Training Of Teacher-Researcher As Prior Consideration Of Professional Training Of Pedagogues In Great Britain Abstract

• Authors: Iryna Kozubovska , Iryna Popovych
• Languages of publication: EN

Abstracts

EN

The article is devoted to the problem of professional training of pedagogues in foreign countries. Special attention has been paid to the experience of Great Britain. It has been underlined that the teacher has to acquire thorough knowledge in profession as well as to master the methods of teaching. Nevertheless, this is not enough to reach success in a professional field. The educational system today needs a teacher-researcher. It has been proved that the process which provides scientific and educational unity by means of involving students into scientific work is stirring up in European pedagogical institutions. The problem of orientating the teachers to be on research work is considered to be the most important condition of their personal professional self-determination and professional culture. A new teacher-researcher training pattern in British higher educational system has been made. This pattern includes some interdependent components and is successful under certain pedagogic conditions: the possession of research position by a teacher-to-be; ensuring creative interaction and cooperation among students and teachers; introduction of special educative modules with research orientation; the use of project technologies; the arrangement of creative educational atmosphere; establishing friendly relationships among university teachers (lecturers), students and school teachers. The accent is made on the urgent necessity of implementation of British experience in Ukraine.

Keywords

EN

Great Britain; professional training of pedagogues; teacher-researcher; scientific skills; scientific activity; professional self-determination and professional culture; teacher-researcher training pattern; pedagogic conditions

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 2
• Pages: 47-51

Dates

published

2015-06-01

online

2015-06-23

Contributors

author

Iryna Kozubovska

• Uzhgorod National University, 3 Narodna Sq, Uzhgorod, 88000, Ukraine

author

Iryna Popovych

• Uzhgorod National University, 3 Narodna Sq, Uzhgorod, 88000, Ukraine

References

• 1.Boud, D. J. (1999). Developing Student Autonomy in Learning. London : Kogan Page, p. 274.
• 2.Block, D., Cameron, D. (2002). Globalization and Language Teaching. London : Routledge, p. 196.
• 3.Furlong, J. (2002). Ideology and Reform in Teacher Education in England. Education Researches, Volume 31 (6), p. 23–25.
• 4.Kerlinger, F. N. (2002). Foundations of Behavioral Research. Educational and Psychological Enquiry. Halt, Rinehart and Winston, p. 140.
• 5.Laurillard, D. (1998). Rethinking University Teaching. A Framework for the Effective Use of Technology. London : Routledge, p. 240.
• 6.Smith, M. (1995). Professional Education in Britain. London : Allen and Unwin, p. 114.

Identifiers

DOI

10.1515/rpp-2015-0039