FORMATION OF A SYSTEM OF POSTGRADUATE PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE UNITED STATES OF AMERICA
DOI:
https://doi.org/10.54662/veresen.2.2021.02Keywords:
certification; coaching; continuing education system; forms of teacher training in the United States; mentoring; postgraduate education; professional development; postgraduate education system; teacher; teacher professionalism; teacher training in the United States; training models; tutoringAbstract
The article analyzes the postgraduate pedagogical education in the United States of America. A number of issues related to the formation of this system are considered. А retrospective analysis of the teachers professional development in this country is carried out and its main stages are determined. In particular, identified trends were inherent in the teacher training system of the United States and they had negative consequences for the education system. The necessity of continuing teachers education is also determined. The content, models, forms and methods of postgraduate education are indicated. The support of young teachers, the development of a mentoring system are investigated. Trends in the advanced training are analyzed on the individuality of the teacher, and not on his specialization, it significantly expands the boundaries of postgraduate support. It has been found that Americans are very responsible for the postgraduate teachers' education. A significant amount of resources are involved in this process: educational institutions (universities and colleges), voluntary organizations, various sponsors and teachers' unions, and, of course, schools and teachers themselves. It is also determined that an important role in the system of professional development of educators is played by the interest of the state, which is supported by material incentives. Education is financed by state and public funds. A great part of this mission belongs to the National Science Foundation. State bodies and public organizations stimulate the improvement of professionalism and, accordingly, the quality of education.
Parallels are drawn between the postgraduate education systems of the United States and Ukraine to identify trends for further effective reform of the national postgraduate teacher education system.
Keywords: certification; coaching; continuing education system; forms of teacher training in the United States; mentoring; postgraduate education; professional development; postgraduate education system; teacher; teacher professionalism; teacher training in the United States; training models; tutoring.
References
Hatyushina, A. (2009). Teoriya i praktika povyisheniya kvalifikatsii uchiteley SShA: na primere shtata Yuzhnaya Karolina [Theory and Practice of Teacher Development in the United States: The Case of South Carolina]. (Candidate’s thesis). Moskva (rus).
Kliasen, N. L. (2014). Pisliadyplomna pedahohichna osvita: zarubizhnyi dosvid ta suchasna praktyka [Postgraduate pedagogical education: foreign experience and modern practice]. Nova pedahohichna dumka, 2, 187–190 (ukr).
Koshmanova, T. S. (2000). Na shliakhu do novitnoi pedahohichnoi osvity (na prykladi universytetu shtatu Michihan, SShA) [Towards the latest teacher education (on the example of the University of Michigan, USA)]. Lviv: Vyd. tsentr Lvivskoho nats. un-tu im. I. Franka, 234 (ukr).
Mukan, N. V. (2007). Suchasni doslidzhennia v haluzi pidvyshchennia kvalifikatsii vchyteliv u systemi neperervnoi profesiinoi osvity anhlomovnoho svitu [Current research in the field of teacher training in the system of continuing professional education in the English-speaking world]. Problemy linhvistyky naukovo-tekhnichnoho i khudozhnoho tekstu ta pytannia linhvometodyky (Ed. F. S. Batsevych). Lviv: Vyd-vo Natsionalnoho universytetu «Lvivska politekhnika», 140 с. (ukr).
Reheilo, I. Yu. (2019). Vyshcha osvita SShA: instytutsiini tsinnosti systemy [US higher education: the institutional values of the system]. Neperervna profesiina osvita: teoriia i praktyka (Seriia: Pedahohichni nauky), 3 (60), 57–64. Дoi.org/10.28925/1609-8595.2019.3.5764) (ukr).
Rudenko, I. A. & Orendarchuk, O. L. (2020). Sutnist orhanizatsii navchalnoho protsesu v systemi pidvyshchennia kvalifikatsii vchyteliv u SShA ta Velykii Brytanii [The essence of the organization of the educational process in the system of teacher training in the United States and Great Britain]. Visnyk Cherkaskoho universytetu. Pedahohichni nauky, Cherkasy: ChNU im. B. Khmelnytskoho, 1, 56–62. DOI: 10.31651/2524-2660-2020-1-56-62 (ukr).
Rybachuk, K. V. (2008). Pidhotovka maibutnikh pedahohiv do profesiinoi diialnosti v universytetakh SShA [Preparation of future teachers for professional activity in US universities]. (Extended abstract of candidate’s thesis). Kirovohradskyi derzh. pedahohichnyi un-t im. Volodymyra Vynnychenka. Kirovohrad (ukr).
Shchur, N. M. (2020). Pidhotovka vchytelia pryrodnychykh nauk v umovakh neperervnoi pedahohichnoi osvity v SShA [Preparation of the teacher of natural sciences in the conditions of continuous pedagogical education in the USA]. Ternopil: TNPU im. V. Hnatiuka (ukr).
Sobchak, N. M. (2004). Zmist i formy profesiinoi pidhotovky sotsialnykh pratsivnykiv u systemi neperervnoi osvity SShA [Content and forms of professional training of social workers in the system of continuing education in the United States]. (Extended abstract of candidate’s thesis). Ternopil: Ternopilskyi derzhavnyi pedahohichnyi universytet imeni V. Hnatiuka (ukr).
U.S. Education Reform and National Security, Council on Foreign Relations, the U.S. Department of State. Retrieved from: https://www.cfr.org/report/us-education-reform-and-national-security
