CONTENT AND PECULIARITIES OF PROFESSIONAL AND POSTGRADUATE TRAINING OF PRIMARY SCHOOL TEACHERS FOR ORGANISING PARTNERSHIPS: EXPERIENCE OF UKRAINE AND NORWAY

Abstract

Based on the analysis of domestic and foreign publications, it is summarised that partnership interaction is a multifaceted phenomenon that requires from a teacher not only deep knowledge in his/her subject area, but also developed communication and social skills to solve production problems and establish constructive cooperation with all participants of the educational process. The ability of teachers to partner can be defined as a set of personal qualities and professional competences that ensure effective cooperation with students, parents, teachers, and administrators. Such interaction is based on the principles of equality, mutual respect and shared responsibility for achieving educational goals.

The researcher draws attention to the fact that in Ukraine and Norway, universities have compulsory and elective courses that directly or indirectly prepare students for the research activity. The programmes of these courses provide information on innovative technologies in modern education, inclusive education, partnership pedagogy, and pedagogical partnership with various social institutions. Their topics, forms and methods of work contribute to the development of future teachers' knowledge of partnership pedagogy and basic skills to implement its ideas in practice.

It is established that postgraduate teacher education in Norway is flexible, individualised and integrated into the system of continuous professional development. The content of the programmes is clearly practice-oriented, which is manifested in the significant number of hours allocated for internships, case studies and work in real-life conditions. Institutions providing postgraduate teacher education in Norway offer course curricula that are characterised by the integration of modern approaches to democratic education, practical development of key ideas of partnership pedagogy and focus on the needs of the teaching community and society, taking into account the basic education of teachers.

In Ukraine, postgraduate teacher education is centralised and often takes place within Institutes of Postgraduate Education. Compared to Norway, the content of programmes related to preparation for effective interaction is more focused on theoretical aspects with less practical component. Such institutions focus on courses related to the use of new technologies, inclusion, emotional intelligence, etc. State support is available, but funding is limited, which leads to selective access to innovative approaches.

Based on the comparative analysis, the key elements that influence the quality of teacher training for pedagogical interaction in postgraduate education are identified. These include the development of communication skills, study of cultural peculiarities, integration of interdisciplinary approaches and ensuring continuity of education through the system of trainings and internships.