The article analyzes the positions of foreign and domestic scholars on the problem of developing professional mobility of teachers. It has been stated that today professional mobility is a necessary component of training a skilled worker. It has been indicated that the teacher possesses an appropriate set of competences that provide an opportunity to be flexible, quickly orientate in the profession, to be competitive in the labor market, ready for further training, retraining and self-education. It has been specified that the factors that actualize these requirements are innovative processes in society; rapid aging of knowledge; the dependence of success in life on the level of education and profession; dynamism and rapid changes in the labor market requirements; the emergence of new professions and the disappearance of the obsolete ones. It has been justified that professional mobility is a complex, integrative, multifactorial entity. Professional mobility provides human development through the formation of key, general professional competencies; human activity, determined by events that change the environment (the result of the activity is self-realization of an individual both in the profession and in everyday life), the process of transformation by people not only themselves, but also their professional-life environment. It has been pointed out that mobility in the pedagogical sphere is determined by objective factors as well as in material production, its direction and intensity depends more on personal, subjective factors. The society is interested in such a specialist who is able to think independently and solve various problems, apply the knowledge gained in the learning process; possesses critical and creative thinking, formed in the process of education; knows how to acquire new knowledge, is capable of self-learning, self-education. It has been concluded that the perspectives for further researchers are seen in studying the problem of developing professional mobility of teachers in European experience.
The problems of implementing interprofessional training of physiotherapists in universities and at the bases of the practical training of students in Great Britain have been analyzed. The role of physiotherapists in issues of medical education and practical assistance within their own profession has been defined. The list of leading training bases that took part in the pilot implementation of common learning for health professions including physiotherapy and the list of the most common topics for interprofessional learning among health professions in universities of Great Britain are given. The role of public authorities and civil communities of Great Britain in providing financing, monitoring and defining requirements for interprofessional learning in the field of physiotherapists' training has been considered. Positive results and the significance of use of interprofessional learning in physiotherapists' training to improve interprofessional communication and collabouration for more effective health services that meet the modern needs of British society have been marked out. Project tasks that will ensure the development and implementation of innovative interprofessional clinical bases of learning in the field of health care in Great Britain have been analyzed. The importance of use of positive foreign experience in the preparation of national experts in physiotherapy has been emphasized.
With geographical, cultural and economic benefits, Poland has adapted to the Bologna Process and has been one of the countries most preferred by students in Turkey within the scope of Erasmus. Turkey and Poland Physical Education and Sports Undergraduate Curriculum were analyzed with data from government agencies in both countries. Erasmus program has been prepared within the framework of the European Union in order to ensure the development of higher education institutions, to work jointly between the universities and to eliminate geographical and educational boundaries. Bologna Process, founded in 1998, Turkey’s included in 2001, envisages a structure that ensures the mobility of academic staff, comparable, not bounded by country borders, set standards, competitive and very well connected with each other. With over 400 universities, Poland offers a cost-effective and quality education program. Poland’s Physical Education and Sports Undergraduate program is 3 years. The curriculum, which has a weighted structure in the Field Training, also includes Professional Knowledge and General Culture courses. Turkey’s constant Physical Education and Sports Science program, which is determined by Higher Education Council (YÖK), is 4 years. In addition to the Field Training courses, Professions Knowledge and General Culture courses are also covered by the curriculum. There is one year (2 semesters, 60 ECTS) difference between Turkey and Poland curriculum. This difference is mostly composed of the National course elements in the Professions Knowledge and General Culture parts. The Field Training courses are divided into theoretical and practical applications and are processed at similar rates in both countries.
The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and organizational and semantic issues of Masters’ in Adult Education professional training in universities of Germany, defined according to andragogue profession’s modern roles and functions have been considered. The purpose of Masters’ in Adult Education professional training and the content of professional competencies have been revealed, the limits of andragogues’ academic education at the graduate level have been outlined. Based on the theoretical analysis of university reference books common features of Master’s programs of academic education in Adult Education / Continuous Education in universities of Germany have been found; the basic principles of the Master’s programs realisation in German universities have been indicated. Special attention is paid to research and justification of organisation and structural elements of Master’s programs in Adult Education / Continuous Education in Otto Friedrich University in Bamberg; the purpose and subject specialty have been revealed; the relation between theory and practical training has been established, the organization and the purpose of practical training abovementioned university have been described, professional prospects of graduates have been outlined.
