THE EUROPEAN DIMENSION OF THE REFORM OF THE HIGHER TEACHING EDUCATION SYSTEM

• Natalia Matveіeva

  Vasyl Stefanyk Precarpathian National University

  https://orcid.org/0000-0002-8495-7074

The article analyzes the advanced pedagogical experience of developed European countries regarding the professional training of teachers for further practical activities. It is emphasized that education today acts as a guarantor of successful political, economic, social and cultural development of the state as a whole. The main goals, tasks, and directions for further improvement of higher pedagogical education in European countries are determined, and the most effective ways of using this experience on the territory of Ukraine are identified. The range of scientific interests and approaches to the given problem is analyzed.

Emphasis is placed on the main bodies that coordinate educational processes in the countries of the European Union and the regulatory framework of higher pedagogical education is analyzed. Common European principles regarding the formation of competences of future teachers and their obtaining of appropriate qualifications are highlighted. Emphasis is placed on the main ones: research-analytical, communicative, justice and self-identity, leadership, continuous learning, empathy, which should be formed in the process of professional training of future teachers. The main approaches to the formation of a new teacher in the educational policy of developed countries - the European teacher of the 21st century - are summarized.

The models of the system of higher pedagogical education of European countries are characterized and their main criteria and indicators are disclosed. Joint tasks at the state and regional level regarding the professional formation of a specialist are identified, his main competencies and characteristics inherent in the educational policy of various European states are identified.

The specifics of the reform of higher education in European countries were analyzed and the advantages of some of them were determined, the paths were outlined and the possibilities of implementing the advanced pedagogical experience of the countries of the European Union in practice in our country were characterized.

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