Constructivist Approach in a Paradigm of Public School Teachers′ Professional Development in Great Britain, Canada, the USA

Abstract

The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always remains topical. The authors define the following aim and objectives of their research: to conduct analysis of scientific and pedagogical literature and to define the notion of teachers′ “professional development”; to research a place and role of the constructivist approach to professional development of teachers. Some aspects of the problem under research have been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers′ professional development (L. Darling-Hammond, M. Tight); elaboration of professional development curricula (C. Pratt); content of teachers′ professional development (N. Dana Fichtman, S. Zepeda); concept-oriented instruction (J. Guthrie); continuing professional development (Ya. Belmaz, A. Kuzminskyi, O. Kuznietsova). The research methodology comprises theoretical (logical, structural and systematic methods, induction and deduction, comparison and compatibility, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

Governance in the Public Sector Internal Audit: A Dynamic Comparative Perspective

“…The challenge in the task of analyzing professional paradigms is that there is no unifying theory or definition of the professional paradigm. The available academic literature is remarkably heterogeneous with respect to the models and methods of professional paradigm analysis, employed in various fields of knowledge, and it does not offer a single theoretical framework, as evidenced in Mukan et al (2017), Wu and He (2009), Majdalawieh andZaghloul (2008), Chambers andOdar (2015), Lindstrom (1995), Tomebohm (1987, Jackson (2015), Harington and Beddoe (2014), Cane and Conaghan (2009), Sommerland Sommerland (1995). What is common in the literature on professional paradigm analysis is that the analytical approaches are rooted in pragmatism as an important philosophical consideration of the professions under study.…”

Exploring the practices of educators in managing learner discipline within the classroom and in school: perspectives from teachers in three primary schools in the Umzinyathi district.

“…A research paradigm is a way that academics conceptualise a study. The interpretivist method can be used in qualitative research (Mukan et al, 2017). Ncaphalala (2019) claims that four paradigmspost-positivism, social construction (interpretivism), critical theory, and postmodernism are frequently used in social research.…”