The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA
| Autor: | Nataliya Mukan, Svitlana Kravets, Iryna Myskiv |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
060201 languages & linguistics
Unification Research methodology 05 social sciences 050301 education 06 humanities and the arts Public administration Diversification (marketing strategy) School teachers Continuing professional development Political science 0602 languages and literature Comparative education Faculty development 0503 education |
| Zdroj: | Comparative Professional Pedagogy. 6:7-13 |
| ISSN: | 2353-9518 |
| DOI: | 10.1515/rpp-2016-0001 |
| Popis: | In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented. |
| Databáze: | OpenAIRE |
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