Зміст професійної підготовки вчителів початкової школи у закладах вищої освіти України

Abstract

Розглянуто зміст професійної підготовки вчителів початкової школи в умовах сучасної освіти. Проаналізовано навчальні плани різних закладів вищої освіти України, які здійснюють підготовку вчителя початкової школи, який показав, що навчальний процес стосовно обов’язкових дисциплін представлений циклами: загальної підготовки, професійної підготовки, практичної підготовки та циклом додаткової спеціалізації. Схарактеризо- вано особливості підготовки вчителя початкової школи. Висвітлено кількість годин, передбачених навчальними планами університетів України на самостійну роботу для циклів підготовки вчителя початкової школи. The paper aims to reveal the content of the professional training of primary school teachers at universities of Ukraine. During the study, the curricula of different institutions of higher education of Ukraine were analyzed, which provide training for elementary school teachers: Bohdan Khmelnytsky National University of Cherkasy (Branch of knowledge - 01 Education / Pedagogy, specialty - 013 Primary education, Forms of education - full time, educational degree - Bachelor, term of study - 4 years, academic qualification - Bachelor of education, professional qualification – primary school teacher; Specializations - psychologist in educational institutions, choreographer, primary school Foreign Language teacher, speech therapist); Berdyansk State Pedagogical University (specialization - English teacher, Computer Science teacher, Fine Arts teacher, practical psychologist), Pavlo Tychyna Uman State Pedagogical University (specializations: psychologist, Computer Science teacher, preschool teacher, teacher of the English language and literature), Volodymyr Vynnychenko Central Ukrainian State Pedagogical University (additional specialty: pre-school education), Lesya Ukrainka Eastern European National University (specialization: elementary education). The mastering of the program “Primary Education” with further provision of “Primary School Teacher” professional qualification with the corresponding specialization according to the curricula of the examined universities is carried out according to the following courses: general training; professional training; practical training; additional specialization. The analysis of curricula reflects the diverse approach of institutions of higher education to the definition of the total number of study hours (credits) of disciplines in terms of training. The diversification of the total hours (credits) provided by the curricula of higher education institutions of Ukraine for students’ self-study in case of equal number of hours (7200 hours - 240 credits) is due to the increase of the self-study scope, envisaged in educational disciplines, which are defined by the curricula. According to the research outcomes, it is suggested to implement the following reforms in primary school teacher training program at Ukrainian universities: increase of the number of hours for self-study, paying special attention to the practical aspect of training, improvement of internship programs, advancement of the content of additional specializations.