| Issue |
SHS Web Conf.
Volume 79, 2020
International Scientific and Practical Conference “Theory and Practice of Project Management in Education: Horizons and Risks”
|
|
|---|---|---|
| Article Number | 02001 | |
| Number of page(s) | 5 | |
| Section | Project Management of Higher Education | |
| DOI | https://doi.org/10.1051/shsconf/20207902001 | |
| Published online | 19 August 2020 | |
Comparative Pedagogical Analysis of Teacher Education Programs in France And The USA
1
Moscow City University, Institute of Pedagogics and Psychology of Education, Department of Pedagogics, Moscow, Russia
2
Moscow State Pedagogical University, Chair of Educational Psychology, Faculty of Pedagogics and Psychology, Moscow, Russia
3
Eurasian Humanities Institute, Nur-Sultan, Kazakhstan
* Corresponding author: alisove@mgpu.ru
This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.
© The Authors, published by EDP Sciences, 2020
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