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Документ Organizational and content peculiarities of english teachers’ professional training in Canada(Khmelnytsky National University, 2016) Ikonnikova, MarynaThe article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided at many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered with the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.Документ Master program in foreign language education at New York University Steinhardt (US)(Khmelnytskyi National University, 2016) Ikonnikova, M.The article deals with master program in foreign language education at New York University Steinhardt (US). Thus, its peculiarities have been revealed. It has been defined that the study program presupposes mastering of foreign language teaching approaches that meet various needs of learners. It has been indicated that students acquire the understanding of educational conditions as well as economic, social and cultural factors influencing learning; develop professional knowledge of linguistics, (foreign) language acquisition, (foreign) language pedagogy, etc. The curriculum of the program is based on block-modular and interdisciplinary approaches that results in considerable flexibility. In addition, students have excellent opportunities to gain valuable practical experience and strengthen professional teaching skills during student teaching placements including abroad. It has been concluded that professional training of future specialists in the field of foreign language education on the example of New York University contributes to forming of modern, competitive philologists able to apply the latest teaching technologies, forms and methods to the educational process and adapt to fast-changing conditions of the educational environment. It has been emphasized that the abovementioned positive aspects of US experience in training foreign language teachers can be taken into account while developing national curricula in education, philology, linguistics, applied linguistics etc.Документ Mentoring as the core element of new teacher induction in the USA: policies and practices(Khmelnytskyi National University, 2016) Zembytska, M.The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc). Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc.) are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.Документ State education policy in the field of adult education in Germany(Khmelnytskyi National University, 2016) Hizhynska, T.German experience of development and modernization of the field of adult education has been outlined in the paper. Historical development of the field and its recognition as an independent level in education have been considered. The aim of the field has been defined. It has been emphasized that the names of the field in Ukraine and Germany differ. It has been found out that Germany is a federal state with decentralized system of regulation for adult education where federation, states and municipal authorities cooperate. Based on studying literary and documentary sources the competences of states for legislation and initiatives in the field of adult education have been revealed. It has been stated that there is no legal support regulating the field of adult education in Germany. Based on the data of the conducted analysis it has become possible to find out that the state policy in the field of adult education is, first of all, is aimed at providing every citizen with the right to personality development and freedom to choose education institutions. The content of federal acts related to the field of adult education in Germany has been delivered. Theoretical generalization of main aspects of the field regulation due to states adult education / continuing education acts and educational leave acts has been performed.Документ Державна освітня політика Німеччини в галузі освіти дорослих(Хмельницький національний університет, 2016) Гіжинська, Т.У статті окреслено німецький досвід розвитку та модернізації галузі освіти дорослих. Розглядається історичний хід становлення галузі та визнання її як окремого рівня в системі освіти; зазначено мету галузі. Акцентується увага на тому, що назви галузі освіти дорослих в Україні та Німеччині дещо відрізняються. З’ясовано, що Німеччина є державою з децентралізованою системою управління галуззю освіти дорослих, де взаємодіють федерація та землі. На основі вивчення літературних і документальних джерел з’ясовано компетенції федерації та земель щодо законодавства й ініціатив у галузі освіти дорослих; встановлено, що у Німеччині відсутнє правове забезпечення, яке б всеохопно регулювало галузь освіти дорослих. На основі здійсненого аналізу, встановлено, що політика держави в галузі освіти дорослих насамперед спрямована на забезпечення державою права кожної людини на вільний розвиток особистості та самостійності щодо вибору навчальних закладів та напрямів. Описано зміст федеральних законів, що стосуються галузі освіти дорослих у Німеччині. Здійснено теоретичне узагальнення основних аспектів регулювання галузі за допомогою земельних законів про освіту дорослих / продовжену освіту та законів про освітню відпустку.Документ Linguistics undergraduate and postgraduate courses: experience of Lancaster University (UK)(Khmelnytskyi National University, 2016) Komochkova, O.The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.