CHARACTERISTICS OF THE CONTENT OF PROFESSIONAL TEACHER TRAINING IN SCANDINAVIAN COUNTRIES
Abstract
Abstract. The educational system of Scandinavian countries merits special attention as an example of a highly effective model for teacher professional training, grounded in innovation, technological advancement, and comprehensive development of pedagogical staff. In the context of Ukraine’s wartime realities and post-war recovery, studying the Scandinavian experience becomes particularly relevant for improving the content of educational programs in Ukraine’s system of professional pedagogical training. This article elucidates key aspects of teacher professional training in countries leading in education – Norway, Sweden, and Finland. It highlights a holistic approach to learning, encompassing academic knowledge, practical skills, and professional development. Special attention is given to the integration of digital technologies, psychological support, ethics, and social responsibility in teacher training. Various features of the educational programs’ content are outlined: from theoretical knowledge to practical application, from teaching methodology to classroom management strategies, and from individual student development to working in a multicultural environment. The analysis of Scandinavian educational practices is urgent in developing flexible and adaptive educational strategies for the content of teacher professional training, which are vital for Ukraine in the post-war reconstruction period. The conclusions emphasize the need for further research and analysis of the content of Scandinavian educational programs for teacher professional training, their innovative and technological components, to implement effective educational strategies in Ukraine and possibly adapt Scandinavian practices in the context of revitalizing and modernizing Ukraine’s pedagogical education system.
Key words: teachers; content; professional training; Sweden; Norway; Finland.
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References
Котун, К. (2014). Педагогічна освіта Фінляндії у контексті європейського виміру: метод. рек. 60. URL: https://lib.iitta.gov.ua/709876/
Förordning 2013:70 om statsbidrag till skolhuvudmän som inrättar karriärsteg för lärare [Regulation for the teacher career reform]. (2013). URL: http://surl.li/oqdwx
Norwegian Directorate for Education and Training. (2015). Utdanningsspeilet 2015. Oslo: Author.
Skollagen, SFS 2010:800 [Education Act]. (2010). URL: http://www.skolverket.se/regelverk/skollagen-och-andralagar.
Skolverket. (2016). Government grants for professional developments of teachers. URL: http://surl.li/oqdxe.
Stockholm University. (2016). Teacher education programmes. URL: http://surl.li/oqdxh.
References (translated and transliterated)
Förordning 2013:70 om statsbidrag till skolhuvudmän som inrättar karriärsteg för lärare [Regulation for the teacher career reform]. (2013) [in Swedish].
Kotun, K. (2014). Pedahohichna osvita Finlyandiyi u konteksti yevropeysʹkoho vymiru [Pedagogical education in Finland in the context of European dimension]: metod. rek. Kyiv. 60 [in Ukrainian].
Norwegian Directorate for Education and Training. (2015). Utdanningsspeilet 2015 [The education mirror]. Oslo: Author [in Norwegian].
Skollagen, SFS 2010:800 [Education Act]. (2010) [in Swedish].
Skolverket. (2016). Government grants for professional developments of teachers [in English].
Stockholm University. (2016). Teacher education programmes [in English].
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