Підготовка вчителів для закладів професійної освіти у Німеччині

Abstract

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 — теорія і методика професійної освіти. — Тернопільський державний педагогічний університет імені Володимира Гнатюка, Тернопіль, 2003. Дисертація присвячена дослідженню підготовки вчителів для закладів професійної освіти в Німеччині. У ході дослідження здійснено аналіз становлення і розвитку підготовки педагогічних кадрів для професійно-освітніх закладів у Німеччині; визначено етапи формування підготовки вчителів професійної школи; схарактеризовано зміст і форми організації підготовки вчителів професійної школи; виявлено особливості їх практичної підготовки; розкрито основні характеристики післядипломної освіти викладачів професійних шкіл; сформульовано рекомендації щодо можливостей використання прогресивних ідей досвіду Німеччини у підготовці вітчизняних педагогічних кадрів.

Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.04 — теория и методика профессионального образования. — Тернопольский государственный педагогический университет имени Владимира Гнатюка, Тернополь, 2003. Диссертация посвящена исследованию подготовки учителей для заведений профессионального образования в Германии. В процессе исследования осуществлен анализ становления и развития подготовки педагогических кадров для профессионально-образовательных заведений в Германии; определены этапы формирования подготовки учителей профессиональной школы; охарактеризировано содержание и формы организации подготовки учителей профессиональной школы; выявлены особенности их практической подготовки; раскрыты основные характеристики последипломного образования преподавателей профессиональных школ; сформулированы рекомендации относительно возможностей использования прогрессивных идей опыта Германии в подготовке отечественных педагогических кадров.

Scientific thesis for the Degree of the Candidate of Pedagogical Sciences in the speciality 13.00.04 — Theory and Methodology of Professional Education. — Ternopil State Pedagogical University named after Volodymyr Hnatyuk, Ternopil, 2003. The thesis is devoted to the research of the training of teachers for the vocational schools of Germany. The analysis of the formation and the development of the system of teacher training for the vocational schools of Germany has been carried out. Five stages of the formation of the teacher training for the vocational school in the period since the beginning of the XIX th century to nowadays have been defined. At every stage we oriented ourselves on actual model of the training of the teachers, to whose competence the professional demands, which determine their level of qualification, were put. It has been established that main principles of teachers’ education, the professional demands to their competence served as basis for the formation of modern scientific conception of teacher training for the vocational schools of Germany. The author has analyzed the content and structure of curricula and programs, defined the peculiarities of the practical training of teachers of vocational schools, characterized the main forms of the organization of educational process. It has been found out that the consecutive model of training program is functioning in German universities, which envisages studying by the candidates to the position of a teacher of vocational school the general, special and pedagogical subjects at the first stage of education, teaching practice and studying part of the subjects of psychological and pedagogical cycle at the second, final stage. It has been established that the main peculiarities of the curricula and programs are their diversity and multivariability. The typical example of the diversity is two or three-profile teacher training. Multivariability provides differentiation and individualization of the education of intending teachers of vocational school, which is ensured by the block-module system of the structure of programs. Practical professional-pedagogical training of the teachers of vocational school is realized during the industrial practice at the enterprise, school practice and pedagogical probation (the second stage of education). The main peculiarity of pedagogical probation is the organization of teacher training according to the principle of the duality of the places of study — vocational school and educational seminar. Decisive in teacher training at the second stage is mutual penetration of pedagogical theory and pedagogical practice, which forms qualitatively new, higher level of qualification. It has been found out that lecture-seminar system is mainly used in German vocational school teacher training. Accordingly, lectures, practical classes, seminars, practicums and laboratory work are dominating forms of education. The thesis discloses the main characteristics of the postgraduate education of vocational school teachers. It has been ascertained that it functions at five levels: state, land, regional, school and individual. The most widely spread type of postgraduate education is improvement of vocational school teachers’ skills at their working place. State government bodies and vocational school teachers are concerned with further development of the improvement of qualification at school level, it’s reaching the qualitatively higher level of evolution. On the basis of generalization of the results of the research the author has formulated recommendations concerning the possibilities of the usage of the progressive ideas of German experience in the education of Ukrainian teachers.