European Experience of Teachers Training of General Education Institutions (On the Example of Germany, France and Italy)

Abstract

Relevance: the integration processes in the relations between Europe and Ukraine on the organization of education and public life actualize the need to analyse the European experience in training future teachers, but the process of reforming the education system today has many problems in training highly qualified specialists in the field of education. Aim: determining the specifics of vocational teacher education in the leading countries of the European Community. Methods: analysis to determine the state of professional and pedagogical training of future teachers in Germany, France and Italy; generalization to formulate conclusions about the state of training of future teachers. Results: it is established that the ultimate goal of introducing inquiry-based learning in German teacher education is to increase the professionalization of future teachers, which can be described by two internationally known concepts: "teacher as a reflexive practitioner" and "teacher as a researcher"; it is determined that in France there are uniform standards of teacher education throughout the country, integration of theoretical, practical and research components of professional training; passing a competitive exam to fill a vacant position in educational institutions of various types due to the fact that teaching staff belong to the category of civil servants, a competency-based approach to the expected learning outcomes; the article reveals that the Italian teacher education system is based on a "sequential model" for secondary school teachers, which requires a strong disciplinary competence, followed by a one- or two-year training program. Conclusions: Germany has announced significant investments in the digitalization of education. The country is preparing for fundamental changes in the skills of its workforce by implementing digital initiatives and reorienting the adult education system. The teaching staff is aging, and Germany faces the challenge of replacing a large number of teachers. In France, efforts continue to improve educational outcomes and reduce inequality, with support for teaching staff and increased funding measures. Authorities face the challenge of balancing the rapid pace of reform with the need to consult with stakeholders to ensure optimal impact. The proportion of Italian teachers satisfied with their jobs is among the highest in the EU, but only a small proportion feel that their profession is valued. The level of higher education is low, and the transition from education to work remains difficult even for highly qualified people.