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СУЧАСНА КАНАДСЬКА ВИЩА ПЕДАГОГІЧНА ОСВІТА ТА ТЕНДЕНЦІЇ ЇЇ РОЗВИТКУ В УМОВАХ ІНФОРМАТИЗАЦІЇ СУСПІЛЬСТВА

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Демченко І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 7(41)
10-19
EN
The paper presents the critical analysis of Canadian and domestic studies on the teachers’ training in Canada; the main stages of informatization of Canadian society are reflected. The current status, issues and tendencies of higher pedagogical education development in Canada in conditions of the society informatization are considered. Some features of online learning environments and the use of ICT in education of the faculties in some universities in Canada are revealed. It is pointed out that in modern conditions of open access to information the latest ICTs are fundamental to the processes of learning and teaching throughout the world (particularly in Canada). Access of students and teachers to knowledge and information predetermines the fact that new technologies are challenging traditional processes, methods and approaches to teaching and learning, so current and future teachers should be prepared to use new ICTs. Canadian researches concerning teacher education on the role of Canada in the implementation of information technologies throughout the world are analyzed. The historical facts of science and technology in Canada that have affected the implementation of ICT in education, including teaching, are studied. Some didactic possibilities of ICT for teachers’ life-long learning, new knowledge and skills development, expanding the boundaries of teaches’ professional activities, reducing the time to organizational matters, efficiency and mobility training are revealed. Among the tendencies of pedagogical education development Canadian researchers mention the increase of time for practical training of students, teaching in the online environment, which leads to the transformation of the role of the teacher from the translator of knowledge to an active participant in the learning process, effective use of ICT tools (laptops, portable devices, clickers, a variety of computer programs), increasing the working time of teachers on the background of reducing the number of classes, etc. The purposes of the future researches are pointed out: reviewing the issues considered the nature, direction and the main types of modern ICT in Canadian scientific and educational literature; implementation the experience of Canadian pedagogical education in Ukraine, because improving the training of teachers in our country using ICT is extremely important.
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