The Characteristics of the Systems of Continuing Pedagogical Education in Great Britain, Canada and the USA

• Authors: Nataliya Mukan , Iryna Myskiv , Svitlana Kravets
• Languages of publication: EN

Abstracts

EN

In the article the systems of continuing pedagogical education in Great Britain, Canada and the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common and distinctive features of the systems of continuing pedagogical education in Great Britain, Canada, the USA. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA has been highlighted; the levels of the systems of continuing pedagogical education have been presented; the main functions of these systems have been determined; the key models, forms and methods of teachers’ CPD have been defined. Foreign and domestic scientists have studied the teachers’ CPD: teacher leadership (T. Bush, M. Clement, D. Jackson, D. Pavlou, R. Venderberghe), models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

Keywords

EN

theoretical framework; the system of continuing pedagogical education; levels of the system of continuing pedagogical education; functions of the system of continuing pedagogical education; Great Britain; Canada; the USA

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2016
• Volume: 6
• Issue: 2
• Pages: 20-25

Dates

published

2016-06-01

online

2016-06-28

Contributors

author

Nataliya Mukan

• Lviv Polytechnic National University, Ukraine Address: 12 Stepan Bandera St., Lviv, 79013, Ukraine

author

Iryna Myskiv

• Lviv Polytechnic National University, Ukraine Address: 12 Stepan Bandera St., Lviv, 79013, Ukraine

author

Svitlana Kravets

• Lviv Polytechnic National University, Ukraine Address: 12 Stepan Bandera St., Lviv, 79013, Ukraine

References

• 1. Bush, T., Jackson, D. (2002). A Preparation for School Leadership. Educational Management and Administration, No 30 (4), pp. 417-429.
• 2. Chance, L. (2000). Professional Development Schools: Combining School Improvement and Teacher Preparation. Washington, DC : National Education Association of the United States, 192 p.
• 3. Clement, M., Venderberghe, R. (2001). How Schools Leaders Can Promote Teachers’ Professional Development: an Account from the Field. School Leadership and Management, No 21 (1), pp. 43-57.
• 4. Council of Ministers of Education, Canada. (2008). Learn Canada 2020. Calgary : Council of Ministers of Education, Canada, 3 p.
• 5. Department for Children, Schools and Families. (2008). 21st Century Schools: a World-class Education for Every Child. Nottingham : DCSF Publications, 51 p.
• 6. General Teaching Council for Northern Ireland. (2007). Teaching: the Reflective Profession. Incorporating the Northern Ireland Teacher Competencies. Belfast : General Teaching Council for Northern Ireland, 52 p.
• 7. Hollingsworth, A. (2004). The School as a Professional Learning Community: Perspectives from Tasmanian and English schools on the Essentials for Creating a Community of Learning in a School. National College for School leadership, 25 p.
• 8. International Association for Continuing Education and Training. (2005). Criteria and Guidelines for Quality Continuing Education and Training Programs: the CEU and other Measurement Units. Dubuque, IO : Kendall/Hunt, 98 p.
• 9. Olivert, P. D. (2007). No Child Left Behind: Text, Interpretations and Changes. New York : Nova Publishers, 80 p.
• 10. Pavlou, D. (2004). Teacher Leaders and Reflective Practitioners: Building the Capacity of a School to Improve by Promising Research and Reflection. Summary Practitioner Enquiry Report. National College for School Leadership, 16 p.
• 11. Ross, D. (2000). Cooperating Teachers Facilitating Reflective Practice for Student Teachers in a Professional Development School. Education, Volume 122, No 4, pp. 682-687.
• 12. Scheerens, J. (2010). Teachers’ Professional Development. Europe in International Comparison. An Analysis of Teachers’ Professional Development Based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourg : Office for Official Publications of the European Union, 204 p.
• 13. The Stationary Office. (2003). Every Child Matters. Norwich : The Stationary Office, 108 p.
• 14. Villegas-Reimers, E. (2003). Teacher Professional Development: an International Review of the Literature. UNESCO : International Institute for Educational Planning, 197 p.

Identifiers

DOI

10.1515/rpp-2016-0013