European experience of dual education for future teachers in Ukraine
Resumo
The aim of the research is to determine the effectiveness of the European experience of dual education in Ukraine for future teachers. The aim was achieved through the use of comparison, SWOT analysis, calculation of selectivity factor, effectiveness, correlation index. The comparison of dual education systems in Germany, Austria, Switzerland, Poland was used to determine their impact on the effectiveness of education and employment. It was established that the experience of Germany is the most effective for acquiring the necessary practical skills (f_c=14.2). The dual system of Switzerland is the most favourable for employment (14.5), as it is aimed at adopting the practical experience of the most competitive institutions. It was established that the experience of Germany can be the most positive dual system for Ukrainian education (f_c=14.4) and Poland (f_c=14.2). SWOT analysis was applied to establish that the dual education system has greater advantages compared to traditional education. The practical significance of the research is the possibility of providing a dual system during the teachers’ training as a result of focusing on the favourable experience of Germany and Poland. The prospects for further research may be related to the comparison of dual education experience of European countries, America for Ukraine.
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Referências
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Salas-Velasco, M. (2022). Vocational Education and Training Systems in Europe. In: A Ratté (Ed.), Education Systems: Past, Current and Future Trends (pp. 103–121). Nova Science Publishers. https://acortar.link/lE7BU2
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The Norwegian National Committee for Research Ethics in Science and Technology (2016). Guidelines for Research Ethics in Science and Technology. https://acortar.link/63VU62
Turchyn, A., Kashuba, O., Kravchuk, Т., Navolska, H., & Derkach, H. (2022). The Dual Model of Practical Professional and Pedagogical Training of Future Teachers for Vocational Schools in Germany. Journal of Education Culture and Society, 13(2), 713-728. https://bibliotekanauki.pl/articles/18105171.pdf
Varela-Losada, M., Pérez-Rodríguez, U., Lorenzo-Rial, M.A., & Vega-Marcote, P. (2022). In Search of Transformative Learning for Sustainable Development: Bibliometric Analysis of Recent Scientific Production. Frontiers in Education, 7, 786560.
Wibowo, R. A., Myau-Lyau, N., Christy, N. N., & Albert, N. (2022). The Challenges for Indonesia to Integrate Dual Vocational Education and Training System. Journal of Technical Education and Training, 14(2), 79-90.
Zhu, Q. (2021). Network Course Recommendation System Based on Double-Layer Attention Mechanism. Scientific Programming, 2021, 7613511.
Barraza, P., & Rodríguez, E. (2023). Executive Functions and Theory of Mind in Teachers and Non-Teachers. Heliyon, 9(9), e19915.
Brankovic, J., & Cantwell, B. (2022). Making sense of change in higher education research: exploring the intersection of science and policy. Higher Education, 84(6), 1207-1226.
Bugallo-Rodríguez, A., & Vega-Marcote, P. (2020). Circular economy, sustainability and teacher training in a higher education institution. International Journal of Sustainability in Higher Education, 21(7), 1351-1366.
Chacón-Beltrán, R., & Echitchi, R. (2022). Improving lexical errors in EFL writing by using software-mediated corrective feedback: The efficiency of software-mediated corrective feedback. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 37, 275-290.
Cheng, M. W. (2018). The Southeast Asian higher education space: Transnational, international or national in new ways? European Educational Research Journal, 17(6), 793-808.
Echitchi, R. (2019). Official bilingualism and indigenous language loss: The case of Cameroon. Elia, 19, 65-88.
Fan, J. (2023). Challenges and responses to sustaining action research: A systematic review. Progress in Education, 76, 1-27.
Fassbender, U. (2022). Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System. International Journal for Research in Vocational Education and Training, 9(2), 167-194.
Findeisen, S., Ramseier, L., & Neuenschwander, M. P. (2023). Changing occupations or changing companies—Predictors of different types of premature contract terminations in dual vocational education and training programs. Vocations and Learning, 2023, 1-33. https://doi.org/10.1007/s12186-023-09338-7
Hu, H., Du, S., Liang, J., & Kang, Z. (2022). Towards a Prediction Model of Learning Performance: Informed by Learning Behavior Big Data Analytics. Frontiers of Education in China, 17(1), 121-156.
Hu, H., Li, Y., Yang, Y., Su, Y., & Du, S. (2020). The relationship between STEAM instruction, design thinking and deeper learning. International Journal of Engineering Education, 36(5), 1448-1460. https://www.medsci.cn/sci/show_paper.asp?id=788c712319622c32
Jacobs, J., & Perez, J. I. (2023). A qualitative metasynthesis of teacher educator self-studies on social justice: Articulating a social justice pedagogy. Teaching and Teacher Education, 123, 103994.
Juan Rubio, A. D., & García Conesa, I. M. (2018). The new school for social research as a patron of European scholars. Review of International American Studies, 11(2), 95-111.
