Система заохочень до професійного самовдосконалення вчителів у Великій Британії (друга половина ХХ – початок ХХІ століття) : автореф. дис.
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Дата
2015
ORCID
DOI
Науковий ступінь
Рівень дисертації
Шифр та назва спеціальності
Рада захисту
Установа захисту
Науковий керівник
Члени комітету
Видавець
Харків
Анотація
Дисертація присвячена дослідженню проблеми системи заохочення вчителів
Великої Британії до професійного самовдосконалення, що сприятиме використанню
педагогічно цінного досвіду в роботі загальноосвітніх шкіл України.
У дисертації обґрунтовано етапи становлення й розвитку системи заохочення
вчителів у Великій Британії, схарактеризовано види, форми та методи заохочення на
кожному з них.
Окреслено перспективи використання педагогічно цінного досвіду Великої
Британії з питання заохочення вчителів до професійного самовдосконалення в
умовах роботи сучасних українських загальноосвітніх навчальних закладів.
The paper emphasises attention to the concept, functions, indicators of teachers’ professional self-improvement, describes the components of self-improvement such as self-discipline and self-education, that provide independent search processes and adoption of teaching decisions, which display particularities of the teacher as an individual. Different forms and measures of incentives are applied for the motivation of teachers to self-improvement. Opinions of some researchers were divided towards determination of the concept of «encouragement» in correlation with the concept of «reward» and the determination of their forms. Internal incentives are given by the process of implementation of work: feeling of the achievement of results, success, self-esteem, maintenance and meaningfulness of the executed work, jurisdiction, skills, other methods of providing the internal incentives – favourable conditions of work and concrete formulation of tasks. Historical periods of the system of teachers` encouragement to professional selfimprovement in Great Britain have been determined, theoretical aspects of the system of in-service education have been analyzed. It has been discovered that in 1979 the Conservatives, headed by Margaret Thatcher and John Major, reforms in the system of education in Great Britain started. Special attention was paid to school accountability in order to report the results of teaching. In 1997 the Labour government of Tony Blair created a system to encourage teachers to their self-improvement: teachers` standards and competencies, introduction of new positions, time for professional development, higher salaries. Analysis of studies in comparative education showed that in the early XXI century the system of professional development of teachers in Great Britain continues to actively reform: promoting pedagogical staff to self-improvement remains insufficiently studied, in particular, the question concerning methods, types, models of application of encouraging teachers to self-improvement and creative ways of using this experience in other countries are not fully disclosed. New, professional approaches to the promotion of the teaching career provide for the transition from a primarily external stimulation of the teacher's activity (financial remuneration, career opportunities) to activate the internal professional motivation, which requires the solution of the question about satisfaction of teachers with their work - its conditions, process and results. It should be noted that nowadays the question about the forms of teachers`promotion to professional self-improvement rises to the fore.The research has made it possible to classify the system of teachers` encouragement to professional self-improvement: moral encouragement incentives (trust, support, feeling of pleasure from work); material incentives (salary, valuable gifts); status encouragement (an appropriation of rank, category, increase in position, delegation of administrative decisions); methodical encouragement (attending seminars, conferences); mixed encouragement (contain two and more types of incentives). Innovative forms and methods of teachers’ encouragement to professional selfimprovement in Great Britain have been analyzed; criteria of a contemporary British teacher are described, the forms of newly-qualified teachers` incentives to professional self-improvement have been studied. There are many opportunities for staff development and improvement in Great Britain: reflection, school self-evaluation, professional talk – informal and formal (on-going), development dialogues, classroom observation, showing assemblies, leading a workshop/in-house INSET, writing policies and schemes of work, classroom action research, mentoring students, staff meetings / INSET, performance management cycle, touring the school, visiting other classrooms, demonstrating/explaining practice and classroom organization, team teaching, shadow or pairing leaders for curriculum subject management, experience of teaching range of pupils and age group, professional challenge, joint