FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY)
The urgency of studying the European tools for ensuring the quality of pedagogical education is determined by the international recognition of the importance of vocational training and teacher's development, which led to a significant improvement and increase in the educational process quality in the pedagogical education institutions. The key role of teachers in the modernization of European education, which is determined by the framework of all legislative documents that define the essence of the modern educational policy of the EU is emphasized. This causes challenges for the national system of pedagogical education in the context of the implementation of the concept "New Ukrainian School" of the XXI century. In the article the European common directions of ensuring the quality of pedagogical education in the late XX - early XXI centuries and its influence on the modernization of the national system of pedagogical education are analyzed. It is proved, that the main directions of ensuring the quality of pedagogical education in the European countries and Ukraine are: teacher training for educational reform, consolidating the organizational structures in the field of professional development and rationalization of national systems of pedagogical education; improving the quality of teacher training and development; focusing on pan-European joint activities in the area of in-service training for educators. The author established that the key provisions of international and pan-European documents set out a joint program of action to improve the quality of pedagogical education. In this program teachers are considered as the main agents of change in implementing the pan-European strategy for the development of education and training, developing the European space of pedagogical education and forming on this basis a global model of a modern teacher.
Volynets, K.I. (2013). Professional training of future primary school teacher in the conditions of lifelong pedagogical education at university. Kyiv: Borys Hrinchenko University of Kyiv.
Kovalynska, I.V. (2018). Multicultural teacher education in Italy. Journal «ScienceRise: Pedagogical Education, 2 (22), 37–40.
Krychkovska, H. (2008). Features of basic university teacher training in Italy (end of the XX - begining of the XXI century.). Bulletin of Lviv University. Pedagogical Series, 24, 217–224.
Nelin, Ye.V. (2015). Current trends in teacher training in Italy. In L.L. Tovazhnianskyi, & O.H. Romanovskyi (Ed.), Problems and prospects of formation of the national humanitarian and technical elite (Issue 44 (48), pp. 117–124). Kharkiv: NTU "KhPI".
Nelin, E.V. (2017). Trends in the development of higher pedagogical education in Italy (end of the XX - beginning of the XXI century.). (PhD materials). Uman State Pedagogical University.
Kravets, K. (2016). The Ark of Inquiry teacher training plan in Italy. AHHAA - Ark of Inquiry Newsletter, 3. URL: http://www.unesco.org/new/en/venice/about-this-office/single-view/news/the_ark_of_ in-quiry_teacher_training_plan_in_italy
Tacconi, G., Vannini, I., & Gentile, M. (2018). Teacher Education in Italy: challenges and perspectives. URL: https://eera-ecer.de/previous-ecers/ecer-2018-bolzano/programme-and-central-events/eera-sessions/teacher-education-in-italy-challenges-and-perspectives/
Todeschini, M. E. (2003). Teacher education in Italy: new trends. In B. Moo (Eds.), Institutional Approaches to Teacher Education within Higher Education in Europe: Current Models and New Developments (pp. 223–240). UNESCO–CEPES: Studies on Higher Education.
Abstract views: 30 PDF Downloads: 29