TRAINING EXPERIENCE FOR HIGHER SCHOOL TEACHERS IN THE UK
The article considers the experience of advanced training of higher education teachers in Great Britain. It is noted that the positive experience of the teaching system of higher education teachers in Great Britain, based on modern conceptual provisions and technological models, is of undeniable value for study and implementation in the domestic education system. It is stated that the process of professional development of scientific and pedagogical staff in the universities of this country is carried out with the help of various structural units created by the universities themselves. It is established that the ideas of the network approach are the basis of the organization of professional development of teachers of Great Britain. It is noted that advanced training in higher educational institutions of the country is carried out individually and in a targeted manner and has a practice-oriented nature. At the same time, multimedia, electronic and remote means are actively used various forms – from consultations, workshops in discussion panels, online seminars and variable methods such as “learning by doing”, “mentoring”, “coaching”, “mentoring”, “pyramid”, “aquarium” and others. In general, the United Kingdom relies on individualized forms of professional development, determined by the choice of the teacher. At the same time, there are no legally established requirements for training in professional development courses for higher school teachers; their constant professional growth is the responsibility of each university, most of which have their own departments or employees responsible for the professional development of personnel. Also, most developers of advanced training courses use the so-called virtual training center of universities, which appeared as a result of the development of new information technologies and changed the country's education system as a whole. It allows you to work online with large and small groups of students, as well as to conduct classes individually. The development of e-learning in modern UK universities has contributed to the fact that the process of professional development of university teachers has become more flexible, open and personal. The methods and forms used in the article, used in refresher courses at universities in the United Kingdom, concluded that they not only contribute to the professional growth of scientific and pedagogical staff of higher education institutions in the country, but also provide them with psychological support, motivate them to solve complex problems and overcoming difficulties in work.
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