work (assemblies, educational visits, concerts and productions, parental meetings), talk about learning and teaching, staff conferences on individual pupils, analysis of pupil data, reviews of teacher assessments, agreement trials, reviews of pupil reports, shadowing pupils, monitoring pupils’ work, curriculum reviews. Material promotions have been highlighted in the scientific research. They are teachers' pay and conditions. In Britain, successive governments have eroded English local authorities’ role in providing education. Much money is divided by several funding formulas, and is given to five Education and Library Boards. The National Pay Scale provides a national framework for teachers' pay, but governing bodies are able to exercise some discretion on teachers' progress along it. Classroom teachers can supplement their pay by taking on management responsibilities, which may qualify them for one of five management allowances. Governing bodies have discretion to give recruitment and retention allowances, Special Educational Needs allowances, training and professional development allowances and out-of-school activity allowances, as stated in the school's Pay Policу. The school considers the application of non-cash and other types of benefits to reward staff appropriately for their contributions to the school, as provided by policy and/or national terms and conditions. Generally such awards can be decided by the Headteacher; however decisions involving a significant budget implication should be referred to the Pay Committee. The School ensures that any non-cash awards are properly recorded in line with the requirements of Inland Revenue regulations. Prospects for a creative implementation of the British experience in the system of teachers’ encouragement to professional self-improvement in Ukraine have been presented. Study of problems in the system of teachers’ encouragement to professional self-improvement is still underway.
Диссертация посвящена исследованию проблемы системы поощрения профессионального самосовершенствования учителей Великой Британии, что будет способствовать использованию педагогически ценного опыта в работе общеобразовательных школ Украины. В диссертации обоснованы этапы становления и развития системы поощрений учителей Великобритании, охарактеризованы виды, формы и методы поощрения на каждом из них. Определены перспективы использования педагогически ценного опыта Великой Британии по вопросу поощрения учителей к профессиональному самосовершенствованию в условиях работы современных украинских общеобразовательных учебных заведений.
The paper emphasises attention to the concept, functions, indicators of teachers’ professional self-improvement, describes the components of self-improvement such as self-discipline and self-education, that provide independent search processes and adoption of teaching decisions, which display particularities of the teacher as an individual. Different forms and measures of incentives are applied for the motivation of teachers to self-improvement. Opinions of some researchers were divided towards determination of the concept of «encouragement» in correlation with the concept of «reward» and the determination of their forms. Internal incentives are given by the process of implementation of work: feeling of the achievement of results, success, self-esteem, maintenance and meaningfulness of the executed work, jurisdiction, skills, other methods of providing the internal incentives – favourable conditions of work and concrete formulation of tasks. Historical periods of the system of teachers` encouragement to professional selfimprovement in Great Britain have been determined, theoretical aspects of the system of in-service education have been analyzed. It has been discovered that in 1979 the Conservatives, headed by Margaret Thatcher and John Major, reforms in the system of education in Great Britain started. Special attention was paid to school accountability in order to report the results of teaching. In 1997 the Labour government of Tony Blair created a system to encourage teachers to their self-improvement: teachers` standards and competencies, introduction of new positions, time for professional development, higher salaries. Analysis of studies in comparative education showed that in the early XXI century the system of professional development of teachers in Great Britain continues to actively reform: promoting pedagogical staff to self-improvement remains insufficiently studied, in particular, the question concerning methods, types, models of application of encouraging teachers to self-improvement and creative ways of using this experience in other countries are not fully disclosed. New, professional approaches to the promotion of the teaching career provide for the transition from a primarily external stimulation of the teacher's activity (financial remuneration, career opportunities) to activate the internal professional motivation, which requires the solution of the question about satisfaction of teachers with their work - its conditions, process and results. It should be noted that nowadays the question about the forms of teachers`promotion to professional self-improvement rises to the fore.The research has made it possible to classify the system of teachers` encouragement to professional self-improvement: moral encouragement incentives (trust, support, feeling of pleasure from work); material incentives (salary, valuable gifts); status encouragement (an appropriation of rank, category, increase in position, delegation of administrative decisions); methodical encouragement (attending seminars, conferences); mixed encouragement (contain two and more types of incentives). Innovative forms and methods of teachers’ encouragement to professional selfimprovement in Great Britain have been analyzed; criteria of a contemporary British teacher are described, the forms of newly-qualified teachers` incentives to professional self-improvement have been studied. There are many opportunities for staff development and improvement in Great Britain: reflection, school self-evaluation, professional talk – informal and formal (on-going), development dialogues, classroom observation, showing assemblies, leading a workshop/in-house INSET, writing policies and schemes of work, classroom action research, mentoring students, staff meetings / INSET, performance management cycle, touring the school, visiting other classrooms, demonstrating/explaining practice and classroom organization, team teaching, shadow or pairing leaders for curriculum subject management, experience of teaching range of pupils and age group, professional challenge, joint work (assemblies, educational visits, concerts and productions, parental meetings), talk about learning and teaching, staff conferences on individual pupils, analysis of pupil data, reviews of teacher assessments, agreement trials, reviews of pupil reports, shadowing pupils, monitoring pupils’ work, curriculum reviews. Material promotions have been highlighted in the scientific research. They are teachers' pay and conditions. In Britain, successive governments have eroded English local authorities’ role in providing education. Much money is divided by several funding formulas, and is given to five Education and Library Boards. The National Pay Scale provides a national framework for teachers' pay, but governing bodies are able to exercise some discretion on teachers' progress along it. Classroom teachers can supplement their pay by taking on management responsibilities, which may qualify them for one of five management allowances. Governing bodies have discretion to give recruitment and retention allowances, Special Educational Needs allowances, training and professional development allowances and out-of-school activity allowances, as stated in the school's Pay Policу. The school considers the application of non-cash and other types of benefits to reward staff appropriately for their contributions to the school, as provided by policy and/or national terms and conditions. Generally such awards can be decided by the Headteacher; however decisions involving a significant budget implication should be referred to the Pay Committee. The School ensures that any non-cash awards are properly recorded in line with the requirements of Inland Revenue regulations. Prospects for a creative implementation of the British experience in the system of teachers’ encouragement to professional self-improvement in Ukraine have been presented. Study of problems in the system of teachers’ encouragement to professional self-improvement is still underway.
Диссертация посвящена исследованию проблемы системы поощрения профессионального самосовершенствования учителей Великой Британии, что будет способствовать использованию педагогически ценного опыта в работе общеобразовательных школ Украины. В диссертации обоснованы этапы становления и развития системы поощрений учителей Великобритании, охарактеризованы виды, формы и методы поощрения на каждом из них. Определены перспективы использования педагогически ценного опыта Великой Британии по вопросу поощрения учителей к профессиональному самосовершенствованию в условиях работы современных украинских общеобразовательных учебных заведений.
Опис
Филипська, В. І. Система заохочень до професійного самовдосконалення вчителів у Великій Британії (друга половина ХХ – початок ХХІ століття) : автореф. дис. ... канд. пед. наук. : 13.00.01 / Филипська В. І.; Харк. нац. пед. ун-т імені Г.С. Сковороди. – Харків, 2015. – 22 с.
Ключові слова
Освіта. Педагогіка. Education. Pedagogy. Образование. Педагогика, Автореферати дисертацій. Abstracts of Theses. Авторефераты диссертаций, 13.00.01, зарубіжний досвід, зарубежный опыт, foreign experience, заохочення, учитель, Велика Британія, професійне самовдосконалення, стимулювання праці, неперервна освіта, поощрение, вчитель, Великая Британия, профессиональное самосовершенствование, стимулирование труда, непрерывное образование, encouragement, teacher, Great Britain, professional selfimprovement, stimulating for work, in-service education