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Training future teachers from the standpoint of implementation of modular-activity programs: international experience

100%
Desiatov T.
Comparative Professional Pedagogy
|
2014
|
vol. 4
|
issue 1
5-11
EN
The new approach to the higher education modernization based on the realization of competency-building modular programs has been considered. This approach closely supports competency-building approach to professional training of modern specialists within the context of current theoretical and methodological principles. The European dimension of competency-building approach and its basic concepts as well as its implementations in educational process have been characterized. It has been stressed that competency-building approach shifts the focus from teaching to acquiring competencies within the educational process. It has been defined that labor market growing demands, rapid technological change, globalization, increased academic and labor mobility require the use of the competency-building approach to future teachers’ aptitude to improve their professional level, which is a pre-requisite and priority in higher pedagogical education modernization. The connection of the competency-building approach with individually-oriented and active approach to learning has been considered, as it concerns student’s individuality and can be implemented and tested only when an individual student carries out a certain set of actions. The approach requires the transformation of the educational content, its conversion from the objective model that exists for “all” the students, to subjective outcomes of each student, which can be measured.
2

Professional Training Programs of Masters in Adult Education at Universities of Germany

100%
Hizhynska T.
Comparative Professional Pedagogy
|
2015
|
vol. 5
|
issue 1
98-104
EN
The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and organizational and semantic issues of Masters’ in Adult Education professional training in universities of Germany, defined according to andragogue profession’s modern roles and functions have been considered. The purpose of Masters’ in Adult Education professional training and the content of professional competencies have been revealed, the limits of andragogues’ academic education at the graduate level have been outlined. Based on the theoretical analysis of university reference books common features of Master’s programs of academic education in Adult Education / Continuous Education in universities of Germany have been found; the basic principles of the Master’s programs realisation in German universities have been indicated. Special attention is paid to research and justification of organisation and structural elements of Master’s programs in Adult Education / Continuous Education in Otto Friedrich University in Bamberg; the purpose and subject specialty have been revealed; the relation between theory and practical training has been established, the organization and the purpose of practical training abovementioned university have been described, professional prospects of graduates have been outlined.
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