Session Information
ERG SES H 09, Policies of Education
Paper Session
Contribution
The objective of this paper is to report an analysis of the current state of teacher education system in Ukraine and its transformation processes in the context of integration into the European higher education and scientific research. It is important to compare the results of reforming Ukrainian educational sector with the achievements of other European countries. The main problem is taking into account national peculiarities of teacher education development in different countries and Ukraine in particular within the European dimension. Therefore, an integral part is to study the peculiarities of the national higher education development considering socio-political, economic, historical and mental factors.
Theoretical basis of our study constitute provisions of the modern theory of teacher education of European as well as Ukrainian researchers and also international documents of UNESCO, European Council, CEDEFOP, OECD and others.
Through the analysis of the dynamics of the European educational policy formation, theory and practice of teacher education, the research has focused on:
- the strategy for legislative and regulatory support of teacher education reforms. Ukraine's joining the Bologna process resulted in the need for rapid implementation of a number of systemic and structural changes in teacher education in accordance with the recommendation documents of ministerial conferences of the participant counties. Analysis of educational policy in Ukraine allows to distinguish three periods characterized by certain trends in the development of the educational legislation of teacher education and to compare them with European trends;
- the structure of teacher education and tools of European comparison. One of the essential elements of the establishment of a national system of higher education in Ukraine in general and teacher education in particular, was the introduction of multilevel education system (Junior Specialist, Bachelor, Specialist, Master). This was due to the need to bring them in line with modern European education systems and the lack of internal flexibility in the traditional training;
- implementation of the European Credit Transfer System (ECTS ). Experimental implementation of ECTS in Ukraine started in 2003-2005 when teaching process was organized in the form of credit-module system. Nevertheless, this system was not a direct projection of ECTS as it was based on a combination of European guidelines and national module-rating system. This combination allowed to use familiar tools which made it possible to solve certain problems of formal comparability of two education systems;
- definition of professional competence for European teachers. "European dimension" which became an integral part of the contents of continuous pedagogical education at all stages, serves as the establishment of a balance between national and transnational values in the educational policy of the European countries. The components of "Europeanness" as a part of professional competence of teachers are: European identity, European knowledge, European multiculturalism, European linguistic competence, European professionalism, European citizenship, European dimension of quality, European mobility of teachers;
- implementing in Ukraine the Standards and Guidelines for provision of qualitative higher teacher education in its European aspect. The evidence of importance of this issue is developing Standards and guidelines for quality provision in the European higher educational space, operating since 2006 and developed by EU experts EU quality indicators of continuous professional development of teachers which comprise single framework of quantitative and qualitative indicators. There is no comprehensive provision system of qualitative higher teacher education in Ukraine. Its temporary substitutes are licensing and accreditation systems, external inspection of educational institutions and internal rector control.
Method
Expected Outcomes
References
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