{"id":5512,"date":"2019-01-17T10:57:55","date_gmt":"2019-01-17T08:57:55","guid":{"rendered":"http:\/\/www.narodnaosvita.kiev.ua\/?page_id=5512"},"modified":"2019-01-17T11:07:05","modified_gmt":"2019-01-17T09:07:05","slug":"oksana-gubash-the-system-of-advanced-teacher-training-in-ukraine-retrospective-structural-and-content-analysis","status":"publish","type":"page","link":"https:\/\/www.narodnaosvita.kiev.ua\/?page_id=5512","title":{"rendered":"Gubash Oksana. The System of Advanced Teacher Training in Ukraine: Retrospective, Structural and Content Analysis"},"content":{"rendered":"

\n\tGubash Oksana<\/a>,
\n\tSenior Lecturer at Borys Grinchenko Kyiv University\n<\/p>\n

\n\t \n<\/p>\n

\n\tThe System of Advanced Teacher Training in Ukraine: Retrospective, Structural and Content Analysis<\/strong>\n<\/p>\n

\n\t \n<\/p>\n

\n\tThe article deals with the analysis of the system of advanced teacher training for in-service teachers in Ukraine. The issue is important as the education system of the country, including the advanced training system, undergoes constant changes in order to meet modern life requirements. The paper covers historical review of the issue, reveals the core of the process of advanced teacher training, its structure and content. The approaches to form the advanced teacher training curriculum, its tasks and functions are considered.\n<\/p>\n

\n\tKey words<\/em><\/strong>: post-graduate education, advanced teacher training, methodological training, innovative processes in education, teacher’s professional level, in-service teacher training programme, professional and personal competences.\n<\/p>\n

\n\t \n<\/p>\n

\n\tStatement of the problem.<\/strong> Teacher training in Ukraine has a long history. Life conditions and the society have changed dramatically. All the time, the process of teacher training and advanced in-service teacher training was organized in various ways in order to meet the demand of a certain period of time. Reasonably, the aim of training teachers was different. It was not only to prepare educated people who would know the subject and be able to transfer knowledge to the students, but to train them to conduct the main principles of the time and implement the new system in the life of society. These days, teacher training should be focused on a new role of the teacher which is based on the modern requirements and life conditions in the country. The issue of advanced teacher training is infinite as the teacher functions shift with constant changes in educational environment. This fact makes researchers deal with the problem taking into consideration the pace of modern life, technology development, political and economic state.\n<\/p>\n

\n\tAnalysis of latest research and publications. <\/strong>Since in-service teacher education in Ukraine is the branch which requires changes and improvement, it has been the subject to investigation for many Ukrainian scholars such as N. Klokar, V. Oliynyk, N. Benderets, V. Bondar, S. Antoshchuk, L. Kalinina. They have been exploring the state of advanced in-service teacher training in Ukraine, new technology implementation and the ways of system improvement.\n<\/p>\n

\n\tThe aim of the article <\/strong>is to provide a deeper insight into the issue of the development of the system of advanced teacher training in Ukraine, carry out retrospective, structural and content analyses, and consider prospects.\n<\/p>\n

\n\tStatement of the basic material of the research. <\/strong>The system of in-service teacher training in Ukraine dates back to the 1930's, the time of implementation of a unified model of education, introduction of the unified curricula, programmes and manuals.\n<\/p>\n

\n\tPreviously, in the 1920s, the function of teacher advanced training, or, in other words, ensuring the conditions for professional self-development, was carried out by the Research and Exposition Stations of the People's Committees. The Stations launched pedagogical experiments, created and tested new samples and models of pedagogical activity and a new school model. Unfortunately, due to the reduction of a broad pedagogical search in the second half of the 1930s, this model was replaced by a new one which fully met the requirements for the formation of the administrative and command system totally controlled by the government.\n<\/p>\n

\n\tAn analysis of the development process of the education system in the Soviet Union shows that the idea of introducing innovative processes in education is not new. Well-known scholars such as V.Bespalko [2], V. Bondar [3], V. Oliynyk [13] and others have revealed this topic in their research papers. They claimed that dramatic changes were observed in the system of public education in the early 1990's. They were presented as the reforming education processes which were carried out within the framework of economic and political reforms in Ukraine, aimed at the transition to a market economy and an open civil society on the one hand, and were connected with initiatives that came from teachers and educational teams on the other. These processes contributed to the emergence of a variety of educational programmes and institutions, new models of educational content; new pedagogical systems and new education management models suitable for modern society.\n<\/p>\n

