Professional Pedagogical Mobility of Educators in the European Context

Autor/in	Iyevlyev, Oleksandr
Titel	Professional Pedagogical Mobility of Educators in the European Context
Quelle	In: Comparative Professional Pedagogy, 8 (2018) 3, S.57-63 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2353-9518
DOI	10.2478/rpp-2018-0042
Schlagwörter	Faculty Mobility; International Cooperation; Educational Cooperation; Educational Policy; Higher Education; College Faculty; Competition; Teacher Education; Student Mobility; Language Teachers; Internship Programs; Native Language; Second Language Learning; Foreign Countries; Exchange Programs; Personality; Student Teachers; Educational Quality; International Education; Global Approach; Europe; Ukraine + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Wettkampf; Lehrerausbildung; Lehrerbildung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Language teacher; Sprachunterricht; Berufspraktische Ausbildung; Zweitsprachenerwerb; Ausland; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Personalität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Quality of education; Bildungsqualität; Internationale Erziehung; Globales Denken; Europa
Abstract	The article deals with the features of promoting and organizing professional pedagogical mobility of educators in the European context. Therefore, theoretical framework of the current research includes relevant documents of the Bologna Process (the Sorbonne Declaration, the Bologna Declaration (1999), the Prague Communiqué (2001), The Berlin Communiqué (2003), The Bergen Communiqué etc.). It was specified that one of the main objectives of the Bologna process was to promote mobility of educators since it is an indispensable condition for the existence and development of the European Higher Education Area (EHEA). It was indicated that professional mobility of educators occupied a prominent place in the Bologna process, determined attractiveness and competitiveness of the EHEA worldwide and improved the quality of higher education and research. It was clarified that the following important aspects of the international dimension of teacher training and professional mobility of educators providing such training should be considered in order to improve the international mobility of teacher students: teachers of the native language for foreigners should have experience of study in the country of the language taught; it is important to encourage HEIs to recognize school work internships related to the teaching subject that were completed abroad in the framework of the study exchange programme; development of international faculties in HEIs should be encouraged. It was found that the following ways could enhance the international dimension of teacher training and support professional mobility of educators providing such training: an acknowledgement of the importance of this particular student group as well as a commitment to improving the framework conditions, such as national regulation which may hinder the mobility of teacher training students. It was concluded that professional pedagogical mobility in the European context was targeted at culminating the personality of teacher students--future educators. Based on the obtained findings, some relevant recommendations were outlined to enhance the quality of professional pedagogical mobility of future educators in Ukraine. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01