The Dual Model of Practical Professional and Pedagogical Training of Future Teachers for Vocational Schools in Germany

• Authors: Andrii Turchyn , Olexandra Kashuba , Тetiana Kravchuk , Halyna Navolska , Halyna Derkach

Abstracts

EN

Aim. The aim of the research is to identify and analyse the particularities of a dual model of practical professional and educational training of future vocational school teachers in Germany; to outline the prospects for the use of advanced ideas and positive experience of such a model in the training teachers in higher pedagogical educational institutions. Methods. The following methods have been used: interpretative - analytical method, some elements of general philosophical dialectical method (analysis, synthesis, analogy, comparing, systematisation, generalisation); empirical level methods (interview, observation); the method of theoretical generalisation. Results. The prospects of using the positive experience of a dual model of practical professional and pedagogical training of teachers of vocational school in Germany in a similar practice of teacher training have been determined: initiation of previous practical activity in the production of the chosen speciality as a necessary prerequisite for admission to a higher education institution; introduction of pedagogical internship; cooperation of higher education institutions with enterprises, institutions and organisations. Conclusion. A dual model of organising practical vocational training for future vocational school teachers, guarantees a high level of practical training for higher education applicants, makes balance among the educational needs of young people, labour market requirements and educational opportunities. Originality. The structure and content of the practical training of future professional school teachers in Germany have been characterised; the features of a dual model approach to its organisation have been investigated.

Keywords

EN

vocational school teacher; practical vocational training; occupational practice; school practice; pedagogical internship; duality; Germany

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2022
• Volume: 13
• Issue: 2
• Pages: 713-728

Dates

published

2022

Contributors

author

Andrii Turchyn

• Foreign Languages Department, Faculty of Foreign LanguageForeign Languages Department, Faculty of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, vul. 2 Kryvonosa, 46027, Ternopil, Ukraines, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine

• https://orcid.org/0000000216908967

author

Olexandra Kashuba

• Foreign Languages Department, Faculty of Foreign LanguageForeign Languages Department, Faculty of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, vul. 2 Kryvonosa, 46027, Ternopil, Ukraines, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine

• https://orcid.org/0000000254782875

author

Тetiana Kravchuk

• Foreign Languages Department, Faculty of Foreign LanguageForeign Languages Department, Faculty of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, vul. 2 Kryvonosa, 46027, Ternopil, Ukraines, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine

• https://orcid.org/0000000313964573

author

Halyna Navolska

• Foreign Languages Department, Faculty of Foreign LanguageForeign Languages Department, Faculty of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, vul. 2 Kryvonosa, 46027, Ternopil, Ukraines, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine

• https://orcid.org/0000000341960123

author

Halyna Derkach

• Foreign Languages Department, Faculty of Foreign LanguageForeign Languages Department, Faculty of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, vul. 2 Kryvonosa, 46027, Ternopil, Ukraines, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine

• https://orcid.org/0000000309232134

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Identifiers

DOI

10.15503/jecs2022.2.713.728

Biblioteka Nauki

18105171