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1

Achievements In Training Of Future Technology Teachers: European Experience

100%

Sheludko I.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 2

92-96

EN

The article discusses the possibilities and prospects of using the experience of training future technology teachers in European countries. Its structure and content in accordance with national traditions and European standards led to the success of the educational components of the European Higher Pedagogical School. This fact encourages local scientists and teachers to identify ways of educational achievements use in European education system of technology teachers training. According to the above, we have defined the following tasks: summarize the progressive trends and approaches to quality training of European teachers of technology in national high school; formulate guidelines that will help improve training efficiency of Ukrainian technology teachers and, consequently, ensure the successful integration of the national educational system to the European Higher Education Area.

2

On the Need of Innovation in Teacher Training

84%

Petlák E., Pokrivčáková S.

The New Educational Review

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2005

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vol. 5

107-116

EN

Slovak education is still undergoing transformation changes. The changes are influenced by objective and subjective factors, provoking several questions, e.g. the ones concerning new objectives resulting from the need to improve the training of future teachers. Training of teachers for the first level of elementary schools of extraordinary importance has become. It is expected to reflect several current tasks connected with, for example, the migration of people in Europe as well as with the preparation for language competence.

3

Filozofia jako przedmiot scalający wiedzę szkolną

67%

Kamińska W.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2014

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issue 25

53-69

EN

The authoress of the article formulates and defends the thesis that contemporary modeling of teaching philosophy can be analyzed in a paradigm of integrating knowledge of pupils. In the first part of this article she describes the complexity of a problem of modeling the philosophical knowledge of a pupil. It is caused by a solid tradition which divides science and philosophy. In Kamińska’s opinion this tradition forms opinions among academics and practitioners, which determine the place of philosophy in relation to other school subjects. Authoress argues, that the ‘integrative knowledge’ model is able to execute the expectations of the employers according to social and intellectual abilities of their potential employees. To achieve this, she mentions the research on the expectations of the employers towards the professional competences of the graduates. Skills and abilities relating to the cul- tural and social roles need philosophical competences like analytical and effective thinking, model operating, logical and moral skills of graduates. The main theoretical basis of the presented modelare Bertalanffy’s metho- dology, Paul Hirst’s and Joseph Schwab’s pedagogical conceptions which relate to contents of didactic structure used in school practice and substantial structures of relevant scientific knowledge. Furthermore, it is also based on Henryk Struve’s conceptions of stages of development of philosophical skills. The second part of this article is dedicated to practical aspects. Authoress shows in examples the possibility of implementation of this model to school practice.

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1 Analiza i Egzystencja. Czasopismo Filozoficzne

1 Comparative Professional Pedagogy

1 The New Educational Review

1 Kamińska W.

1 Petlák E.

1 Pokrivčáková S.

1 Sheludko I.

1 2015

1 2014

1 2005

Achievements In Training Of Future Technology Teachers: European Experience

On the Need of Innovation in Teacher Training

Filozofia jako przedmiot scalający wiedzę szkolną