\n\tIt is worth mentioning that those processes took place alongside with such a socio-political process as the formation of the “people's intelligentsia”, which was accompanied with the disappearance of the "old intelligentsia" and the arrival of young teachers, prepared by the accelerated programme.\n<\/p>\n

\n\tThat time, the emergence of the Institutes for Teacher Improvement played an important role in the development of methodological tools for teaching basic school subjects and allowed eliminating gaps in methodological and visual training of teachers. At the beginning of the 1990s, they were transformed into the Institutes of Advanced Teacher Training.\n<\/p>\n

\n\tUkrainian scholars find it necessary to reform the system of postgraduate teacher training [4; 5; 7; 8; 11; 12]. In their works, they identify the drawbacks of the existing system of training teachers and determine some ways to correct them. At the same time, it is stated that the introduction of new structural and functional units did not have a significant impact on the practice of the IATTs, pedagogical staff was often trained on the principles which were laid in the 1930s. Now, the content of the programmes of advanced training is based on the need to enhance the subject and methodological training of teachers, the elimination of gaps in their knowledge. The Institutions for In-Service Teacher Training (IISTT) continue performing the function of implementing a public education policy in a mass school. Organizationally, the training system was built in such a way that the IISTTs limited all the processes involved in raising the level of qualification within the area of their responsibility. Teachers and managers of educational institutions were automatically "affiliated" to the specified structure. Management of this system (in relation to a particular teacher) was carried out by strictly regulating the frequency of training and initial control.\n<\/p>\n

\n\tAs noted above, today there is a need for special programmes of educational support and assistance to teachers in overcoming the functional and content reduction in professional development. Taking into account that the search, innovation, design and research activities of teachers and pedagogical groups is a new component of their activities, one can conclude that the transition to new programmes and the content of education can not be a natural process.\n<\/p>\n

\n\tThe innovative activity of the teacher involves the use of innovative resources of the professional community for the development and implementation of programmes. These resources have already been sufficiently formed during the last decade. In particular, according to V. Oliynyk, these resources contain: ideology and philosophy of education, including: new ideas about the essence of education, focusing on the trainee’s personality through actualization of the the subject formation problems, individualization of education, personal self-realization; new ideas of the educational practice concept; new qualification skills, such as ability to work with initiatives, change of communicative competences; new professional specializations – tutoring, organization of design and research activities, new types of administration (formation of curricula and schedules), etc [10]; new management models [6]: continuously developing practice (in educational organization), support for educational initiatives, professional development management, strategic management, etc; educational projects and technologies, models of professional activity.\n<\/p>\n

\n\tAccording to the State Classification of Professions (DK- 003:2010), the qualification of each employee is determined by their level of education and specialization. In addition, according to the Project of Regulations on Postgraduate Education in Ukraine of 2014 [13], advanced training is a systematic renewal and deepening of professional knowledge, skills and abilities in the specialty, raising intellectual and cultural levels.\n<\/p>\n

\n\tAccording to V. Oliynyk, the very definition of the concept of "advanced training" determines the three-component structure: special, professional and humanitarian. Upgrading qualifications at least once in five years’ time is mandatory for specialists and managers, and it is a prerequisite for their further promotion, assignment, etc. The duration of advanced training is divided into long-term (from 72 to 216 hours), short-term (up to 72 hours) and course unit, the duration of which is determined by separate curricula.\n<\/p>\n

\n\tThe new forms of class organisation enable implementing the principle of formation of the innovation activity subject. Various activities are suggested instead of the educational nature of class organisation. These include workshops focused on updating personal professional experience; reflection seminars, which allow to restore the context of their own activities; development and conducting of educational events, cooperative teacher-children participation in educational events in which pedagogical support is being built; trainings and organization of design and research teacher activities [1].\n<\/p>\n

\n\tIn order to develop and launch the efficient system for raising the teacher professional level in IISTTs, they suggest separating of educational and training programs. The educational programme is considered to be not only the normative document provided by the status of an educational institution, but a scientific and methodical plan that enables creating numerous different activities. Consequently, the educational programme of advanced training should have the following characteristics:\n<\/p>\n