Juhasz, T., Andrasi, G., Gal, L., & Cseko, K. (2022). Competitiveness Experiences of Dual Training in a University of Higher Education in Economics. European Journal of Contemporary Education, 11(3), 778-790. https://doi.org/1710.13187/ejced.2022.3.778
Kalenskyi, A., Gerliand, T., Kravets, S., Homeniuk, D., & Nagayev, V. (2023). Dual Educational System of Professional Training of Future Skilled Workers. In Design, Simulation, Manufacturing: The Innovation Exchange (pp. 369-378). Cham: Springer Nature Switzerland.
Konotop, O., Bykonia, O., Bondar, O., Shevchenko, Y., & Kasianchuk, N. (2021). Practice of using GoToMeeting/Zoom in the study of foreign languages. Journal for Educators, Teachers and Trainers, 12(3), 176-186. https://doi.org/10.47750/jett.2021.12.03.017
Li, N., Jiang, P., Li, C., & Wang, W. (2022). College Teaching Innovation from the Perspective of Sustainable Development: The Construction and Twelve-Year Practice of the 2P3E4R System. Sustainability (Switzerland), 14(12), 7130.
Melnyk, N., Bidyuk, N., Kalenskyi, A., Golub, N., ... & Maksymchuk, I. (2019). Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine. Zbornik Instituta za Pedagoska Istrazivanja, 51(1), 46-93.
Miller, N. C., Kumar, S., Pearce, K. L., & Baldock, K. L. (2022). Primary School Educators’ Perspectives and Experiences of Nature-Based Play and Learning and Its Benefits, Barriers, and Enablers: A Qualitative Descriptive Study. International Journal of Environmental Research and Public Health, 19(6), 3179.
Pastore, F. (2019). Why so slow? The school-to-work transition in Italy. Studies in Higher Education, 44(8), 1358-1371.
Pastore, F., Quintano, C., & Rocca, A. (2022). The duration of the school-to-work transition in Italy and in other European countries: a flexible baseline hazard interpretation. International Journal of Manpower, 43(7), 1579-1600.
Plokhikh, V., Popovych, I., Zavatska, N., Losiyevska, O., Zinchenko, S., Nosov, P., & Aleksieieva, M. (2021). Time Synthesis in Organization of Sensorimotor Action. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 164-188. https://doi.org/10.18662/brain/12.4/243
Rott, K.J., Lao, L., Petridou, E., & Schmidt-Hertha, B. (2022). Needs and requirements for an additional AI qualification during dual vocational training: Results from studies of apprentices and teachers. Computers and Education: Artificial Intelligence, 3, 100102.
Rubio, A. D. J., & Conesa, I. M. G. (2023). Benefits of the Application of Task-Based Learning Within the Bilingual Field in Primary Education. In Handbook of Research on Training Teachers for Bilingual Education in Primary Schools (pp. 292-320). IGI Global.
Rustico, L., David, R., & Ranieri, A. (2020). ‘Apprenticeship’ in the Italian approach to the dual system. Transfer, 26(1), 91-103.
Salas-Velasco, M. (2022). Vocational Education and Training Systems in Europe. In: A Ratté (Ed.), Education Systems: Past, Current and Future Trends (pp. 103–121). Nova Science Publishers. https://acortar.link/lE7BU2
Sheremet, O. S., Voluiko, O. M., Posmitna, V. V., Poda, T., & Bidzilya, Y. M. (2021). Sociocultural dominants of developing students’ value intentions: Context of civilization challenges. Amazonia Investiga, 10(45), 31-41. https://doi.org/10.34069/AI/2021.45.09.3
The Norwegian National Committee for Research Ethics in Science and Technology (2016). Guidelines for Research Ethics in Science and Technology. https://acortar.link/63VU62
Turchyn, A., Kashuba, O., Kravchuk, Т., Navolska, H., & Derkach, H. (2022). The Dual Model of Practical Professional and Pedagogical Training of Future Teachers for Vocational Schools in Germany. Journal of Education Culture and Society, 13(2), 713-728. https://bibliotekanauki.pl/articles/18105171.pdf
Varela-Losada, M., Pérez-Rodríguez, U., Lorenzo-Rial, M.A., & Vega-Marcote, P. (2022). In Search of Transformative Learning for Sustainable Development: Bibliometric Analysis of Recent Scientific Production. Frontiers in Education, 7, 786560.
Wibowo, R. A., Myau-Lyau, N., Christy, N. N., & Albert, N. (2022). The Challenges for Indonesia to Integrate Dual Vocational Education and Training System. Journal of Technical Education and Training, 14(2), 79-90.
Zhu, Q. (2021). Network Course Recommendation System Based on Double-Layer Attention Mechanism. Scientific Programming, 2021, 7613511.
Publicado
2023-11-30
Como Citar
Kondratska, H., Grigorieva, N., Kugai, K., Vyshnevska, M., & Sapozhnykov, S. (2023). European experience of dual education for future teachers in Ukraine. Amazonia Investiga, 12(71), 271-283. https://doi.org/10.34069/AI/2023.71.11.24
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