European Experience in Teacher Education and Pedagogical Mastery Development

• Authors: Oksana Romaniuk
• Languages of publication: EN

Abstracts

EN

In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers’ professional competency, studies typical problems in teacher education in Europe and possible ways for its improving. Based on the study of European experience in teacher training the author has concluded that lecturers are extremely interested in identifying the patterns of teacher training and pedagogical mastery as a theoretical, methodological and practical problem and has justified the importance of the structural organization and modernization of teacher professional training in higher education, the development of new forms in relations between the teacher training system and higher education institutions, which are based on systematic, scientific, interdisciplinary approaches and the idea of continuity. The importance of special cooperation projects in teacher education launched in the European Union in terms of pedagogical mastery has been emphasized in the article. The author also focuses attention on new ways of solving the existing problems in developing the professional competency of students obtaining teacher education as well as the development of pedagogical mastery. There have been described main directions in the functioning of European countries’ teacher training systems that can be useful in identifying development trends in teacher education in Ukraine, namely, teacher education based on worldwide recognized researches, the shift in orientation of the teacher education philosophy: from quantity to quality, clearly defined educational standards as well as criteria for their assessment, the review of procedures for accrediting teacher training institutions, the use of multimedia technologies.

Keywords

EN

teacher education; pedagogical mastery; education institutions; curriculum; the Bologna process; cooperation programmes in education; practical training; mentor.

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 4
• Pages: 87-92

Dates

published

2015-12-01

online

2015-12-30

Contributors

author

Oksana Romaniuk

• Kyiv National Economic University named after Vadym Hetman, Ukraine Address: 54/1 Peremohy Ave, Kyiv, 03680, Ukraine

References

• 1. ETUCE. (1994). Teacher Education in Europe. Retrieved 4.08 2014 from : http://see-educoop.net/portal/id_misc.htm.
• 2. Miller, S., Taylor, Ph. (1993). The Teacher Education Curricula in the Member States of the European Community. ATEE Cahiers.
• 3. Musset, P. (2010). Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OESD Countries and a Literature Review on Potential Effects. Retrieved 4.08.2014 from : http://dx.doi.org/10,1787/5kmbphh7s47h-en.
• 4. Požarnik, B. (2011). Teacher Education in Europe between Unity and Diversity. In: Zulian, M. V. & Vogrinc, J. (Eds.). European Dimensions of Teacher Education: Similarities and Differences. Ljubljana : Faculty of Education, pp. 22-31.
• 5. Zgaga, P. (2011). Why We Need to Learn One from Another and Work Together? In: Zulian, M. V. & Vogrinc, J. (Eds.). European Dimensions of Teacher Education: Similarities and Differences. Ljubljana : Faculty of Education, pp. 11-21.

Identifiers

DOI

10.1515/rpp-2015-0071