THE EXPERIENCE OF TEACHER EDUCATION COLLEGES IN THE USA THROUGH THE PRISM OF THE DEVELOPMENT OF PROFESSIONAL UNIVERSITIES IN UKRAINE

• Oksana Vintonіak

  Kolomyia Pedagogical College

  https://orcid.org/0000-0003-0040-3582

The article provides a synthesized analysis of the experience of US colleges in training perspective teachers in the perspective of using it to improve the activities of professional pedagogical colleges in Ukraine. The peculiarities of the state system determined the decentralization of the US education system and its diversification, flexibility, and ability to quickly adapt to societal challenges and labor market demands. The types, structure, features, and other characteristics of the functioning of teacher education colleges and their place in the general classification of higher education institutions in the USA are identified.

The mosaic nature of the system of professional training of future teachers in US colleges is organized by its structuring according to the main models: “traditional” (provides general education training in 2-year liberal arts colleges and a combination of basic forms of classes (lectures, seminars, laboratories) with the use of innovative teaching methods); “parallel” (the combination of general and special professional education in the pedagogical college); “consecutive” (indicates the continuity of training future teachers in colleges and universities). These models shape the curricula and programs of professional training of future teachers in certain specialties and disciplines. They are characterized by diversity, as they are usually in force in individual states, and only some of them are used throughout the country. This flexibility increases their effectiveness and allows them to respond quickly to local needs and social challenges. The essence of integrated programs and internships mastered and completed by students of American teacher education colleges has been defined.

The need for a thorough study and creative use in pedagogical colleges of Ukraine of the American experience in the formation of the skills and abilities for perspective specialists to help preschool and primary school students quickly adapt to new educational environments as well as training of perspective specialists in the field of social and pedagogical work and implementation of academic-civic education programs, etc. Have been emphasized.

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