Use of the pedagogical education experience of France and Great Britain
Great experience has been accumulated in the world for teachers training capable to perform professional activity in the conditions of standardization and to flexibly respond to the changes in education. The article conducted research based on the analysis of the experience of training, re-training and qualification upgrade teachers of the main secondary education system in France and Great Britain. Trends and tendencies of changes in the structure and content of teachers training, re-training and qualification upgrade are analyzed. Analysis reviewed the structure, orientation and tendency of the school teachers training, re-training and qualification upgrade. Research resulted in conclusions regarding taking into account the trends of individualization and project forms of education; regarding necessity of changes of the content of future teachers education, training forms, as well as the staff selection system, future teachers training and attestation; regarding separation of teachers licensing from the training system. As for the country-wise orientation, the analysis shown that the activity-based and personally-oriented approaches are the main ones in pedagogical education in Great Britain, while competence approach and individualization of the teachers training process prevail in France. Recommendations are provided for taking into account experience of pedagogical education in France and Great Britain for detection of the conditions of training of specialists of control the activity-based educational practices that include orientation on training based on resolution of specific professional objectives at the work place, reflection of the own professional actions for compliance with the activity-based paradigm in education, support on the area of nearest development of specialists of control the activity-based educational practices.