Organization of teacher education (comparative analysis)

Abstract

The urgency of the problem of training pedagogical staff capable of demonstrating readiness to perform any task in the course of their work is enhanced by globalization trends and accession to the European educational space. The purpose of the article is to research the organization of teacher education at the present stage of development of educational systems, which involves a comparative analysis of the experience of foreign countries in this aspect. The methods of the research were: analysis, systematization, generalization of scientific sources, comparison of experience in the organization of teacher education. It has been found that the development of teacher education in each country has its own characteristics, but there are also general trends. Among them are the content of teacher training and the organization of their practical training, which is accompanied by the search for new approaches, the freedom of higher education institutions to determine the duration and content of practice, and the differentiation of pedagogical practice. The professional development of teaching staff is carried out through short-term paid courses, participation in seminars, conferences, online courses on teaching programming. New models of pedagogical education are being created that aim to prepare teachers capable of independent learning and development of personal evidence-based practice; to teach effectively in heterogeneous classes with pupilsfrom different social and cultural backgrounds in a wide range of abilities and needs in early childhood education institutions and at the university. A comprehensive analysis of European pedagogical methods and innovative technologies for training future teachers is seen as promising for national education.