Karpenko N. Pre-school Teacher Training at Universities in Sweden

The aim of the research paper is to study the experience of pre-school teacher training in Sweden. The retrospective analysis of the problem shows that working with small children at institutions outside the home in Sweden dates back to the late 19th century when public childcare provision developed in a context of industrialization, urbanization and democratization. Out of the charitable work of unmarried women in these early childhood institutions pre-schools and teacher education programmes developed. Since the beginning of the 1900s the training of pre-school teachers has undergone remarkable growth and recognition in numbers as well as in status. Training programmes have progressed from relatively short, self-regulated courses to an extensive three-year university programme. While being previously well grounded on practice, the transfer to university led to a change in the balance between theory and practice and a programme that became more similar in its structure to traditional university courses of study. The supervision of and responsibility for training has also changed over time: from being in the hands of private charitable organizations and societies at the beginning of the last century to being transferred to the state in 1962. The thesis focuses on the latest reform of teacher education implemented in 2001 which changed a previously diversified system into a unitary programme for all student teachers. The research outlines the main features of the reform: introduction of a new integrated teaching degree worth 180 to 330 credits, flexibility, increased appropriations for research and post-graduate education, the promotion of closer relationship between teacher education and schools and pre-schools. According to the Degree Ordinance a teaching qualification for pedagogical activities in pre-school is achieved after the completion of courses encompassing at least 210 credits. The programme is divided into the following three integrated areas of education: general education area of 90 credits (these studies should comprise both areas of knowledge central to the teaching profession and interdisciplinary cross-cutting themes), education area with one or more orientations of at least 60 credits in a specific subject or area of education (these studies should correspond to age related subject areas) and specialization area of at least 30 credits (built on previous knowledge, deepening a previous specialization, broadening an area of competence or introducing a complementary perspective). In order to be awarded a diploma, the students have to complete an independent degree thesis. The outcome of the reform was the transformation of traditional practical training into pre-school placed education which resulted in the integration of the theoretical and practical training as field-based education takes place throughout the course of the studies. At least 15 credits of the general education and 15 points per specialization have to be activity-based. The research proves that the distinctive features of the new pre-school teacher education programme are reflection, scientific knowledge and integration. To create intellectual, creative and stimulating environment and support a learner centered approach to education the universities use proper methods and tools. Different courses have been added to the pre-school teacher training program and the working methods have been changed because of information and communication technologies. In order to facilitate the professional development of pre-school teachers in Sweden municipalities provide their in-service training. A variety of training opportunities are provided in conjunction with universities ranging from short courses to longer term courses covering a great variety of subjects. The thesis outlines the main tendencies of modern pre-school teacher training in Sweden: europezation, diversification, strengthening research towards pre-school teacher education, changing from teacher centered approach to leaner involvement, informatization, improving career guidance at high schools and developing a close relationship between pre-schools and Universities. On the basis of Swedish experience of pre-school teacher training and its comparison with the peculiarities of training the same specialists in Ukraine the recommendations as for applying innovating ideas in Ukrainian context have been worked out. The results of the research can be used in further studies of the problems of pre-school teacher training abroad, preparation for lectures and practical classes in Comparative Education, creation of special courses on teacher training abroad, a foreign language (Swedish) with a vocational bias.