COMPARATIVE-PEDAGOGICAL ANALYSIS OF FOREIGN LANGUAGE TEACHERS' PROFESSIONAL DEVELOPMENT OF OF IN UKRAINE AND FRANCE

• Main Author: Medynskaya, A.V (Author)
• Format: Book
• Published: LLC (EOOD) "SCIENTIFIC CHRONOGRAPH", 2020-08-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2603-4859; 10.34671/SCH.HBR.2020.0403.0006
• Keywords: Education; L; Economics as a science; HB71-74
• Source: Хуманитарни Балкански изследвания, Vol 4, Iss 9 (2020)

The article studies the current state of professional development systems of foreign language teachers in Ukraine and France, a comprehensive comparative analysis of their organizational and pedagogical conditions is performed, the ways of their improving are suggested. The topicality of the study is confirmed by the urgent need for teaching professional development in the process of modern educational reforms, a significant contribution to which may be the introduction of best foreign practices. It is relevant to study the example of France, the country that created the first model of continuing education, as well as prepared a legal framework for it. The objective of the study is to determine progressive ideas of the French experience based on the holistic comparative and pedagogical analysis of foreign language teachers' professional development in Ukraine and France and to work out recommendations for their use in the system of continuing pedagogical education in Ukraine. In the process of the research such methods were applied as: structural-semantic, comparative-pedagogical, searching, prognostic. This analysis was carried out according to the following criteria: conceptual and categorical apparatus, quality management and control, regulatory framework, funding, forms, types, models, providers of professional development, program content, methods, providers of international academic mobility, distance education, language spectrum, providers of professional development for teachers of the state language as foreign, associations of foreign language teachers. The results of the study revealed common and different features of the Ukrainian and French systems of continuing education of foreign language teachers, which allowed to determine the shortcomings of organizational and pedagogical conditions for professional development of foreign language teachers in Ukraine. The study served as a basis for the working out the scientific and methodological recommendations for the implementation of the identified progressive ideas of the French experience of professional development of foreign language teachers in the educational space of Ukraine by the conceptual, regulatory, organization-managerial, methodical, research, qualimetric and financial directions.