригач |
| author_sort | Надія Постригач |
| collection | DOAJ |
| description | The urgency of studying the European tools for ensuring the quality of pedagogical education is determined by the international recognition of the importance of vocational training and teacher's development, which led to a significant improvement and increase in the educational process quality in the pedagogical education institutions. The key role of teachers in the modernization of European education, which is determined by the framework of all legislative documents that define the essence of the modern educational policy of the EU is emphasized. This causes challenges for the national system of pedagogical education in the context of the implementation of the concept "New Ukrainian School" of the XXI century. In the article the European common directions of ensuring the quality of pedagogical education in the late XX - early XXI centuries and its influence on the modernization of the national system of pedagogical education are analyzed. It is proved, that the main directions of ensuring the quality of pedagogical education in the European countries and Ukraine are: teacher training for educational reform, consolidating the organizational structures in the field of professional development and rationalization of national systems of pedagogical education; improving the quality of teacher training and development; focusing on pan-European joint activities in the area of in-service training for educators. The author established that the key provisions of international and pan-European documents set out a joint program of action to improve the quality of pedagogical education. In this program teachers are considered as the main agents of change in implementing the pan-European strategy for the development of education and training, developing the European space of pedagogical education and forming on this basis a global model of a modern teacher. |
| first_indexed | 2024-12-11T15:21:17Z |
| format | Article |
| id | doaj.art-dec163024ebd4780ac0f28658cf6c46e |
| institution | Directory Open Access Journal |
| issn | 2708-2156 2708-2164 |
| language | English |
| last_indexed | 2024-12-11T15:21:17Z |
| publishDate | 2020-12-01 |
| publisher | Ivan Ziaziun Institute of Pedagogical Education and Adult Education of the NAES of Ukraine |
| record_format | Article |
| series | Вісник Кафедри ЮНЕСКО «Неперервна професійна освіта ХХІ століття» |
| spelling | doaj.art-dec163024ebd4780ac0f28658cf6c46e2022-12-22T01:00:23ZengIvan Ziaziun Institute of Pedagogical Education and Adult Education of the NAES of UkraineВісник Кафедри ЮНЕСКО «Неперервна професійна освіта ХХІ століття»2708-21562708-21642020-12-012798410.35387/ucj.2(2).2020.79-8425FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY)Надія Постригач0Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of UkraineThe urgency of studying the European tools for ensuring the quality of pedagogical education is determined by the international recognition of the importance of vocational training and teacher's development, which led to a significant improvement and increase in the educational process quality in the pedagogical education institutions. The key role of teachers in the modernization of European education, which is determined by the framework of all legislative documents that define the essence of the modern educational policy of the EU is emphasized. This causes challenges for the national system of pedagogical education in the context of the implementation of the concept "New Ukrainian School" of the XXI century. In the article the European common directions of ensuring the quality of pedagogical education in the late XX - early XXI centuries and its influence on the modernization of the national system of pedagogical education are analyzed. It is proved, that the main directions of ensuring the quality of pedagogical education in the European countries and Ukraine are: teacher training for educational reform, consolidating the organizational structures in the field of professional development and rationalization of national systems of pedagogical education; improving the quality of teacher training and development; focusing on pan-European joint activities in the area of in-service training for educators. The author established that the key provisions of international and pan-European documents set out a joint program of action to improve the quality of pedagogical education. In this program teachers are considered as the main agents of change in implementing the pan-European strategy for the development of education and training, developing the European space of pedagogical education and forming on this basis a global model of a modern teacher.https://www.unesco-journal.com.ua/index.php/journal/article/view/25global model of teacher, diversification, competence, qualification, education, pedagogi-cal education, quality of education, historical and pedagogical experience. |
| spellingShingle | Надія Постригач FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY) Вісник Кафедри ЮНЕСКО «Неперервна професійна освіта ХХІ століття» global model of teacher, diversification, competence, qualification, education, pedagogi-cal education, quality of education, historical and pedagogical experience. |
| title | FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY) |
| title_full | FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY) |
| title_fullStr | FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY) |
| title_full_unstemmed | FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY) |
| title_short | FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY) |
| title_sort | features of teacher training in italy the end of the xx the beginning of the xxi century |
| topic | global model of teacher, diversification, competence, qualification, education, pedagogi-cal education, quality of education, historical and pedagogical experience. |
| url | https://www.unesco-journal.com.ua/index.php/journal/article/view/25 |
| work_keys_str_mv | AT nadíâpostrigač featuresofteachertraininginitalytheendofthexxthebeginningofthexxicentury |