The Analysis of Content and Operational Components of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

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

Abstracts

EN

In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, 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 features of the content, models, forms and methods of continuing professional development of public school teachers. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA, which determines the CPD content, has been highlighted; teachers’ knowledge, skills, professional values and attitudes have been characterised; the key models, forms and methods of teachers’ CPD have been defined. The teachers’ CPD has been studied by foreign and Ukrainian scientists: models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens), continuing professional education (Ya. Belmaz, T. Desyatov), postgraduate education (A. Kuzminskyy, V. Russol), professional education (R. Hurevych, N. Nychkalo), teacher training (T. Koshmanova, Ye. Yevtukh), teachers’ professional development (N. Klokar, V. Oliynyk). 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

public school teachers; continuing professional development; the content of CPD; models; forms and methods of CPD; legislative and normative framework; Great Britain; Canada; the USA

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2016
• Volume: 6
• Issue: 2
• Pages: 26-32

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

Svitlana Kravets

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

author

Nataliya Khamulyak

• School of Intellectual Development “Yes, I Can”, Ukraine Address: 63a Chornovola St., Lviv, 79059, Ukraine

References

• 1. 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.
• 2. Ministry of Education of British Columbia. (2012). Standards for Education, Competence and Professional Conduct of Educators in British Columbia. Vancouver : Ministry of Education of British Columbia, 4 p.
• 3. Mukan, N., Kravets, S. (2015). Methodology of Comparative Analysis of Public School Teachers’ Professional Development in Great Britain, Canada, the USA. Comparative Professional Pedagogy, Volume 5, Issue 4, pp. 39-45.
• 4. Scottish Executive. (2005). Ambitious, Excellent Schools. Standard for Headship. Edinburgh : Scottish Executive, 16 p.
• 5. The Scottish Government. (2009). Standard for Chartered Teacher. Edinburgh : The Scottish Government, 14 p.
• 6. Villegas-Reimers, E. (2003). Teacher Professional Development: an International Review of the Literature. UNESCO : International Institute for Educational Planning, 197 p.
• 7. Мукан, Н. В., Магдач, З. Т. (2010). Зміст професійного розвитку вчителів загальноосвітніх шкіл Канади [The Сontent of Public School Teachers’ Continuing Professional Development in Canada]. Вісник Львівського університету імені Івана Франка. Серія педагогічна [Bulletin of Lviv National University Named after Ivan Franko. Teching Science], No 26, pp. 186-192 (in Ukrainian).
• 8. Мукан, Н. В. (2011). Професійний розвиток учителів загальноосвітніх шкіл Великої Британії, Канади, США [The Public School Teachers’ Professional Development in Great Britain, Canada, the USA]. Львів : Видавництво Львівської політехніки, 248 p. (in Ukrainian).

Identifiers

DOI

10.1515/rpp-2016-0014