E-ISSN 2651-2629
Professional training of primary school teachers (experience of Great Britain, Sweden) [ALRJournal]
ALRJournal. 2020; 4(9): 159-173 | DOI: 10.14744/alrj.2020.82712

Professional training of primary school teachers (experience of Great Britain, Sweden)

Natalia Kosharna1, Larysa Zhuravlova2, Alona Nieliepova3, Iryna Sidorova4, Nataliia Lopatynska5
1Borys Grinchenko Kyiv University
2Bohdan Khmelnytsky Melitopol State Pedagogical University
3National University of Life and Environmental Scienсes of Ukraine
4Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University
5Khortytsia National Educational and Rehabilitation Academy

Approaches to the professional education of primary school teachers underwent transformations in the late twentieth and early twenty-first century. The purpose of the study is to find out the algorithms and identify the features of the professional training of primary school teachers on the example of the experience of Great Britain and Sweden. The following methods were used: observation, descriptive method, analysis of the regulatory framework; method of statistical data processing; study and generalization of scientific publications; comparative and comparative methods. The UK and Swedish primary school models have been found to be significantly inferior to the higher education models in which both countries are high in the world rankings. Among the factors of this are teacher training programs. In both countries, there are 13-19 students per primary school teacher, and the trend is growing. This stimulates the government's initiative to regulate the situation. The initiative is implemented in the range of algorithms for obtaining the profession. Ways of training in the UK, such as Initial Teacher Education or Training, Postgraduate Diploma in Education or Postgraduate Certificate in Education, Qualified Teacher Status, Graduate Teacher Program and Registered Teacher Program through the government's School Direct program have been identified. Postgraduate education of primary school teachers is regulated by the programs Continuing Professional Development and In-Service Education and Training. Possible ways of professional training of primary school teachers in Sweden are: specialized university training with a master's degree, courses in Bridging Education Program, Vocational Education Program, Foreign Teacher's Bridging Program, Supplementary Training for Teachers, which lead to the status of certified teacher. Continuous professional development of Swedish teachers is not regulated, it depends on the self-motivation and policy of the administration of educational institutions.

Keywords: professional training, educational-professional program, primary school, primary school teacher, Sweden, Great Britain, initial teacher education (ITE), continuing professional development, in-service education and training.

Natalia Kosharna, Larysa Zhuravlova, Alona Nieliepova, Iryna Sidorova, Nataliia Lopatynska. Professional training of primary school teachers (experience of Great Britain, Sweden). ALRJournal. 2020; 4(9): 159-173

Corresponding Author: Natalia Kosharna, Ukraine
Manuscript Language: English
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