Професійна підготовка фахівців дошкільної освіти в університетах Австралії

Abstract

У дисертації з’ясовано ступінь наукового опрацювання проблеми професійної підготовки фахівців дошкільної освіти в психолого-педагогічних дослідженнях; здійснено аналіз особливостей професійної підготовки фахівців дошкільної освіти в університетах Австралії, зокрема сучасних вимог до професійної підготовки, професійних стандартів і типів професійних програм, освітньо-кваліфікаційних рівнів, змісту, форм, методів та технологій фахової підготовки, структури навчальних планів та програм, складників професійної компетентності фахівця, видів професійної практики та організаційно-методичних вимог до її проведення, науково-дослідницької діяльності, науково-методичного забезпечення, подальшого професійного розвитку; на основі порівняльно-педагогічного аналізу обґрунтовано можливості творчого використання прогресивних ідей австралійського досвіду у вищій педагогічні освіті України.

В диссертации изучена степень научной разработанности проблемы профессиональной подготовки специалистов дошкольного образования в психолого-педагогических исследованиях; осуществлен анализ особенностей профессиональной подготовки специалистов дошкольного образования в университетах Австралии, в частности современных требований к профессиональной подготовке, профессиональных стандартов и типов профессиональных программ, образовательно-квалификационных уровней, содержания, форм, методов и технологий профессиональной подготовки, структуры учебных планов и программ, составляющих профессиональной компетентности специалиста, видов профессиональной практики и организационно-методических требований к ее проведению, научно-исследовательской деятельности, научно-методического обеспечения, дальнейшего профессионального развития; на основе сравнительно-педагогического анализа обоснованы возможности творческого использования прогрессивных идей австралийского опыта в высшем педагогическом образовании Украины.

The thesis deals with the integral analysis of the professional training of early childhood professionals at universities of Australia. Theoretical analysis of the fundamental conceptions and theories of child’s development and upbringing (psychoanalysis theory, developmental, cognitive and sociocultural, experiential, constructivist theories, humanistic upbringing, play-based development theory, multiple intelligences, behavioristic theory, etc.) has been carried out. The review of the essence of professional education and extent of the study of the early childhood educator’s training in philosophic, psychological and educational researches testifies to the competence approach to the future educators’ training and ensuring their readiness to the professional practice, which main features are poly-competence, integrity, dynamism, interactivity. The bibliographic analysis of the problem has shown that in Ukraine there has been noted an increased attention to the researches in the qualified early childhood professionals training in highly developed countries, particularly in teaching methods, study modes peculiarities, approaches to the early childhood teachers competence acquisition and its constituents, the use of information technologies in the training process. On the basis of the analysis of the conceptual schemes and models suggested by prominent researchers the author has shown that the person-oriented education model provides the personality’s spiritual and moral world formation by means of effective development and education technologies application, the basis of which are principles of consciousness and self-consciousness. The state of early childhood and pre-school education in Australia at the present stage was examined in the thesis. The author has established that reformations in educational domain have been done because of clear national strategy of early year’s development on various levels: legislative, financial and economic, conceptual, administrative; pedagogical and organizational. The development of pre-school education has been carried out according to The Early Years Learning Framework for Australia: Belonging, Being and Becoming, worked out on the basis of National Early Childhood Development Strategy − Investing in the Early Years, Education and Care Services National Law and Regulations, National Quality Standards for Early Childhood Education and Care. The Australian Children’s Education and Care Quality Authority determines approved qualifications for three types of educators in the field of early childhood education under the National Quality Framework: certificate III level educator, diploma level educator, early childhood teacher (with 3-or 4-year initial undergraduate Degree, Post Graduate Certificate/Diploma or Master Degree). It has been established that providing of the high level of professional training of Early Childhood professionals (Bachelor of Early Childhood Studies, Bachelor of Teaching (Early Childhood), Bachelor of Early Childhood Education, Master of Teaching (Early Childhood), Master of Early Childhood Education, Doctor of Philosophy, Doctor of Education) has been performed by means of regulatory and legislative base improvement; modes, ways, technologies and methods of teaching and practice upgrading. The current requirements to the early childhood teachers training (professional knowledge, professional practice, professional engagement), professional standards and types of the training programs (12 types), qualification degrees, contents, training modes and techniques, university educational programs and curricular structure, constituent parts of their professional competency, different types of the field study and requirements to its undertaking, peculiarities of the research activity and further ongoing professional development of the early childhood teachers have been analyzed in the thesis. A great number of educational programs give the evidence of their variability and student-centered orientation; enable pre-service early childhood students with a right of option in developing their study plan and career prospects. Early childhood pre-service teachers’ curricula (depending on the university and study program) comprise core and optional courses (electives) and can be composed from 6 areas of disciplines (Psychology and child development, Education and curriculum studies, Early childhood pedagogies, Family and community contexts, History and philosophy of early childhood, Early childhood professional practice) or 4 areas (Education studies, Curriculum studies, Curriculum and Pedagogy, Practicum and Fieldwork). In accordance with early childhood teachers’ curricula theoretical knowledge and skills required for the occupation are compulsory; special knowledge of certain courses and their teaching methods; necessity to complete different types of professional placement (80 days professional experience for undergraduate courses, 60 days for two-year post graduate courses). Small number of courses is accounted for their integration (integrated approach). An increased attention and popularity in distant study mode (distance learning) and its integration with full-time (on-campus) study due to its mobility, time and space unrestrictedness have been noted in Australia. In this connection Australian institutions of tertiary education widely offer their students computer and e-learning, Internet-learning, web-learning, on-line learning, multi-campus mode of study, flexible or mixed-mode of study. The author has carried out the comparative and pedagogical analysis of the contents, study modes and teaching technologies of early childhood professionals’ training at Australian and Ukrainian universities and the conducted research of the peculiarities of early childhood teachers’ professional training have enabled the formulation of scientific-methodological recommendations concerning the implementation of advanced ideas of Australian best practices into higher pedagogical education in Ukraine, eventually improving a purposeful and lifelong training of highly qualified early childhood professionals.