Ґенеза вищої педагогічної освіти в Канаді
Вантажиться...
Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті виокремлено основні етапи становлення вищої педагогічної освіти в Канаді на прикладі провінції Онтаріо, починаючи з 1847 року. Розглянуто впровадження інноваційних методів для підвищення якості викладання. Висвітлено вимоги до педагогів на початку реформування педагогічної освіти в XIX ст. та на сучасному етапі. Описано утворення в університетах перших педагогічних факультетів. Проаналізовано місце та обов’язки педагогічного коледжу Онтаріо в системі освіти Канади.
In the context of political and socio-economic changes, the issue of education of citizens capable of adequately responding to the challenges of society is relevant. Ontario’s higher education system in Canada has evolved rapidly over the past decade. But before reaching such a level, it went a long way of development and reformation. Analysis of national and international sources allows us to state that Ontario’s teacher education has passed at least four stages of formation. I. The stage of non-professional training of teachers and non-professional teaching (XVII century – beginning of XIX century). Most teachers in the common schools who served the general public were illiterate and poorly paid. II. Stage of the beginning of education reformation (beginning of the XIX century – beginning of the XX century). The change began when Education Minister Egerton Ryerson founded the Ontario Normal School in 1847, which was the first major change in education in the province. To enroll in the Ontario Normal School in Toronto, future teachers had to be 16 years old, present a certificate of good moral character from clergyman, and provide evidence of skill in reading, writing and arithmetic. III. Stage of development of higher pedagogical education (1950–1990). Teacher education was transferred to universities with a choice of specialization: primary or secondary education. Also, in academic research at the university, future teachers would also be expected to study foundations of education, such as psychology, philosophy and sociology; curriculum and instruction, and practice teaching. Teachers had to combine science, professional practice and good human skills. IV. Modern stage of teacher education (end of XX – beginning of XXI centuries). In 1990, there were ten departments of education in Ontario: Nippissing, Ottawa (English and French), Toronto, Western Ontario and Windsor offered one-year consecutive programs, while York offered only a concurrent undergraduate/preservice program. Brock, Lakehead, Laurentian (French) and Queens offered both concurrent and consecutive streams. For the most part, however, faculties of education “fundamentally changed views on teaching, from technical practice to theories related to teaching and learning”.
In the context of political and socio-economic changes, the issue of education of citizens capable of adequately responding to the challenges of society is relevant. Ontario’s higher education system in Canada has evolved rapidly over the past decade. But before reaching such a level, it went a long way of development and reformation. Analysis of national and international sources allows us to state that Ontario’s teacher education has passed at least four stages of formation. I. The stage of non-professional training of teachers and non-professional teaching (XVII century – beginning of XIX century). Most teachers in the common schools who served the general public were illiterate and poorly paid. II. Stage of the beginning of education reformation (beginning of the XIX century – beginning of the XX century). The change began when Education Minister Egerton Ryerson founded the Ontario Normal School in 1847, which was the first major change in education in the province. To enroll in the Ontario Normal School in Toronto, future teachers had to be 16 years old, present a certificate of good moral character from clergyman, and provide evidence of skill in reading, writing and arithmetic. III. Stage of development of higher pedagogical education (1950–1990). Teacher education was transferred to universities with a choice of specialization: primary or secondary education. Also, in academic research at the university, future teachers would also be expected to study foundations of education, such as psychology, philosophy and sociology; curriculum and instruction, and practice teaching. Teachers had to combine science, professional practice and good human skills. IV. Modern stage of teacher education (end of XX – beginning of XXI centuries). In 1990, there were ten departments of education in Ontario: Nippissing, Ottawa (English and French), Toronto, Western Ontario and Windsor offered one-year consecutive programs, while York offered only a concurrent undergraduate/preservice program. Brock, Lakehead, Laurentian (French) and Queens offered both concurrent and consecutive streams. For the most part, however, faculties of education “fundamentally changed views on teaching, from technical practice to theories related to teaching and learning”.
Опис
Ключові слова
факультет освіти, педагогічний коледж, педагогічна освіта, навчальна програма, Онтаріо, Канада, faculty of education, teachers college, teacher education, curriculum, Ontario, Canada
Бібліографічний опис
Степанець, М. Ю. Ґенеза вищої педагогічної освіти в Канаді [Текст] / М. Ю. Степанець // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 9 (93). – С. 47–55. – DOI: 10.24139/2312-5993/2019.09/047-055.