Змістові засади підготовки майбутніх учителів початкової школи Великої Британії
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Дата
2018
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкрито змістові засади підготовки майбутніх учителів початкової школи Великої Британії. Проаналізовано курикулуми ЗВО, у яких здійсняються підготовка вчителя початкової школи у Великій Британії. Основна увага при підготовці фахівців приділяються дослідженням, спираячись на їх розуміння педагогіки, розвитку дитини та вивчення предмету навчального плану для розробки цілісного підходу до навчання.
Програмоя курикулумів університетів студентам запропоновано різноманітні види творчих робіт: звіти, нариси, есе, групові проекти, робота в складі команди, критичний підхід до опанування предметами початкової школи, захист своїх ідей, сумарна оцінка, гра, дискусійні групи тощо.
The article deals with content foundations of the training of future primary school teachers in Great Britain. The curriculum of higher education institutions where the teacher of primary school in Great Britain is being trained, is analyzed. The emphasis in the training of specialists is given to research, based on their understanding of pedagogy, development of the child and study of the subject curriculum to develop a holistic approach to learning. Considerable attention is paid to organization of scientific work in the preparation of a primary school teacher in Great Britain. Based on the analysis of the curriculum, we note the close partnership between the faculties of education and the schools. The content of the curriculum includes: key areas of pedagogical practice in preparing for “Block school”; developing a creative approach to teaching and learning, taking into account effective approaches that can be used in the classroom of mathematics; development of subject and pedagogical understanding of key concepts in science; assessment of a number of educational resources, including educational technologies to support learning in the field of mathematics and science. The curriculum of universities offers students various types of creative work: reports, essays, group projects, work in the team, critical approach to mastering primary school subjects, protection of their ideas, total score, game, discussion groups, reflections, mastering the skills of discussions in the field of theory, politics and practice in collaboration with research. Much attention in future primary school teacher's training is paid to organization of students' independent work. In particular, at Kingston University: in the first year of study - 81,1 % (973 hours), in the second year - 78,1 % (704 hours) and in the third year - 84,1 % (1197 hours). In total - 2874 hours, which is an average of 81,1 %. This experience, we believe, needs to be studied in more detail and implemented in the educational process of the higher education istitutions of Ukraine. In our opinion, it is valuable that UK curricula include inclusive education. In particular, at the University of East Anglia students are offered modules: “Children with special needs and disabilities” (20 credits) and “Introduction to the British Sign Language” (20 credits) to support children in the process of future work as a teacher.
The article deals with content foundations of the training of future primary school teachers in Great Britain. The curriculum of higher education institutions where the teacher of primary school in Great Britain is being trained, is analyzed. The emphasis in the training of specialists is given to research, based on their understanding of pedagogy, development of the child and study of the subject curriculum to develop a holistic approach to learning. Considerable attention is paid to organization of scientific work in the preparation of a primary school teacher in Great Britain. Based on the analysis of the curriculum, we note the close partnership between the faculties of education and the schools. The content of the curriculum includes: key areas of pedagogical practice in preparing for “Block school”; developing a creative approach to teaching and learning, taking into account effective approaches that can be used in the classroom of mathematics; development of subject and pedagogical understanding of key concepts in science; assessment of a number of educational resources, including educational technologies to support learning in the field of mathematics and science. The curriculum of universities offers students various types of creative work: reports, essays, group projects, work in the team, critical approach to mastering primary school subjects, protection of their ideas, total score, game, discussion groups, reflections, mastering the skills of discussions in the field of theory, politics and practice in collaboration with research. Much attention in future primary school teacher's training is paid to organization of students' independent work. In particular, at Kingston University: in the first year of study - 81,1 % (973 hours), in the second year - 78,1 % (704 hours) and in the third year - 84,1 % (1197 hours). In total - 2874 hours, which is an average of 81,1 %. This experience, we believe, needs to be studied in more detail and implemented in the educational process of the higher education istitutions of Ukraine. In our opinion, it is valuable that UK curricula include inclusive education. In particular, at the University of East Anglia students are offered modules: “Children with special needs and disabilities” (20 credits) and “Introduction to the British Sign Language” (20 credits) to support children in the process of future work as a teacher.
Опис
Ключові слова
університет, підготовка майбутніх учителів, початкова школа, Велика Британія, university, preparation of future teachers, primary school, Great Britain
Бібліографічний опис
Зорочкіна, Т. Змістові засади підготовки майбутніх учителів початкової школи Великої Британії [Текст] / Т. Зорочкіна // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2018. – № 9 (83). – С. 3–13.