Specialized training of nursing personnel in Ukraine is being reformed presently. Quality specialized training of nursing personnel is a prerequisite for successful functioning of the health care system in general. In this regard, the article describes dual education system in Germany where educators have accumulated valuable experience in specialized training of nursing personnel. It must be noted that dual education system is divided into theoretical and practical components, whereas theoretical component assumes out-service training and priority practical component - in-service training. In addition, such notions as “dual education”, “nursing personnel”, “professional training”, “specialized training” have been defined. The peculiarities of specialized training of geriatric nursing personnel, health and nursing professionals, health and pediatric nursing personnel have been considered. Special attention has been paid to the fact that new names for nursing professions linguistically highlight a more extensive approach to nursing. The role of practice mentoring in specialized training of nursing personnel has been justified. Based on theoretical analysis of references, it has been concluded that professional pedagogics being the most developed direction in Germany contributes to efficient organization of the education process and training of highly qualified specialists.
The article reveals the prerequisites of appearance of alternative ways to train teachers in the USA at the end of the XX century as main mechanisms to increase qualitative and quantitative characteristics of teaching staff. The author concentrates the attention on the advantages and disadvantages of non-traditional ways to acquire teaching profession. The peculiarities of the development in different states of the country, main characteristics of the training with the help of alternative programs have been found as well as the target groups have been described. Such research is clearly needed, both by policymakers and by practitioners, to determine the appropriateness of alternative certification training models in training educators to deliver quality educational programming to students, as well as their effectiveness in addressing the critical teacher shortages by increasing the pool of available teachers and reducing the turnover and retention problems. Proponents of alternative certification have asserted that such models encourage talented people from other fields to enter teaching and increase the potential supply of teachers available to reduce shortages, and that traditional teacher education programs have little substance or value in training teachers while alternative models provide intensive training and supervision focused on critical skills needed for successful teaching.
The article is devoted to the problem of professional training of pedagogues in foreign countries. Special attention has been paid to the experience of Great Britain. It has been underlined that the teacher has to acquire thorough knowledge in profession as well as to master the methods of teaching. Nevertheless, this is not enough to reach success in a professional field. The educational system today needs a teacher-researcher. It has been proved that the process which provides scientific and educational unity by means of involving students into scientific work is stirring up in European pedagogical institutions. The problem of orientating the teachers to be on research work is considered to be the most important condition of their personal professional self-determination and professional culture. A new teacher-researcher training pattern in British higher educational system has been made. This pattern includes some interdependent components and is successful under certain pedagogic conditions: the possession of research position by a teacher-to-be; ensuring creative interaction and cooperation among students and teachers; introduction of special educative modules with research orientation; the use of project technologies; the arrangement of creative educational atmosphere; establishing friendly relationships among university teachers (lecturers), students and school teachers. The accent is made on the urgent necessity of implementation of British experience in Ukraine.
The issue of plurilingual approach usage to the study of foreign languages has been made actual on case study of Swiss universities. Basic concepts of English philologists’ formation at Swiss universities have been determined. These components have been analyzed with relation to their relevance to the prospective philologist in English Linguistics and Literature. The attention has been focused on the effectiveness of Swisss higher education up to the indicator “skills” (Global Information Technological Report 2014, Networked Readinnes Index, NRI) according to the World Economic Forum on the development of information technologies in different countries. The emphasis has been made on mutual interaction between sectors of secondary and higher education, that contributes to the quality improvement of education in the country. Some steps in the process of modernization in primary and secondary education have been indicated, such as the usage of the Swiss version of the European Language Portfolio; development of “Profession-related Language Competence Profile for Foreign Language Teachers at Lower Secondary Schools”, “The Passepartout Language Teacher Profile”. Attention is paid to the following changes of teachers’ training: its belonging to tertiary study; mandatory practice-teach for English teachers in English-speaking countries, the required level of command of English language as admission to study in Bachelor and Master programs; capability to work in other linguistic regions, which in turn causes the requirements on quality assurance of particular region language proficiency according to the CEFR (Common European Framework of Reference for Languages).
On the basis of scientific research, the experience of higher education institutions in Ukraine and abroad (the USA, the Swiss Confederation) concerning the forming of future philologists’ professional mobility in the process of Master training has been generalized. It has been overviewed, that professional mobility is an essential indicator of the professional and social maturity of a worker. It has been found out that the content of the Master training has to ensure the forming of such features of professional mobility: openness and creativity, which are expressed in susceptibility to new and rejection from stereotypes, in the creative attitude to the profession; commitment to occupy the new activities; an ability for quick adaptation to changing conditions of professional activity; communication. It has been proved, that the forming of specialists’ professional mobility in philology in the process of Master training is more productive when it is based on the ground of values and consistent with professional competence. Having analysed the experience of the aforementioned universities, state standards of competence training of Master philologists have been developed. They are oriented to innovation in professional activities. As a result of fundamental scientific training, which is undertaken during problem lectures, seminars, discussions, scientific workshops, there is a specialist with high social maturity, professional liability, with philological and pedagogical knowledge, words and style, reading culture, compression, editing, translation, building a new high-quality text, communicative culture, with the willingness to use the experience in various fields of teaching, scientific research, administrative innovation.
The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English) have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations