Professional Training of Future Teachers in Foreign Countries in Terms of Intercultural Interaction of Educational Space Objects

• Authors: Tymofiy Desyatov
• Languages of publication: EN

Abstracts

EN

The problem of professional training of teachers in foreign countries in terms of intercultural interaction of educational space objects has been studied in the paper. It has been stated that the current stage of human civilization development which is defined as the transition to a knowledge society, is characterized by qualitatively new requirements to the development of education. It has been noted that despite some cultural-and-historical differences in the development of Ukraine and countries of the European Union, functional similarity of national systems of teachers’professional training enables the usage of European experience in future teachers’ training. The role of teachers in the modernization of European education has been emphasized. It has been stated that in the professional training theory and practice significant experience has been accumulated which can form the basis for modernization of future teachers’ training for intercultural interaction of the educational process objects. Major trends in this area have been revealed. Scientific approaches and paradigms have been defined. Much attention is focused on the fact that a set of methodological approaches to the problem of teachers’ professional training has allowed to distinguish personality-centered and activity approaches as main ones for solving research problems. It has been noted that the reason for scientists’ special attention to the category of educational activities is the development of problems related to organizing cross-cultural educational process that helps students to get knowledge about other cultures, to determine the common and special features in traditions, lifestyle and cultural values of peoples, to bring up youth in the spirit of respect for systems of other cultures. Much attention has been paid to the concept of educational support which is a humanistic way of interaction of a teacher with students on the basis of expansion and deepening student-centered and developmental paradigm of education which is based on internal freedom and creativity of the individual, real humanism and democracy.

Keywords

EN

professional mobility; intercultural interaction; multi-culture; creativity; innovativity; communication skills; multicultural educational area; activity approach; personality-centered approach; self-realization; self-correction

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 1
• Pages: 19-24

Dates

published

2015-03-01

online

2015-03-13

Contributors

author

Tymofiy Desyatov

• Bohdan Khmelnytsky Cherkasy National University, Ukraine

References

• 1.Common European principles for Teacher Com/tetences and Qualifications. (2004). Brussels: EuropeanCommission (in English).
• 2.Implementation of "Education & Training 2010" Work Programme. Working Group "Improving Education of Teachers and Trainers". Progress rejtort. (2003). Brussels : European Commission (in English).
• 3.Implementation of "Education and Training 2010" Work Programme. Working Group A "Improving Education of Teachers and Trainers". Progress Rejtort. (2004). Brussels : European Commission. Directorate General for Education and Culture, September (in English).
• 4.Газман, О. C. (1989). Базовая культура и самоопределение личгюсти [Basic Culture and Personality Self-Identification]. Базовая культу/ш личности: тео/>етически u методические п/юблеми [The Basic Culture of Personality: Theoretical and Methodological Problems]. Москва : Изд-во ЛПН CCCP, p. 4 15 (in Russian).
• 5.Крило ва, Н. Б. (2000). Культурология об/юзования [Culturology of Education]. М.: Народнеє образование, р. 272 (in Russian).
• 6.Семиченко, В. Л. (2003). Пріоритет професійної підготовки: діядьнісний чи особистісний підхід [Priority of Professional Training: Activity or Personality-Centered Approach], Неперервна професійна освіта, філософія, педагогічні па]>адигми, прогноз [Continuing Professional Education, Philosophy, Pedagogical Paradigms, Forecast], Київ : Наукова думка, p. 176 203 (in Ukrainian).

Identifiers

DOI

10.1515/rpp-2015-0016