Some peculiarities in training future masters in technology education in european countries

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dc.contributor.authorSamborska, O.
dc.date.accessioned2018-03-21T11:05:56Z
dc.date.available2018-03-21T11:05:56Z
dc.date.issued2017
dc.description.abstractIn the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.uk_UA
dc.identifier.citationSamborska O. Some peculiarities in training future masters in technology education in european countries / O. Samborska // Comparative Professional Pedagogy. – 2017. – № 7 (4). – P. 126-131.uk_UA
dc.identifier.otherDOI: 10.1515/rpp-2017-0060
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/6235
dc.language.isoenuk_UA
dc.publisherKhmelnytskyi National Universityuk_UA
dc.subjectMaster in Technology Educationuk_UA
dc.subjecthandicraft and technology teacheruk_UA
dc.subjectprofessional traininguk_UA
dc.subjecteducational model of traininguk_UA
dc.subjectcurriculumuk_UA
dc.subjectteacher placementuk_UA
dc.subjectpartner schoolsuk_UA
dc.subjectthesisuk_UA
dc.titleSome peculiarities in training future masters in technology education in european countriesuk_UA
dc.typeСтаттяuk_UA
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