Peculiarities in Construction of Future Teachers’ Professional Training Content in the System of Multilevel Pedagogical Education in Canada

• Authors: Victoria Pavlyuk , Halyna Ivanchyuk
• Languages of publication: EN

Abstracts

EN

The article deals with the peculiarities of future teachers’ training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers’ training content are the standardization of multilevel pedagogical education content, Canada’s focus on multilevel teachers’ education in professional development of future teachers, establishing optimal scientific balance between disciplines of different cycles, theoretical and practical units (modules), interdisciplinary guidelines for Canadian teachers. Teaching methods oriented at obtaining professional training by future teachers in Canada, including selected methods of preparation for practical activities and methods of creative thinking, have been emphasized. Based on research and analysis of reference-encyclopedic sources it has been found out that changes in Canadian society in the late 19th-21st centuries led to new demands and duties of teachers set out in the standards of their professional evaluation. It has been determined that the development of the Canadian system of teacher education in terms of multilevelness is targeted at training future teachers competitive in the labour market.

Keywords

EN

future teachers’ training; the system of multilevel teacher education; teaching method; curricula content; educational process planning; standard-oriented reform

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2016
• Volume: 6
• Issue: 1
• Pages: 36-40

Dates

published

2016-03-01

online

2016-03-17

Contributors

author

Victoria Pavlyuk

• Pavlo Tychyna Uman State Pedagogical University, Ukraine, Address: 2 Sadova St., Cherkasy Region, Uman, 20300, Ukraine

author

Halyna Ivanchyuk

• Pavlo Tychyna Uman State Pedagogical University, Ukraine, Address: 2 Sadova St., Cherkasy Region, Uman, 20300, Ukraine

References

• 1. Dennison, J. (2003) The Canadian Encyclopedia. Historica Foundation of Canada. Retrieved 12.12.2015 from : .
• 2. Document d’information de l’AUCC. (2008). Les repercussions du Processus de Bologne pour les universités canadiennes. Retrieved 23.11.2015 from : .
• 3. Hepburn, C. (2001). Can the Market Save Our Soul? Vancouver BC (Canada) : The Fraser Institute, 325 p.
• 4. Ontario Ministry of Education. (2002). Teacher Performance Appraisal Manual and Approved Forms and Guidelines. Toronto : Queen’s Printer for Ontario, 77 p.
• 5. Robson, W., Hepburn, R. (2002). Learning from Success: What Americans Can Learn from School Choice in Canada. Indianapolis, Vancouver : Milton & Rose Friedman Foundation and The Fraser Institute, 46 p.
• 6. Видишко, Н. В. (2007). Педагогічна зорієнтованість вищої освіти в Канаді [Pedagogic Orientation of Higher Education in Canada]. Наукові записки [Scientific Notes], No 21, pp. 307–310 (in Ukrainian).
• 7. Келли Дж., Данко, Р., Корзинский, Е. (2000). Образование в Канаде : современное состояние и тенденции развития [Education in Canada : Modern State and Trends in Development]. Педагогика [Pedagogy], No 1, pp. 93–100 (in Russian).
• 8. Карпинська, Л. О. (2005). Формування професійної майстерності майбутніх учителів у системі вищої педагогічної освіти Канади [Forming of Future Teachers’ Professionalism in Higher Education System of Canada]. Thesis for PhD in Pedagogical Sciences. Південноукраїнський державний педагогічний університет імені К. Д. Ушинського, 194 p. (in Ukrainian).
• 9. Мукан, Н. В. (2006). Система професійної підготовки майбутніх учителів загальноосвітніх шкіл в університетах Канади [System of Professional Training of Future Secondary School Teachers at Canadian Universities]. Л. : НУ “Львівська політехніка”, 140 p. (in Ukrainian).

Identifiers

DOI

10.1515/rpp-2016-0005