Modern trends in teacher education in Canada

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dc.contributor.authorAndroshchuk, Iryna
dc.contributor.authorAndroshchuk, Ihor
dc.date.accessioned2020-06-10T10:50:31Z
dc.date.available2020-06-10T10:50:31Z
dc.date.issued2020
dc.description.abstractThe paper deals with the characteristics of professional training of future teachers in Canada. They include the increase in the number of hours allocated for practical training of students; the digitalization of the educational process which enhances the teacher’s role, as both a participant in this process and the source and transmitter of knowledge; active use of information and communication technologies which helps to increase working hours and, at the same time, reduce the number of classes. The paper shows that the high social status of the teacher leads to increasing requirements for applicants for the teaching profession. It specifies the following basic schemes of implementing teaching placements that are used in professional training of future teachers; supervised teaching; one-year part-time teaching at schools; four-month teaching placement under the guidance of university and school mentors. The paper emphasizes the need to develop pedagogical skills during the professional training of future teachers, which can be realized through direct, indirect, interactive, experimental strategies, as well as self-study. Besides, it clarifies the main models of teacher training in Canada: a consecutive model (it is implemented during one- or two-year training programmes after obtaining a bachelor’s degree in certain sciences); a concurrent model (it involves simultaneous training in certain sciences and pedagogy); a graduate model (it is designed for two years and aimed at training highly qualified teachers (Master of Education) or methodologists), a sole degree model (it involves obtaining teacher education in higher education and specialized teacher education). The paper proves that they also implement distance learning that is suitable for teachers who cannot afford to pay for such training or do not have the time to attend classes. It describes the basic principle of teacher education in Canada which lies in lifelong learning realized in two aspects, namely, initial professional training at universities, as well as both the development and improvement of teacher’s professional competency, teaching and skills.uk_UA
dc.identifier.citationAndroshchuk I. Modern trends in teacher education in Canada / I. Androshchuk, I. Androshchuk // Comparative Professional Pedagogy. – 2020. – № 10 (1). – P. 7-11.uk_UA
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/9023
dc.language.isoenuk_UA
dc.publisherХмельницький національний університетuk_UA
dc.subjectprofessional traininguk_UA
dc.subjecttypes of traininguk_UA
dc.subjectteacher educationuk_UA
dc.subjectfuture teachersuk_UA
dc.subjectteacher placementuk_UA
dc.subjectmodels of traininguk_UA
dc.titleModern trends in teacher education in Canadauk_UA
dc.typeСтаттяuk_UA
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