Напрями інноваційного розвитку педагогічної освіти в США у контексті проблеми полікультурності
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2014
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У статті здійснено аналіз головних напрямів інноваційного розвитку педагогічної освіти у вищих навчальних закладах США, пов’язаних з необхідністю врахування вимог і потреб полікультурного шкільного середовища. Виявлено, що зусилля освітян спрямовано на залучення до професії більшої кількості представників етнічних і расових меншин; розробку ефективних навчальних курсів і програм з урахуванням принципів культуровідповідної педагогіки; підвищення вимог до педагогічної практики та розширення її за межі школи в середовище громади; запровадження однорічної інтернатури в школах професійного розвитку; стандартизацію університетських програм підготовки вчителів у межах штату і країни.
The article represents the analysis of the most significant ways of innovative development of prospective teachers’ education in the higher educational establishments of the USA. The author states that this process is influenced by the demands and needs of the multicultural school environment. The effectiveness of the prospective teachers’ training depends upon two main factors: preparation programs and teaching practice. The introduction of a multicultural education course in the curriculum is very important but this measure is not sufficient. It is necessary to introduce a multicultural curriculum. The prospective teachers should get ready to follow the principles of culturally relevant pedagogy in their teaching. They are supposed to know the peculiarities of learning styles and non-verbal communication styles of students from national minorities. Immersion in their future pupils’ communities during teaching practice is of vital importance. It will give prospective teachers an opportunity to learn important information about their students’ community culture and customs and to acquire the multicultural competence. The research results provide evidence to the fact that the most significant recent innovations in the field of prospective teachers’ education in the context of multiculturalism are as follows: the involvement of the greater number of representatives of ethnic and racial minorities into the profession of a teacher and especially faculty members; the development of effective educational courses and programs according to the principles of culturally relevant pedagogy; the increase of demands to the teaching practice: extension of its term, intensive school teachers’ preparation, development of special information packets, extension of the teaching practice outside the school into the multicultural community environment. Standardization of the prospective teachers’ preparation programs within the state and the whole country is also of great importance. The introduction of Professional Development Schools is another innovation. The graduates of the Teachers’ training colleges have one year internship in these schools. The research claims that such beginning teachers are considered to be better prepared and much more devoted to their profession. The effectiveness of Professional Development Schools is greatly appreciated by American educators.
The article represents the analysis of the most significant ways of innovative development of prospective teachers’ education in the higher educational establishments of the USA. The author states that this process is influenced by the demands and needs of the multicultural school environment. The effectiveness of the prospective teachers’ training depends upon two main factors: preparation programs and teaching practice. The introduction of a multicultural education course in the curriculum is very important but this measure is not sufficient. It is necessary to introduce a multicultural curriculum. The prospective teachers should get ready to follow the principles of culturally relevant pedagogy in their teaching. They are supposed to know the peculiarities of learning styles and non-verbal communication styles of students from national minorities. Immersion in their future pupils’ communities during teaching practice is of vital importance. It will give prospective teachers an opportunity to learn important information about their students’ community culture and customs and to acquire the multicultural competence. The research results provide evidence to the fact that the most significant recent innovations in the field of prospective teachers’ education in the context of multiculturalism are as follows: the involvement of the greater number of representatives of ethnic and racial minorities into the profession of a teacher and especially faculty members; the development of effective educational courses and programs according to the principles of culturally relevant pedagogy; the increase of demands to the teaching practice: extension of its term, intensive school teachers’ preparation, development of special information packets, extension of the teaching practice outside the school into the multicultural community environment. Standardization of the prospective teachers’ preparation programs within the state and the whole country is also of great importance. The introduction of Professional Development Schools is another innovation. The graduates of the Teachers’ training colleges have one year internship in these schools. The research claims that such beginning teachers are considered to be better prepared and much more devoted to their profession. The effectiveness of Professional Development Schools is greatly appreciated by American educators.
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інноваційний розвиток, педагогічна освіта, полікультурне шкільне середовище, культуровідповідна педагогіка, педагогічна практика, школи професійного розвитку, інтернатура, США, innovative development, teacher education, multicultural school environment, culturally relevant pedagogy, teaching practice, Professional Development Schools, internship, USA
Бібліографічний опис
Лук’янчук, С. Ф. Напрями інноваційного розвитку педагогічної освіти в США у контексті проблеми полікультурності [Текст] / С. Ф. Лук’янчук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 3 (37). – С. 150–157.